• Co-planned and co-taught a fifth-grade class of up to 31 students within an inclusion classroom at this authorized PYP International Baccalaureate World School.• Collaborated with general education teachers, parents, and support staff to develop and implement individualized education plans (IEP’s) for students with special needs.• Differentiated instruction and modified curriculum to meet the unique learning needs of students, including those with learning disabilities, autism spectrum disorders, and emotional/behavioral disorders.• Created and implemented positive behavior support plans to promote a safe and respectful classroom environment.• Collaborated with other professionals, such as speech therapists and occupational therapists, to coordinate services for students.• Devised quarterly progress reports on children’s’ present performance levels in achieving annual IEP goals.• Collaborated with colleagues to plan and execute interdisciplinary and inquiry-based projects, activities, and events.• Mentored and oversaw special education student teachers.• Monitored and assessed student progress, maintained accurate data, andcommunicated progress to parents.• Organized and supervised field trips to enhance students’ learningexperiences.• Administered and analyzed NWEA Map and i-Ready assessment data totarget instruction and plan small group R.T.I lessons.• Supplemented R.T.I instruction with Fountas and Pinnell Leveled LiteracyIntervention.• Implemented The Leader in Me, a social- emotional curriculum.• Utilized Fountas and Pinnell running records as tools to assess student’sreading levels and facilitate guided reading groups.• Presented an integrated math curriculum, using Eureka Math, Go Math! andRead Mathematics, to promote mastery of concepts with stories andmanipulatives.• Facilitated ELA instruction using Lucy Calkins Reading and Writing Workshop,Savvas MyView, and Ready ELA literacy curriculums.

Collaborated with teachers across the district to plan and design a unified program of inquiry to support equitable teaching and learning within the elementary schools.

•Develop and implement lessons in all content areas for a class of 26 third grade ESL students; modify instruction for students with IEPs. • Differentiate lesson materials using prompts and scaffolds to support the diverse learning styles of each student. • Utilize Teachers College Reading and Writing Project to facilitate ELA instruction; integrate Fundations as a tier one Response to Intervention (RTI). • Incorporate guided reading practice as a framework for encouraging the development of skills for successful independent reading. • Direct math instruction using GO Math!, a research-based curriculum aligned with Common Core Standards; supplement lessons with hands-on activities to increase mastery of mathematical concepts. • Analyze student data to guide instruction. • Utilize various behavior management programs including Class Dojo, table tally’s and sticker charts to maintain classroom focus; prepare daily behavior reports to keep parents informed of student behavior. • Identify students with learning disabilities and make appropriate recommendations for testing and evaluation. • Collaborate with grade level teaching staff to plan and coordinate student field trips and parent engagement events. • Facilitate instruction for Early Bird Test Prep Program; volunteer at extracurricular events.

• Differentiated instructional strategies to best facilitate effective learning experiences suited to the various learning needs within each student.• Designed lessons using the Teachers College Reading and Writing Project Units of Study Workshop methodology.• Implemented Fountas and Pinnell Leveled Literacy Intervention to reinforce reading instruction.• Integrated Cognitively Guided Instruction, an inquiry-based approach to teaching mathematics, in the implementation of a math curriculum based on modules from EngageNY.• Analyzed NWEA assessment data to effectively target instruction.• Utilized Mastery Connect as a tool to track student data and driveinstructional practices.• Utilized eSchool to maintain student grading and attendance data.• Maintained contact with students and parents/guardians throughRemind App and Class Dojo.• Identified students with learning disabilities and constructedrecommendations for testing and evaluation.

•Filled in for permanent teachers at a moment's notice, while meeting the needs of a culturally and socio-economically diverse, various ability-level group of students in kindergarten through eighth grade•Technology, hands-on activities and classroom management strategies were integrated to encourage student engagement and motivation

Developed lesson plans for a 15:1 special education classroom which were multi-sensory in all subject areas Worked closely with a variety of student's disabilities including ED, Speech and Language Impairments, LD, ADHD, PDD, Asperger’s SyndromeCreated and executed themed academic centers, supervised Guided Reading groups, and introduced the Writer's Workshop

Produced IEP’s using IEP Direct, individualized teaching approach with according to each students needs, administered and scored assessments such as the WIAT-II, and assessed student progress through pre/post assessments Attended and participated in conferences which included: CSE meetings, parent- teacher conferences, faculty and team meetings

Designed and implemented unit plans, group projects, PowerPoint's, and interactive lessons to teach all subject areasUtilized the computer lab to guide students in the completion of research projects to fulfill the Social Studies curriculum

Instructed curriculum using cooperative learning and 1:1 instruction Taught Fontas and Pinnel leveled reading, Saxon Math, and Harcourt ELA.