Inclusive Early Childhood Teacher Resume Example
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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
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Work History
Inclusive Early Childhood Teacher, 10/2019 to 12/2019
Simpson County School District – Mendenhall , MS
Simpson County School District – Mendenhall , MS
- 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 – City , STATE
Common Threads Family Resource Center – City , STATE
- 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 independenceduring 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) – City , STATE
O. Brown Elementary School (RUSD) – City , STATE
- 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 - City, State
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 - City
- 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
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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