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Special Education Teacher (EBD) & Self-Contained Resume Example

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MZ
SPECIAL EDUCATION TEACHER (EBD) & SELF-CONTAINED
Summary

I am a compassionate and dedicated professional who has a proven record of teaching and supporting children who have social, emotional, and significant behavioral needs. I have established learning environments which meet the physical, emotional, intellectual, social, and creative needs of children. I am able to rapidly developed and adjusted lesson plans to meet unforeseen classroom situations as well as daily lessons. I am very passionate about being a teacher in special education as well as working with students who struggle with emotional and behavioral needs.

Education
Minnesota State University - Moorhead - Moorhead, MN08/2014Bachelor of Science: Special Education Teacher EBD/SLD; K-12
Anoka-Ramsey Community College - Cambridge, MN05/2012Associate of Arts: Psychology Emphasis
Skills
  • Connecting and supporting children with behavioral and mental health needs
  • Leadership in Group setting
  • Teaching social, emotional, and academic skills
  • Creating and managing schedules
  • Collaborating with and Supporting peers
  • Thriving in stressful situations/times
  • Confident in completing Due Process
Experience
Special Education Teacher (EBD) & Self-Contained / Isanti Intermediate School, IIS/SFAS (3-5) - Isanti, MN08/2014 - Current
  • Set up and ran the schools first self-contained level three classroom this school year (2019/2020)
  • Due Process: Followed Due process timelines and requirements outlined in the due process manual.
  • Collaborate with classroom teachers, school psychologists, speech/hearing specialists, parents/guardians, administration, and school social workers to do initial and reevaluations for students to assess their qualifications and needs.
  • Perform Functional Behavior Assessments as part of the student's evaluation process
  • Set up and ran IEP Meetings, Evaluation Meetings, Manifestation Determination Meetings, Restrictive Procedure Meetings, Meetings for Level four students transitioning into the mainstream, Meetings for level three students transitioning to a level four setting/placement and other needed and requested meetings.
  • Develop Individual Education Programs (including PBSP) as a team
  • Create visual schedules, visuals, and other supports for students
  • Set students learning goals, assess their progress, and record data
  • Update parents on the progress of their students and enlist parental support with behaviors and academics
  • Mentor, supervise, train, and develop schedules for instructional assistants
  • Plan, organize and assign activities and lessons that are specific to each student's abilities.
AmeriCorps, Minnesota Reading Corps: / AmeriCorps Placed at Cambridge Primary School - Cambridge, MN08/2012 - 07/2013
  • Administered fall, winter, and spring benchmarks with letter name fluency, letter sound fluency, nonsense word fluency, and oral reading fluency Curriculum Based-Measurements for grades K-8 in District #911
  • Delivered letter naming, letter sound, nonsense word, duet reading, and timed reading interventions with students who did not meet benchmark
  • Administered weekly DIBELS probes and entered the results into AIMS Web.
Work Study, Anoka Ramsey Community College / Cambridge Primary School - Cambridge, MN09/2012 - 05/2013
  • Supported the first-grade teachers (9 classes) by assisting with Daily Five, reading interventions, and supplemental writing interventions
  • Administered weekly math and reading probes
  • Assisted the first grade team in prepping materials for their lessons.
Receptionist / RE/MAX Results - Cambridge, MN01/2008 - 08/2012
  • Supported agents with entering their listings into the MLS, made files from start to finish, an other needs they may have had.
  • Varies data entry
  • Duties included answering phones, setting up appointment, uploading documents, and photos
  • Upheld a professional appearance while working in a demanding office where confidentiality and professionalism was of great importance.
Relevant Teaching Experience

Student Teacher, Middle School: Isanti Middle School, Isanti, MN; March-May 2014

  • 6th-8th Grade Specific Learning Disabilities and RTI Math.
  • Provide RTI math instruction, and TransMath instruction
  • Participated actively in faculty meetings and child-team meetings
  • Working one-to-one with students too offer math support

Student Teacher, High School: Cambridge Isanti High School, Cambridge, MN; September 2013-March 2014

  • 9th-12th grade students with Emotional/Behavioral Disorders
  • Level III in a self-contained classroom
  • Upheld a positive behavioral management plan while actively engaging students to limit behavior issues, using a variety of techniques to fit situations and the student when challenges arose.
  • Utilized ongoing information and formal assessments to measure effectiveness of teaching and optimize student learning, adapting instruction when needed
  • Taught basic math, social skills, science, reading, social studies, and vocational education
Certifications and Training
  • CPI: Nonviolent Crisis Intervention, Crisis Prevention Institute, Inc., given through Cambridge School District 911. Expires on January 2, 2021
  • Students to Practices Evidence-Based Teaching for Strategies S.T.E.P.S, Presented by: Kare Hurd, Autism Consultant; Lisa Sorensen, Autism Consultant; Rebecca Uphoff, Autism Consultant. June 11-12, 2019
  • FBA Training Certificate, Sponsored by Regions 5 & 7 Low Incident Projects. May 6, 2019.
  • Adverse Childhood Experiences (ACEs):Why are they important? Presented by: Mitchell Demers, MSW, LICSW. June 21, 2018.
  • Structured Teaching Training; Sponsored by Regions 5 & 7 Low Incident Project. July 17-19, 2018.
  • Boys Town National Training: Specialized Classroom Management Workshop. August 13-17, 2018. 35 Hours.
  • Autism and Sensory Processing Disorder: Over 75 Proven Strategies for Social Skills, Behavior & Learning. Presented by: Peggy Graham, MOT, OTR/L. June 14, 2017.
  • Love and Logic Institute, Inc., Presented by: Charles Fay, PhD. April 20, 2017.
  • Social Thinking: Teaching Social Thinking to Early Learners through Stories and Play-Based Activities (Pre-K - 2nd-grade).; What does Play have to do with Classroom Learning? Exploring Social Executive Functioning and Social Emotional Learning for Early Learners. October 12-13, 2016
  • The Zones of Regulation: A Concept to Foster Self-Regulation and Emotional Control. Presented by: Leah Kuyper, M.A. Ed., OTR/L. Hosted by Courage Kenny Rehabilitation Institute. January 15-16, 2015.
  • Oppositional, Defiant & Disruptive Children and Adolescents. COUNSELORS: PESI, Inc., Presented by: Jennifer Wilke-Deaton, MA, LPA. February 24, 2015.
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Resume Overview

Companies Worked For:

  • Isanti Intermediate School, IIS/SFAS (3-5)
  • AmeriCorps Placed at Cambridge Primary School
  • Cambridge Primary School
  • RE/MAX Results

School Attended

  • Minnesota State University - Moorhead
  • Anoka-Ramsey Community College

Job Titles Held:

  • Special Education Teacher (EBD) & Self-Contained
  • AmeriCorps, Minnesota Reading Corps:
  • Work Study, Anoka Ramsey Community College
  • Receptionist

Degrees

  • Minnesota State University - Moorhead - Moorhead, MN 08/2014 Bachelor of Science : Special Education Teacher EBD/SLD; K-12
    Anoka-Ramsey Community College - Cambridge, MN 05/2012 Associate of Arts : Psychology Emphasis