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Student Support Specialist resume example with 11+ years of experience

Jessica Claire
  • , , 609 Johnson Ave., 49204, Tulsa, OK 100 Montgomery St. 10th Floor
  • Home: (555) 432-1000
  • Cell:
  • resumesample@example.com
Education
CAGS in Advanced Educational Leadership: Advanced Educational Leadership, Expected in 05/2021
University Of New England - Biddeford, ME
GPA:
Certificate of Advanced Study Education: CAS-Educational Leadership, Expected in 12/2011
University Of New England - Biddeford,
GPA:
Master of Science: Special Education, Expected in 05/2007
University Of Southern Maine - Gorham, ME,
GPA:
Bachelor of Science: Rehabilitation/Disability Studies, Expected in 05/2000
Springfield College - Springfield, MA
GPA:
Professional Summary

In my professional career, I have had the opportunity to hold a variety of positions and leadership roles. My first experience as a professional leader began while I was working at Spurwink School. In this role, I quickly was identified as a strong leader, teacher, and mentor. I was provided the opportunity to become a teacher mentor and became the school's master teacher in my first year. Within this role, I was responsible for overseeing the academic schedules for all students in grades 6-12. I led IEP meetings and was responsible for establishing our summer work program. This position allowed me to increase my leadership skills within the community and collaborate with other professionals and businesses in the Augusta area. I was successful in securing volunteer work for all students at Chelsea Spurwink in grades 6-12 throughout the Augusta region. As my career progressed I found myself looking to integrate back into public school. It was in this role that I immediately sought to establish a leadership role, which I did within the first year as the high school team leader for Richmond High Schools. I was also appointed the steering committee rep for Richmond Middle and High School. In these roles, I learned how important it was to develop relationships and commitment from staff in order to create change. As a team leader, I quickly developed my own leadership style and skills. I wanted to lead by example and I gained respect from staff, students, and the community as I developed integral programs to promote student-centered learning. As I progressed as a leader within the Richmond School department I found an opportunity to gain more leadership experience by volunteering to aid the district is initiating a new teacher evaluation tool. During this experience, I was responsible for researching teacher evaluation tools and proposing these to the committee. I also presented the new teacher evaluation tool to all teachers district-wide during district meetings. Within this role, I felt as though the leadership skills that developed were those that represented trust, enthusiasm, commitment, and dedication. As a teacher leader, it was important to me to gain respect, trust, and to also convey enthusiasm, commitment and continue to build capacity.

In my current role as the Student-Support Specialist at Whitefield Elementary School I have in the past three years worked collaboratively with staff and building leaders to introduce restorative practices. Restorative practices are widely used at WHES, and we have been able to create a climate and culture that uses these practices with fluidity. I also manage all school-wide disciplinary actions with the restorative approach and model this approach for staff members. I am also responsible for RTI coordination for grades K-8. I work collaboratively with all staff to make sure students are progressing academically using RTI. I provide positive behavioral support school-wide for students who are struggling to manage behaviors. I work directly with parents, community members, and students to ensure that any conflicts are resolved in a proactive manner. Most recently I have worked closely with our kitchen staff and district food coordinator to create, maintain, and provide food for students in the district during school closures or quarantine periods. In this role, I have been responsible for contacting families, coordinating transportation of food, providing driver routes/schedules, managing staff, producing meals, transporting meals, and lastly creating a team to support distribution. I was also able to contact community members to deliver food to remote learners, having the community involved played an important role in reaching families. Last year I became the Camp Chelsea After-School Program coordinator at Chelsea Elementary School. This position afforded me the opportunity to be in charge of my own program staff, direct and coordinate tutoring for students in grades 3-8 for Whitefield Elementary and Chelsea School. I also coordinate school vacation programs as well as a six-week summer program for students. Lastly, my role has seemed to evolve over the years and I continue to work diligently at creating, cultivating close community relationships. To seek and maintain a full-time position that offers professional challenges utilizing interpersonal skills, excellent time management, and problem-solving skills.

