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reading focus academic intervention teacher resume example with 20+ years of experience

Jessica
Claire
resumesample@example.com
(555) 432-1000,
Montgomery Street, San Francisco, CA 94105
:
Professional Summary

Enthusiastic and skilled educator focused on implementing highly effective instructional practices to improve student learning and academic performance, demonstrating skill in strategic classroom management and motivated by the belief that all children can be successful learners. Background in improving student performance through data driven instructional practices and clear communications and expectations for all stakeholders.

Education
Loyola College Maryland, Expected in 2002 Master of Education : Reading Specialist - GPA :
Towson State University Towson, MD Expected in 1994 Bachelor of Science : Elementary Education - GPA :
Certifications
MSDE: Advanced Professional Certificate Grades 1-8, Reading Specialist Valid Until 2017Ancillary Credits in Special Education
Work History
Montgomery County Public Schools - Reading Focus/Academic Intervention Teacher
City, , 07/2016 - Current
  • Literacy coach role to assist teachers in using Words their Way program by providing model lessons, organizing assessment data and/or student groupings, and full implementation in classrooms.
  • Leveled school library series books to assist students to select "Just right" books.
  • Work with reading specialist to maintain rigor in reading classes across grade levels by analyzing MIRL data and teacher imput on students progress. Provide support in reading strategies, instruction, materials, and or assessments. Assess students using Fountas & Pinnell when needed. Consistently maintain MIRL data notebook for all students. 
  • Provide reading academic intervention using Read Live Naturally and Early Interventions in Reading.  
  • Plan for and teach reading and writing to grade 2 and 3 students individually, and in small or whole group settings. Adapt teaching methods and differentiate materials to meet students' varying needs and interests.
  • Set up lesson materials, bulletin board displays and demonstrations. Create a print rich environment for students to become self driven learners.
  • Assess students' reading levels using mclass, MAP-R, Fountas & Pinnell and informal running records.
  • Foster oral language development through discouse and critical thinking skills during literary discussions. 
  • Incorporate technology in lesson
  • Implement the use of Jr. Great Books, Jacob’s Ladder, William & Mary, and small flexible teaching groups


Montgomery County Public Schools - Classroom Teacher, Grades 2 and 3, Team Leader
City, , 07/2009 - Current
  • Created a classroom environment in which children could learn respect for themselves and others.
  • Met regularly with parents and guardians to discuss children's progress.
  • Encouraged interactive learning by incorporating educational software and the Internet.
  • Completed and filed all necessary paperwork for classroom activities, including meal count sheets and attendance logs.
  • Team Leader responsibilities included: Facilitating team-planning meetings; collaborate with team and staff members to maximize student achievement by using data, anecdotal records, and feedback. Develop consistency in instructional practices, assessments, scoring, and rigor through honest teacher and student voiced conversations. 
  • Mentor Teacher for incoming new teacher 2012-2013
  • Supervised and mentored a student teacher 2013



Montgomery County Public Schools - Classroom Teacher, Grade 2, Team Leader
City, , 07/2000 - 05/2010
  • Adapted teaching methods and materials to meet students' varying needs and interests.
  • Met regularly with parents and guardians to discuss children's progress.
  • Encouraged interactive learning by incorporating educational software and the Internet.
  • Implemented Junior Great Books, PADI strategies, flexible guided reading, writing, and math groups, and individualized spelling/word study program through “Words Their Way”. Plan a balanced literacy block, use Reading Response Journals to help students monitor their reading comprehension and written reading responses.
  • Co-teaching model 
  • ​Administer mclass testing and use data to drive instructional practices. Administer unit math assessments, check for understandings, and small group instruction to meet the needs of individual students and groups. 
  • Pursued professional development continually by attending educational conferences and teacher training workshops.
  • Mentored University of Maryland Student Teachers 2001-2003
  • Mentored and trained parents on a “Reading with your Child” workshop at a PTA meeting.

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Resume Overview

School Attended

  • Loyola College
  • Towson State University

Job Titles Held:

  • Reading Focus/Academic Intervention Teacher
  • Classroom Teacher, Grades 2 and 3, Team Leader
  • Classroom Teacher, Grade 2, Team Leader

Degrees

  • Master of Education
  • Bachelor of Science

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