school library media specialist resume example

Leads the team that develops and facilitates professional development for PreK-12 teachers of Deaf/Hard of Hearing students related to ASL-English bilingual pedagogy and best practices. Works directly with the principal and instructional teams to identify areas of focus for school improvement planning, professional development, and school-wide language planning. Consults with outside schools and school districts throughout the state of Delaware regarding language assessments and instruction for Deaf/Hard of Hearing students in a variety of educational settings.

Responsible for two courses in McDaniel College's Graduate Program in Deaf Education.

DED 517, Reading for Deaf Students, is a program "core" course in which graduate candidates gain understanding of the process of learning to read as it specifically applies to bilingual Deaf and Hard of Hearing children. Relevant, current research is stressed as candidates are guided through a survey of appropriate assessment techniques, teaching methods, and instructional materials. By the end of the course, candidates can name the components of a quality bilingual language/literacy instructional program and have completed projects that demonstrate their understanding of the reading process and their ability to integrate technology with literacy instruction.

DED 527, ESL Instruction in the Content Areas, is another literacy instruction course in McDaniel's Deaf Graduate Program in Deaf Education. In this course, graduate candidates learn bilingual approaches to supporting and developing literacy in the content areas. Current research in the area of bilingual literacy education is emphasized while candidates practice a variety of instructional approaches and strategies that leverage primary language knowledge and skill (in this case, American Sign Language) to facilitate both the learning of content and the development of English as a second language.

Responsible for developing the course syllabus, keeping course materials updated in light of newly published research, and designing/implementing instruction appropriate for both in-person and online learning environments for both courses.

Contracted by the Clerc Center to work with curriculum and instruction administrators at MSSD to design and deliver professional development to high school educators in the areas of language and literacy assessment, literacy in the content areas, and bilingual instructional strategies.

Classroom teacher for Deaf and Hard of Hearing students in Pre-K (1996-1999), First/Second Grade (1999-2001), Fourth Grade (2005), and High School ELA (2008) classes. Responsible for planning and implementing standards-based bilingual ASL-English instruction for students with a range of hearing loss, language abilities, and special needs. Teamed/collaborated with other teachers to create dynamic, linguistically- and literacy-rich classroom environments and lessons for each age group. Completed student progress reports, developed student IEPs, and maintained home-school communications.

Responsible for direct supervision and program development for the Intermediate Boys' Residential Area in the Residence Hall at DE School for the Deaf. Worked with boys ranging in age from 8-17 with varying degrees of hearing loss, language skill, and special needs. Planned various recreational activities, provided academic tutoring in all subject areas, worked collaboratively with teaching/support staff, maintained weekly contact with families, completed student progress reports, participated in IEP meetings, and collaborated with other Resident Advisors.