Skills
  • Student records management
  • Conflict resolution techniques
  • Lesson Planning
  • Classroom management
  • Group and individual instruction
  • Differentiated instruction
  • Student counseling
  • Child development
  • Interpersonal Communication
  • Project Management
  • Excellent work ethic
  • Organization and Time management
  • Cultural awareness
  • Planning and Coordination
  • Flexible and Adaptable
  • Reading comprehension
  • Responsible
  • Relationship-Building
  • Multitasking abilities
Work History
Camp Chelsea After-School Program Coordinator, 01/2021 to Current
Campbell UniversityFort Bragg, NC,
  • Managed team of employees, overseeing hiring, training and professional growth of employees.
  • Collaborated with school staff to provide educational support to struggling students
  • Plan, develop, implement and evaluate site programs, services and activities in
    cooperation with the 21st CCLC Program Director.
  • Plan, develop, implement, and evaluate programs and activities that prepare youth
    for success while promoting safety and program quality.
  • Plan a six-week summer program at the program site for low-performing students.
  • Collect and document all objectives, outcomes, student data and other information
    as needed in reports to supervisor.
  • Provide accurate financial documentation and management for the site.
  • Hire and supervise part-time program teachers and assist with recruiting volunteer
    staff.
  • Actively recruit students who are recommended for the program by teachers,counselors and administrators.
  • Demonstrate flexibility and ability to manage challenging situations, including helping to monitor and supervise students during the afterschool program.
  • Develop and maintain partnerships with parents, community leaders and
    organizations.
  • Maintain routine contact with principals, teachers, afterschool staff and volunteers
    to discuss issues, challenges and opportunities for collaboration.
  • Send weekly activity and attendance reports to supervisor.
  • Attend all monthly program-wide staff meetings located at The Boys & Girls Clubs of
    Kennebec Valley.
  • Organize staff meetings for site employees.
  • Organize parent education events and parent engagement events.
  • Perform all other duties as assigned by supervisor.
  • Ensuring that the site is properly cleaned and locked up at the completion of each
    session.
  • Organize bus routes for students and communicate regularly with the Director of
    Transportation.
Student Support Specialist, 10/2018 to Current
Calhoun Intermediate School DistrictMarshall, MI,
  • Redirected students using Positive Behavior Intervention Support (PBIS).
  • Cultivated connections and strong student rapport to foster classroom engagement, in addition to recording student progress to inform parents and school administration.
  • Instructed students in Remote learning as far as academic areas and RTI reading groups.
  • Coordinated special education students and teacher assistant schedules with master schedule.
  • Used critical thinking to break down problems, evaluate solutions and make decisions.
  • Provided PBIS for students that struggle to manage behaviors within the school
  • Managed student groups and staff for 2019 Summer ESY program for Chelsea, Windsor and Whitefield
  • Managed Food distribution program with District Food coordinator starting March 2020 to current for Chelsea, Whitefield, Windsor, Palermo
  • Support students/staff with positive behavioral support plans
  • Work to implement Restorative Practices with students/staff and community members
  • Work with students/staff directly using the restorative approach to handle conflicts, implement classroom expectations, support student voice and choice
  • Manage behavioral incidences that occur school-wide using restorative approach and if need be parental contact.
  • Provide social skills sessions for grades Pre-K-5
  • Work collaboratively with staff members to implement school-wide positive behavioral interventions and maintain this structure
  • Implemented school-wide PBIS store for students to access using their Wildcat Cards
  • Remote learning coordinator for all remote learners/families. Daily monitor students work, growth, and add assignments to their MobyMax academic platform
Special Education Teacher, 08/2012 to 10/2018
Calhoun Intermediate School DistrictMarshall, MI,
  • Led activities that developed students' physical, emotional and social growth.
  • Coordinated special education students and teacher assistant schedules with master schedule.
  • Communicated nonverbally with children to provide comfort, encouragement and positive reinforcement.
  • Delivered effective and differentiated classroom instruction to range of neurodiverse students.
  • Provide academic and functional life skills curriculum using common core standards, standards based, student centered instruction and the Educate Reporting System
  • Use AimsWeb monitoring system to chart student growth and achievement in math and reading
  • Provide Transition Plans and programming for students
  • Work with Voc. Rehab Counselors in collaboration with parents to support and refer students for a positive work experience
  • Training in Educate and Standards Based Learning
  • Safety Care Certified
  • Write IEP’s using Case-E reporting system for Individual Education Plans
  • Collaborate with occupational therapist, physical therapist and school psychological examiner in providing sound instruction and testing to determine special education needs and services.
