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Inclusive Early Childhood Teacher Resume Example

Resume Score: 80%

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INCLUSIVE EARLY CHILDHOOD TEACHER
Professional Summary

OBJECTIVE Versatile and dedicated teacher with a focus on the individual learning needs of students. Seeking an educational support professional position.

Skills
  • Creating a culture for learning
  • Using visuals to support transitions, instruction, and independence
  • Managing a caseload of students
  • Data-informed decision-making
  • Planning for differentiated instruction
  • Implementing student-centered lessons
  • Leading small groups and providing 1:1 intervention
  • Motivating students to complete work
  • Using informal and formal assessment methods
  • Communicating with school teams, parents, and caregivers
Work History
Inclusive Early Childhood Teacher, 10/2019 to 12/2019
Every Child's Place – Kenosha, WI
  • Planned, implemented, and adapted/modified early literacy, math, science, and art lessons based on the Creative Curriculum while working with children ages 2-3
  • Provided students with multi-sensory learning opportunities by utilizing a variety of hands-on materials
  • Assisted students in using alternative communication methods during small group and individualized lessons
  • Used visual schedules, “First-Then” charts, and timers to alert students of transitions and changes to the schedule
  • Communicated with parents and therapists regarding learning goals and student progress
Special Education Teacher, 05/2016 to 06/2019
Common Threads Family Resource Center – McFarland, WI
  • Worked with students in grades 3-11
  • Provided specialized one-on-one and small group instruction to students with Autism Spectrum Disorders and related disabilities in the Middle Childhood-Adolescent age range
  • Determined skills to teach (academic, functional, social, and behavioral) using the Underlying Characteristics Checklist, Common Core State Standards, Common Core Essential Elements, and curriculum assessments as resources
  • Utilized the Ziggurat Framework to identify sensory and biological needs, structure and supports, and task demands for individual students during lessons
  • Incorporated curriculum-based visual supports into reading lessons to teach basic book awareness, vocabulary, and literal comprehension skills
  • Advanced students' reading skills by utilizing strategies such as Question-Answer Relationship and visualization to answer different types of comprehension questions
  • Encouraged students to independently use hands-on manipulatives or draw pictures to visualize and answer basic math problems
  • Instructed students on how to solve simple and more complex math word problems with accuracy using set routines to identify key details
  • Promoted independent work completion for students at different developmental levels by presenting differentiated task boxes and work folders using a structured work system model
  • Used Boardmaker to create task strips and support visuals to promote independence during academic tasks, functional routines, and social opportunities
  • Cued students to modify behaviors using classroom and individualized 5-point scales
  • Taught students problem-solving skills using a variety of visual supports for decision-making and behavior management
  • Implemented token-based economy systems to reinforce goals, promote positive behaviors, and to teach functional money skills
  • Collaborated with speech pathologists, mental health therapists, and occupational therapists during weekly meetings to write IEPs, and to discuss and modify individual student programming using the Ziggurat Model as a guide
  • Attended and completed all required trainings: Ziggurat and CAPS, Star Autism Support curriculums (Themes First, Links), 30th Annual Autism Conference, Readtopia training in Volo, IL, and Autism Internet Modules
Cross-Categorical Bridge Room Teacher, 08/2013 to 12/2015
O. Brown Elementary School (RUSD) – Racine, WI
  • Worked with students in grades 1-5
  • Provided one-on-one and small group instruction for students with the following disabilities: Autism, Intellectual Disabilities, Emotional and Behavioral Disabilities, Other Health Impairment, and Specific Learning Disabilities
  • Managed the learning schedules for students in 5 different grade levels
  • Utilized a variety of low-technology and high-technology activities to teach beginning math and reading skills
  • Assessed student progress toward IEP goals using receptive and expressive methods
  • Assisted students in using alternative methods of communication (Picture Exchange Communication System, iPad applications, Boardmaker visuals) to engage in lessons and communicate wants/needs
  • Wrote and revised behavior plans; created individualized rewards systems to promote positive behaviors in the classroom
  • Used daily visual schedules and first-then boards to help students sequence their days and to prepare students for transitions
  • Wrote Individualized Education Programs (IEPs) and led family/student-centered IEP meetings
  • Communicated with parents and caregivers through multiple modes of communication, including formal conferences, phone calls, and emails
  • Directed educational support staff to provide assistance to students in my classroom and in general education settings
  • Attended professional development trainings offered by RUSD including: Read Naturally training, Fundations training, the Racine-Kenosha Autism Summit, Responsive Classroom training, Unique Learning System training, and Trauma-Informed Educational Practices training
Education
Teaching Licenses: Special Education, December 2012Alverno College - Milwaukee, WI

State of Wisconsin; Educator File Number: 751765
Middle Childhood to Early Adolescence Cross-Categorical Special Education (1801)

Middle Childhood to Early Adolescence Learning Disabilities (1811)

B.A: Communication Sciences And Disorders, May 2007Augustana College - Rock Island, Illinois
  • Worked with children ages 4-16 during supervised undergraduate clinical work for Communication Sciences and Disorders major
  • Completed a research study on effective methods for teaching reading and spelling when working with children with learning disabilities
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Resume Overview

Companies Worked For:

  • Every Child's Place
  • Common Threads Family Resource Center
  • O. Brown Elementary School (RUSD)

School Attended

  • Alverno College
  • Augustana College

Job Titles Held:

  • Inclusive Early Childhood Teacher
  • Special Education Teacher
  • Cross-Categorical Bridge Room Teacher

Degrees

  • Teaching Licenses : Special Education, December 2012
    B.A : Communication Sciences And Disorders, May 2007

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