Reading Specialist/Literacy AIS: using research- based instruction in Ortho-Gillingham, Wilson Reading and Fountas & Pinnell LLI (Levelled Literacy Interventions) to tailor individualized lesson plans. Facilitated AIMSWEB Plus benchmark testing, Attend weekly IST (Instruction Support Team) meetings with classroom teachers addressing concerns or addressing student performance. Assisted teachers in Lucy Calkins Readers and Writers Workshop Model in the classroom.Tesol Co-Teach: Using the SIOP (Sheltered Instruction Observation Protocol) model, a research -based model to address English learners. Developed scaffolding techniques to assist ELL’s in their learning and vary questions so that ELLs can use higher order and critical thinking skills in their academic subjects. Presented and attended Parent night for Latino families. Extra-Curricular Activities: PBIS facilitator, Dancing Classroom Coordinator, Health and Wellness Committee Member, Elementary Student Council Coordinator, Communication Arts Coordinator, RTI/MTSS Leadership Team, PBIS Facilitator.

Provided intense support for a child with special needs. Accurately identified gaps in the pupil’s skills and sub-skills and targeted these areas. Monitored the student’s learning retention and provided immediate corrective feedback. Provided support to children with mathematics, reading and writing on an individual, class or small group basis giving help to children with special needs or for those whom English is not their first language. Established a co-teaching atmosphere and conducted a literacy group and weekly literacy newsletters. Over the course of two years, developed a gallery of literacy bulletin boards.

The school’s philosophy is to teach children on a farm where they are immersed with being "Green". I plan and supervise children activities in the garden, collecting eggs for baking, feeding animals and reusing and recycling our materials. I also established lessons for the school's Multicultural theme where children were introduced to a different country each month.

Held small group pull-out sessions for struggling readers, pinpointing children’s reading challenges and addressing them directly with targeted lessons. Focused on phonemic awareness, the alphabet, basic sight words, sound combinations and reading comprehension; ultimately providing key strategies to become independent readers.

Worked with a guided reading group in a push-in program for second and third grade students. Administered, scored and prepared students for city/state testing. Conducted staff development workshops and articulated with classroom teachers to relate activities with ongoing Communication Arts Program in the classroom.

Taught third grade in all disciplinary subjects with special emphasis in reading, using the “Soar to Success” program. Due to my classes success with the program, I trained new teachers on the program and represented our school at a District Conference. Developed and implemented a reading program designed to address reading difficulties as well as reading motivation. Introduced a monthly newsletter to involve parents in the children’s work and progress.

Worked with beginner readers in P.S. 92 on a one-on-one basis assessing their abilities in reading and writing. Conducted training to improve reading skills by following a plan that provided students with a working knowledge of the alphabetic system as it symbolizes speech, to ensure the development and maturation of students’ word-reading competencies.

Created and taught an integrated curriculum for pre-kindergarten children, involving mathematics, literature, art and music. Worked with a class of diverse backgrounds who were learning English as their second language. Planned and organized trips. Taught the after-school program for students ranging from age 6 to 12. Trained new teachers and assisted in school administration in the director’s absence.