  • High School Team Leader
  • Working on a Committee with Superintendent to design teacher evaluations according to Maine DOE regulations
  • Teacher Mentor for Richmond High/Middle School and Teacher Mentor Rep for RSU #2
  • Unified Basketball Coach
Special Education Teacher, 08/2012 to 08/2017
Calhoun Intermediate School DistrictMarshall, MI,
  • Led activities that developed students' physical, emotional and social growth.
  • Coordinated special education students and teacher assistant schedules with master schedule.
  • Communicated nonverbally with children to provide comfort, encouragement and positive reinforcement.
  • Delivered effective and differentiated classroom instruction to range of neurodiverse students.
  • Created and managed IEPs to define student learning objectives and educational strategies, in addition to applying instructional knowledge and methods to support goals.
  • Cultivated connections and strong student rapport to foster classroom engagement, in addition to recording student progress to inform parents and school administration.
  • Redirected students using Positive Behavior Support (PBS).
  • Created learning and content strategies to meet needs of mentally and physically disabled students.
  • Worked with students with moderate to severe autism to increase life skills.
  • Worked in self-contained and resource environments to teach students variety of skills.
  • Taught students in variety of settings, including self-contained and resource environments.
  • Incorporated home activities to supplement classroom lessons.
  • Established safe play environment for students.
  • Taught reading, language arts and social sciences in self-contained ED and LD classroom.
  • Collaborated with numerous departments and multiple standard education teachers.
  • Stand in for associate program director for IEP meetings and program coverage when APD is absent
  • Provided PAAP training and oversee PAAP procedures for staff
  • Oversaw educational services delivered to students that emphasized positive behavioral support models, literacy instruction, mathematics instruction, Sex Ed, Health, Science and History, integration of hands-on curriculum, vocational programming, volunteer work placements, transitional services, implementing/writing individualized education plans and positive behavioral support plans.
  • Administered all academic testing to students initiated by the school psychologist. Tests that I have administered and scored: Wiat-II and III, GORT (Gray Oral Reading Test) and Key Math.
  • Oversaw the high school wing by providing structure, assistance implementing classroom management, assistance implementing behavioral support modifications and plans, writing IEP’s and writing lesson plans. One year I constructed a PowerPoint presentation on writing effective lesson plans. I presented this PowerPoint to all teachers in the building during a teacher’s meeting with my supervisor. I have also completed a PowerPoint illustrating the effectiveness of using graphic novels with reluctant readers.
  • Supervised educational technicians who support the students in the classroom. Provided them with strategic behavioral interventions, academic support, academic modifications, guidance on delivery of instruction material especially in the area of literacy and mathematics.
  • Provided positive emotion regulation strategies, behavioral interventions, creating positive behavioral support plans and writing IEP”s
  • As one of team of two acting transition specialists for the building I wrote all the transition plans for every student 9th grade and higher.
Special Education Teacher, 09/2003 to 08/2005
Company NameCity, State,
  • Led activities that developed students' physical, emotional and social growth.
  • Delivered effective and differentiated classroom instruction to range of neurodiverse students.
  • Created and managed IEPs to define student learning objectives and educational strategies, in addition to applying instructional knowledge and methods to support goals.
  • Cultivated connections and strong student rapport to foster classroom engagement, in addition to recording student progress to inform parents and school administration.
  • Redirected students using Positive Behavior Support (PBS).
  • Oversaw educational services delivered to students that emphasized the developmental therapy model, applied behavioral analysis as well as goals and objectives related to their Individual education plan.
  • Provided functional behavioral analysis, behavior plans, organizing and creating positive behavioral support plans and writing IEP’s. 🖉 Oversaw and supervised educational support staff
  • Worked as a team member with Day Treatment staff members that included speech and language pathologist, occupational therapist, social worker, special education staff, regular education staff and parents.
  • Provided parental support to educate and collaborate with in providing the most appropriate behavioral plan necessary for the student.
  • MANDT Training

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Resume Overview

School Attended

  • University Of New England
  • University Of New England
  • University Of Southern Maine
  • Springfield College

Job Titles Held:

  • Camp Chelsea After-School Program Coordinator
  • Student Support Specialist
  • Special Education Teacher
  • Special Education Teacher
  • Special Education Teacher

Degrees

  • CAGS in Advanced Educational Leadership
  • Certificate of Advanced Study Education
  • Master of Science
  • Bachelor of Science

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