Jessica Claire
  • Montgomery Street, San Francisco, CA 94105
  • Home: (555) 432-1000
  • Cell:
Professional Summary

Versatile Special Education Teacher and believer of life-long learning with focus on individual student needs across academia and emotional development looking to transition careers. Utilizes evidence-based strategies and intuition in accommodating the design and implementation of hands-on lessons and activities which cater to diverse learning abilities. Proficient in employing constant communication, patience, empathy, and positive reinforcement in team efforts to deliver exceptional learning experiences to foster academic achievement and increase individual and group success.

  • Collaborated with team of administrators and teachers in the development of social emotional learning curriculums
  • Coordinated the transition of special needs students across the district from regular education settings to self-contained placements within available special programs in district
  • Advocated for the outplacement of students using data to support individual needs for alternate learning environments
  • Differentiated instruction
  • Data Analyst
  • Conflict resolution techniques
  • Relationship development
  • Program Planning and Organization
  • Functional Behavioral Analysis
  • Team building
  • Process improvement
Work History
Self-Contained Special Education Teacher, 09/2018 to Current
Rawhide Boys RanchMilwaukee, WI,
  • Develop individual educational plans (IEPs) designed to promote students' success academically and socially at levels which are appropriate for their learning styles and needs.
  • Employ and utilize special educational strategies or techniques during instruction to improve students' acquisition of skills needed to be successful members of the 21st Century.
  • Prepare detailed and comprehensive reports using standardized assessments to illustrate student learning profile and determine eligibility for Special Education services.
  • Utilize baseline data to inform instructional trajectories and progress monitor individual achievements towards mastery of goals and objectives for individualized programming.
  • Collect, monitor and maintain accurate and complete student data as required by state and federal laws, district policies, and or administrative regulations.
  • Support teacher assistants through modeling in working with students across various instructional settings to reinforce and generalize skill acquisition and use.
  • Provide crisis intervention to students including psychological de-escalation and physical restraint (when necessary) to maintain safety in classroom and school-wide settings.
  • Modify general education curriculum for special-needs students using evidence-based strategies and data-driven decisions.
  • Designed and implemented reinforcement schedules to encourage positive behavior and increase student engagement with academics.
  • Created learning and content strategies to meet needs of mentally and emotionally disabled students across all academic areas in both small group and individual learning settings.
  • Coordinated special education students and teacher assistant schedules with master schedule to maximize student support across classroom and school-wide settings.
  • Resolved conflicts using creative problem-solving skills and negotiated mutually beneficial agreements between parents and district administrators.
  • Cultivated connections and strong student rapport to foster classroom engagement, in addition to recording student progress to inform parents and school administration.
Special Education Teacher, 08/2016 to 08/2018
Archdiocese Of San AntonioSan Antonio, TX,
  • Confer with parents, administrators, testing specialists, social workers, or other professionals to develop individual education plans (IEPs) including the coordination and placement of students with various special learning needs into mainstream classes.
  • Meet with parents or guardians to discuss their children's progress, advise them on using community resources, or teach skills for dealing with students' impairments.
  • Teach students personal development skills, such as goal setting, independence, or self-advocacy as well as socially acceptable behavior by employing techniques such as reinforcement schedules and visual schedules.
  • Present information in audio-visual or interactive formats, using computers, television, audio-visual aids, or other equipment, materials, or technologies to increase student engagement and participation.
  • Created and managed IEPs to define student learning objectives and educational strategies, in addition to applying instructional knowledge and methods to support goals.
  • Delivered effective and differentiated classroom instruction to range of neurodiverse students.
  • Cultivated connections and strong student rapport to foster classroom engagement, in addition to recording student progress to inform parents and school administration.
  • Worked in self-contained and resource environments to teach students variety of skills.
Teaching Assistant, 08/2013 to 08/2016
Stamford Public SchoolsCity, STATE,
  • Tutor and assist children individually or in small groups to help them master assignments and to reinforce learning concepts presented by teachers.
  • Observe students' performance, and record relevant data to assess progress.• Present subject matter to students under the direction and guidance of teachers, using lectures, discussions, or supervised role-playing methods.
  • Prepare lesson materials, bulletin board displays, exhibits, equipment, and demonstrations.• Type, file, and duplicate materials.• Carry out therapeutic regimens such as behavior modification and personal development programs, under the supervision of special education instructors, psychologists, or speech-language pathologists.
  • Requisition, stock and inventory teaching materials and supplies.•.
  • Implemented various exercises and used repetition, which enabled students to grasp new foundational concepts quickly to support learning weaknesses.
Master of Science (M.S: Education of Individuals in Elementary Special Education Programs, Expected in 12/2014
Southern Connecticut State University - ,
  • Graduated with 3.98 GPA
  • Selected for a competitive and accelerated Master's program based on qualifications
  • Coursework in Special Education Law and Ethics, Compliance and Research Methods and Data Analysis
Bachelor of Science (B.S: History And Social Sciences Education 7-12, Expected in 05/2009
Southern Connecticut State University - ,
  • Majored in History and Social Sciences for Secondary Education
  • Graduated with 3.0 GPA
  • Coursework in Political Science and International Relations, Developmental Psychology, Personality and Behavior, Professional Presentations and Public Speaking, and Differentiated Instruction Models
  • Provisional Educator Certificate: Dually Certified in Social Sciences Education 7-12 and Comprehensive Special Education K-12
  • PMT and CPI Certified

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School Attended

  • Southern Connecticut State University
  • Southern Connecticut State University

Job Titles Held:

  • Self-Contained Special Education Teacher
  • Special Education Teacher
  • Teaching Assistant


  • Master of Science (M.S
  • Bachelor of Science (B.S

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