reading specialist resume example with 9+ years of experience
JessicaClaire
Montgomery Street, San Francisco, CA94105609 Johnson Ave., 49204, Tulsa, OK
H: (555) 432-1000
C:
resumesample@example.com
Date of Birth:
India:
:
single:
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Summary
Seeking an opportunity to work as reading specialist in a public school where I help students achieve their potential using a variety of high-quality, research-based reading, writing, and spelling strategies.
Core Qualifications
Mastery of multisensory reading instruction through Wilson Reading program.
Experience working with students who have dyslexia, learning disabilities, and other academic and developmental disabilities.
Currently serving on the school improvement committee to better homework practices at our school.
Achievements
Elementary Education (Self Contained General Education)
Masters in Reading Instruction
Reading Specialist Certification
Wilson Level 1 Certification (WRS Level 1 Certification)
Professional Experience
Reading Specialist, 08/2013 - Current Hickman Mills C-1 School District – Kansas City, MO,
Assisted parents in applying for, or renewing, IEP and 504 plans and then helped implement goals from these plans for students as a caseload manager.
Planned and implemented high-quality Tier 2 and 3 interventions for students after analyzing assessment data, establishing learning goals, and selecting intervention programs to help them meet grade-level standards.
Collaborated with fellow colleagues on the Student Support Team (SST) to administer informal screening assessments at benchmark periods with AIMSweb Plus, review students' data, and determine whether students would qualify for Tier 2 or Tier 3 services based on school criteria within the Response to Intervention (RtI) framework.
Provided intensive remediation using the Leveled Literacy Intervention, Wilson Reading System, Handwriting without Tears, Orton-Gillingham, and Visualizing and Verbalizing programs for students performing below the grade-level benchmarks for reading and writing.
Worked closely with classroom teachers to help them differentiate their reading instruction by modeling effective reading strategies in whole-group lessons, analyzing students' assessment data collaboratively, and creating opportunities for co-teaching with the classroom teacher from the data analysis.
Engaged in higher learning by participating in Alphonsus' weekly professional development series and by leading trainings for faculty in guided reading, Response to Intervention (RtI), methods for tracking reading data, and ACT Aspire standardized testing.
Tutored six students weekly with research-based reading, writing, and spelling programs to help remediate skill deficits.
Fifth Grade Teacher World History Teacher, 08/2012 - 05/2013 Yale University – West Haven, CT,
Planned and implemented research-based lessons focused on Kagan Cooperative Learning, Reciprocal Teaching, Differentiated Instruction, and Lori Oczkus' fluency strategies in an action-research project for graduate school.
Evaluated students using a standards-based grading system and utilized this to differentiate my instruction and assessments.
Adjusted my lessons accordingly for students with developmental and learning disabilities in my classroom.
Planned and implemented a World Culture Fair for the school community, which involved guiding sixth grade students to construct tri-folds, a fashion show, and research on both ancient and modern countries of their choosing for a final paper.
Teaching Assistant, 08/2011 - 05/2012 KEYSOR ELEMENTARY – City, STATE,
Planned strategy-based reading lessons and implemented them in daily book clubs for fifth grade students.
Led second grade students in small guided reading groups each day to assist them with specific reading strategies.
Greeted the afternoon Kindergarten class daily by reading aloud stories, playing educational games, and singing songs.
As a "Club Leo" instructor after school, I planned and implemented intensive instruction focused on teaching students test-taking skills, organizational habits, and learning strategies prior to their state-wide tests.
Education and Training
Masters: Reading, Expected in 2013 - WEBSTER UNIVERSITY - St. Louis, MO GPA: Status - Reading
Bachelor of Science: Elementary Education English Literature, Expected in June of 2011 - MARQUETTE UNIVERSITY - Milwaukee, WI GPA: Status - graduated with honors (magna cum laude Elementary Education English Literature 3.88/4.0
Certifications
Early Childhood-Early Adolescence (Birth-Grade 6), all subjects
*Reading Specialist Certification
*Wilson Reading System (WRS) Level 1 Certification (Pending; will receive this March 2017),
Community Involvement
Affiliations
Interests
Caseload Manager, Alphonsus Academy and Center for the Arts, Fall 2016-present
EXPERIENCE Head of Tutoring Program, Alphonsus Academy and Center for the Arts, Fall 2015-present
Reading Mentor and Coach, Reciprocal Teaching Lessons, Alphonsus Academy and
Center for the Arts, Fall 2013, 2014, 2015, and 2016
Professional Development Presenter, Fountas and Pinnell Tutorial, Alphonsus Academy and Center for the Arts, Fall 2013, 2014, 2015, and 2016
Student Support Team Leader, Response to Intervention (RtI) Parent Informational Session, Alphonsus Academy and Center for the Arts, Fall 2014 and Fall 2016
Caseload Manager, Alphonsus Academy and Center for the Arts, Fall 2016-present.
Head of Tutoring Program, Alphonsus Academy and Center for the Arts, Fall 2015-present.
Reading Mentor and Coach, Reciprocal Teaching Lessons, Alphonsus Academy and
Center for the Arts, Fall 2013, 2014, 2015, and 2016.
Professional Development Presenter, Fountas and Pinnell Tutorial, Alphonsus Academy and Center for the Arts, Fall 2013, 2014, 2015, and 2016.
Student Support Team Leader, Response to Intervention (RtI) Parent Informational Session, Alphonsus Academy and Center for the Arts, Fall 2014 and Fall 2016.
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