Dynamic Educator adept in implementation and coaching school based team structures in multiple evidence-based practices including Multi-Tiered System of Support (MTSS) offering 25 years of education-based experience
Skills
Administrative
Coaching
Progress monitoring
Consultation
Collaborative
Teaming structures
Problem Solving
Research
Scaling-up Initiatives
Strategic Planning
Strategic Planning
Technical assistance
Online lectures
Data based decisions
Research based practices
Work History
Lecturer, 07/2015 - Current Rice University – Houston, TX,
Developed Teacher in Residency (TIR) program supporting special education teachers in partnership with high need school districts in Hampton Roads Virginia focusing on high leverage practices required for all special educators.
Supervised student teachers in high needs schools Newport News, Virginia and monitored teacher demonstration of evidence-based instructional practices, PBIS, MTSS in schools
Designed curriculum and assessments for undergraduate and graduate courses to assist special education teachers support English-language learners with and without disabilities in accordance with 2-million-dollar grant from the U.S.Department of Education.
Developed undergraduate and graduate class and instruct students in Assistive Technology for Diverse Learners and Universal for Design principles and research-based practices such as instructional and materials
Designed and delivered graduate and undergraduate instruction to students in Human Growth and Development.
Designed and delivered graduate and undergraduate students in Introduction to Special. Specific focus on MTSS/SLD eligibility
Supervisor, 01/2012 - 07/2015 Parker-Hannifin, Corporation – New Britain, CT,
Designed and developed graduate classes on the principles of behavior management and evidence-based interventions.
Designed and developed graduate classes the use of assistive technology and alternative augmentative communication devices, Universal Design for Learning principles, and QIAT indicators to educate and inform prospective teachers on facilitating learning outcomes for students with autism spectrum disorders (ASD).
Designed and developed graduate general education and special education teachers in the application of instructional strategies for students with ASD, including evidence based instructional practices, aligning IEP goals to the Common Core State Standards, progress monitoring and developing and implementing single subject research designs for students with ASD.
Participated in NCATE data review and analysis and accreditation follow up interviews to successfully achieve NCATE accreditation status., Monitored and reported on teaching performance of special education graduate students over time in numerous NYC schools.
Provide resources to the student teachers, cooperating teachers and administrators.
Served as liaison between Teachers College and the field placements to support the growth and development of all student teachers working with students with disabilities in urban and suburban settings.
Consultant, 07/2012 - 01/2014 Awarepoint – Palo Alto, CA,
Designed and delivered job-embedded professional development and coaching to CT schools in scientifically research based core programs for literacy instruction and driven by Common Core State Standards (CCSS), Positive Behavioral Interventions and Support (PBIS) and multi-tiered systems of support (MTSS) in order to create systemic change that will foster improvement in literacy and behavior for students with disabilities in compliance with Office of Special Education Programs (OSEP) grant.
Served as an active member of SPDG team to identify teaming structures required to implement MTSS in select districts.
Served as a liaison between SERC and Bureau of Special Education.
Provided technical assistance and coaching in partnership with the Bureau of Special Education staff to local education, special education departments in accordance with focused monitoring requirements resulting in action plans to improve compliance, services, and outcomes for students with disabilities.
Served on planning committee to analyze state and district data with the Bureau of Special Education to design and provide statewide professional development to numerous CT schools supporting students with autism spectrum disorders (ASD), students of color, and English language learners and build systemic changes to ensure an increased number of students with disabilities are College and Career ready.
Incorporated State Implementation & Scaling-up Evidence-based practices (SISEP) to design and deliver job-embedded professional development strategies to align Common Core State Standards to Individual Education Plans to ensure equal access to general education curriculum and settings.
Developed collaborative professional development with multiple Connecticut State Department of Education (CSDE) agencies to introduce wrap around service models for schools working with students with emotional and behavioral disabilities to increase their capacity to systematically link behavioral supports and services across school, home and with community partners.
