• Conduct psychoeducational, psychological (initial and triennial) and behavioral evaluations to assess special education eligibility, as well as to identify learning, behavioral, and social-emotional strengths and difficulties• Participate and present findings in special education eligibility meetings• Provide consultation to school personnel and parents relative to children’s instruction and learning, mental health, 
and behavior• Maintain and update professional knowledge, skills, and abilities through appropriate continuing education, in-service training and higher education opportunities

Under the supervision and general direction of a classroom teacher and special education coordinator, provide one-on-one support for a student who requires extra instruction; manage and monitor student behavior aligned with specific IEP goals and behavior support plan; maintain records for direct student services and instruction; maintain classroom safety, security and organization; communicate rules, expectations and consequences to students; evaluate student’s needs and provide interventions to redirect behavior; assess potential crisis situations and intervene to defuse situations using conflict resolution, crisis intervention, restraints, or assisting staff as appropriate

Assisted in creating, organizing and instructing a recreation program for school-aged children, including arts and crafts, physical activities, and special interest activities; coordinated program activities (e.g. games, art, music, homework) that address the individual and group needs of children; facilitated the development of enrichment clubs for the purpose of ensuring quality programs and resources; prepared and cleaned up homework, club, and play work environments; documented and maintained attendance records

Supervised children ages 5 –12 in organized activities and crafts; developed and sustained safe, positive, and supportive environment for children; fostered creativity and high achievement among children; collaborated with staff members and directors to develop enjoyable day camp experiences and events.

Performed regular teachers’ class plans while the teachers were absent; communicated and collaborated with colleagues, supervisors, and students; assumed responsibility for overseeing pupil behavior in class and during lunch and other activities.

Supervised children ages 3 - 4; aided classroom lead teacher in setting up classroom activities; facilitated children’s learning and engagement with materials and classmates; provided a variety of materials and resources for children to explore, manipulated and use, both in learning activities and in imaginative play; observed and evaluate children's performance, behavior, social development, and physical health; supervised activities for a balanced program of instruction, demonstration, and work time to provide students with opportunities to observe, question, and investigate.

Tutored students to help them master assignments and to reinforce learning concepts; graded homework and exams; prepared various teaching aids and lesson outlines; discussed assignments and students’ progress with teachers to coordinate instructional efforts.

supervised children ages 4 - 5 and ensured developmental needs were met; interacted, observed, and extended children’s learning concepts; organized classroom activities; worked with classroom teachers to help plan and evaluate classroom experience.

Girls’ Lifetime Empowerment & Awareness Program, targets “at risk” youth. Along with the program facilitator, taught girls ages 8‐18 physical and reflective self-defense skills; assisted program facilitator in planning, executing, and evaluating lesson plans and program effectiveness.