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Dedicated Special Education Teacher focused on building each student's strength and confidence, as well as giving students firm guidelines, regularity and dependability to foster their social and academic growth.
- Certified in the state of Maryland in Special Education and Reading
- Member of the International Reading Association
- In-depth knowledge of secondary-Adult literacy
| - Member of the P-20 Executive Council
- Member of the Maryland Consortium of Early Childhood Faculty and Administrators
|
Field Placement Coordinator, 07/2004 to Current
Youth Villages – Boston, MA,
- Place Teacher Education students in public school classrooms throughout the local and surrounding communities.
- Advise students in course selections, career development and provide additional support as they prepare for transfer to a four-year school.
- Organize and monitor background checks of all Teacher Education students prior to their classroom visits.
- Communicate regularly with classroom teachers and principals to successfully place and support students as they work in real classrooms.
- Participate with local and state level organizations that provide support, regulations and structure for teacher education programs.
- Instruct several teacher education courses including, Career Analysis, Foundations of Education, Philosophy and Practice, Early Childhood Learning Environments, and Education Assistantship.
Developmental Reading Instructor, 07/2004 to Current
New Story Schools – Prince George, VA,
- Instruct reading comprehension courses to low achieving college students.
- Assess student progress and diagnose needs with various formal and informal testing measures, including the Accuplacer Test.
- Provide in depth lessons/practice to assist students in transferring reading skills to college courses and textbooks.
- Provide reading support to students in the Academic Reading Center.
- Provide instruction, assessment and monitoring with My Reading Lab tools.
- Collaborate with other developmental reading teachers to provide best practices to struggling readers.
- Implement various strategies to motivate reluctant readers.
- Incorporate diversity awareness and acceptance in the classroom through the use of multicultural and diverse readings, stories, and articles.
Special Education Teacher, 07/1994 to 05/2004
Homesafe – West Palm Beach, FL,
- Taught special education in a variety of settings from elementary to high school, as the student population moved and changed.
- Taught in a self contained classroom, a resource room, and in a an inclusive model.
- Developed individual educational plans (IEP) designed to promote educational, physical and social development.
- Established and communicated clear objectives for all lessons, units and projects to both students and parents.
- Wrote and presented documents for Individual Education Plan conferences.
- Collaborated and co-taught with general education teachers K-12 in order to fully include and accommodate students with special needs.
- Created inventive ways to include students with non-disabled peers in order to promote healthy friendships and improved social development.
- Collaborated with other specialists such as speech language pathologists and occupational/physical therapists.
- Participated in advanced training of alternative forms of communication such as voice output devices, facilitated communication and picture symbols.
- Created detailed lplans for students with behavioral and emotional issues.
- Conducted educational evaluations and standardized testing of students with diagnosed or possible disabilities.
Special Education Teacher, 1991 to 05/1994
Champaign County Schools – City, STATE,
- Developed individual educational plans (IEP) designed to promote educational, physical and social development for students K-5.
- Wrote and presented documents for Individual Education Plan conferences.
- Conducted small group and individual classroom activities with students based on differentiated learning needs.
- Supervised and trained 5 teaching assistants.
- Both participated with training in the inclusion model and also provided training to other teachers in inclusion.
- Conducted educational evaluations and standardized testing of students with diagnosed, or suspected disabilities.
Child Development Specialist, 1990 to 1991
Developmental Services Center – City, STATE,
- Developed Infant Family Service Plans (IFSP) designed to promote healthy physical, social-emotional and language-cognitive development in infants and toddlers with developmental delays.
- Provided case management for families of children with disabilities, linking them with local, state and federal agencies as needed.
- Participated in multidisciplinary evaluations of infants and toddlers referred to our program due to possible developmental delays.
- Worked closely with other specialists such as speech language pathologists, occupational/physical therapists, nurses and physicians to provided optimal services to infants, toddlers and their families.
- Provided transitional services to families as their children moved from the Infant and Toddler Program to the public school system.
Graduate level courses in reading education: Reading, Expected in 2012
Walden University - Minneapolis, MN
GPA:
Graduate level courses in reading education: Reading Education, Expected in 2012
University of Central Michigan - Mount Pleasant, MI
GPA:
Master of Science: Interdisciplinary Special Education/Reading, Expected in 2000
Frostburg State University - Frostburg, MD
GPA:
Graduate levels courses in special education: Special Education, Expected in 1994
University of Illinois - Champaign, IL
GPA:
Two graduate level special education courses on Learning Disabilities: Special Education, Expected in 1992
Illinois State University - Normal, IL
GPA:
Bachelor of Science: Special Education, Expected in 1989
Slippery Rock University - Slippery Rock, PA
GPA:
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