Coordinator, 07/2002 - 07/2012 Korn/Ferry International – Richmond, VA,
Developed strategic plan to improve student achievement in compliance with NCLB and district initiatives by building teacher effectiveness through co-teaching, data-based decision making, progress monitoring, and co-teaching teams resulting in over 40% increase in CAPT/CMT proficiency for all secondary students with disabilities.
Coordinated with State Education Resource Center to develop district wide early intervention teams and Multi-tiered systems of support (MTSS) to improve early intervention supports and strategies for all schools.
Developed professional development for general and special educators to improve access to and progress through general education curriculum for all students.
Monitored over 700 IEPs annually for overall compliance with IDEA and facilitated agreement between school-based teams and families in over 500 Individual Education Planning (IEP) meetings facing conflicts.
Developed professional development in collaboration with building administrators, educators and aligned to best practices in the field of special education to meet the instructional needs facing 40 special education teachers to ensure improvement in outcomes for students with disabilities in grades 6 to age 21.
Monitored child find activities and consultation services to 15 private schools in Fairfield to ensure compliance with IDEA regulations.
Worked collaboratively with over 50 students, families and school-based teams to successfully transition students from out of district placements to successfully return to their home schools.
Maintained fiscal transparency and in district supports to meet the needs of all students with disabilities.
MTSS.
Coached private and public-school administrators and staff in core elements of Responsive to Intervention (RTI) and Positive Behavior Interventional Supports (PBIS) in collaboration with State Education Resource Center (SERC).
Education
Designed graduate level course in Differentiated Instruction, Response to Intervention and Universal Design for Learning principles
Monitored student teachers in schools and taught seminar course to support candidates seeking EdTPA certification
Adjunct Assistant Professor
: , Expected in - City College - New York, New York GPA:
Designed and delivered graduate and undergraduate students in Assessment in Education
Served on Strategic Planning committee to develop current Strategic goals for Darden College of Education
Appointed to Special Education B.S. Ed. Committee to design and develop syllabus for new B.S. in education degree
Chair, Darden College of Education Curriculum committee coordinating all changes to Darden College of Education
Curriculum additions, revisions or deletions
Adjunct Assistant Professor
Connecticut Administrative Certificate Type 092, July 2024
Connecticut Teaching Certificate, Special Education 1-12, June 2024
North Carolina Teaching Certificate, Special Education K-12, expired: , Expected in - Illinois State University - , Illinois GPA:
Dissertation Title: Mindfulness, Social Anxiety, Social Problem Solving and Quality of Life in College Students with Autism Spectrum Disorders
Educational Administrative Certification: , Expected in - Teachers College, Columbia University - New York, New York GPA: Ed.D. Intellectual Disabilities and Autism
Department of Health and Behavioral Sciences
Master of Education: Special Education, Expected in - Department of Educational Leadership and Special Education University of Illinois - Urbana, Champaign, Illinois GPA:
Bachelor of Science: Special Education, Expected in - University of Illinois - Urbana, Champaign, Illinois GPA:
(currently being renewed): , Expected in - University of St. Joseph - West Hartford, Connecticut GPA:
Affiliations
Council for Exceptional Children
American Educational Research Association
The Association for Persons with Severe Handicaps
American Association of University Women
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School Attended
City College
Illinois State University
Teachers College, Columbia University
Department of Educational Leadership and Special Education University of Illinois
University of Illinois
University of St. Joseph
Job Titles Held:
Lecturer
Supervisor
Consultant
Coordinator
Degrees
<li>Designed graduate level course in Differentiated Instruction, Response to Intervention and Universal Design for Learning principles</li><li>Monitored student teachers in schools and taught seminar course to support candidates seeking EdTPA certification
Adjunct Assistant Professor</li>
Connecticut Administrative Certificate Type 092, July 2024
Connecticut Teaching Certificate, Special Education 1-12, June 2024
North Carolina Teaching Certificate, Special Education K-12, expired
Dissertation Title: Mindfulness, Social Anxiety, Social Problem Solving and Quality of Life in College Students with Autism Spectrum Disorders
Educational Administrative Certification
