Samreen Hoda Email & Phone Number

United States

• Design various early literacy assessment item types for digital and print products ensuring rigor that addresses higher-level Depths of Knowledge and alignment to cutting-edge research including the Science of Reading.
• Ensure item alignment to the Common Core State Standards or to custom state standards.
• Create fair and balanced test forms regarding item type, complexity, context, and representation demonstrating understanding of common errors and misconceptions related to student understanding of K-8 content.
• Ensure assessment design is culturally and linguistically responsive of diverse student body.
• Facilitate and participate in user research projects such as teacher item reviews and student cognitive labs.
• Serve as buddy/mentor for summer interns and new hires to facilitate smooth onboarding experience.

• Conduct formal and informal observations of teacher candidates in schools across New York City. Engage in pre-observation conferences and post observation conferences with teacher candidates. Provide feedback forms and.
• Support teacher candidates through coaching as they plan, teach, and integrate into their assigned setting as delineated in the school’s Teaching and Learning Standards.
• Collaborate and communicate with seminar instructors and program faculty to support the professional learning and development of teacher candidates in their clinical experiences.

• Self Contained K-2 – 6:1:1, Self-Contained Pre-School – 8:1:2, New Teachers Mentor, Cooperating Teacher for Student Teacher from Teachers College
• Design and implement faculty guidelines to provide high-quality education to 50+ students, increasing graduation rates by 15%.
• Conceptualize Individualized Education Plans (IEPs) and differentiated instruction to address and meet diverse student academic needs with precision and a 85% successful outcome rate.
• Cultivated a positive environment that encouraged open communication with colleagues, students, parents, community, and district leadership, maintaining a good reputation state-wide.
• Assessed the learning and teaching methods existing in the school for best results, increasing test scores by 50% and significant increases in next-grade promotions and age-outs reductions.
• Foster strong school-parent relationships, increasing student attendance and parental participation in school activities.

Bronx, NY

Direct Instruction with Children Ages 3 and Under

Syosset, NY

• Worked collaboratively with service providers such as teachers, therapists, doctors, speech therapists, and ensured children including those with developmental disabilities, high-risk children with developmental.
• Developed and implemented diversity and disability inclusion plans of action necessary to meet/exceed minimum placement and retention rates of clients.
• Improved service efficiency and guaranteed joint problem solving by cultivating and managing partnerships with cross-disability agencies.
• Contributed to the creation of clear mission and vision statements to best reflect the organization’s purpose.
• Created processes following ADA, EEOC, and all local, state, and federal laws to guarantee compliance, thus mitigating liability.

Gramercy Park

• Conducted research on the role of educators in the development of pretend play in children, especiallychildren with special needs.
• Facilitated play to encourage children to take their play further and make it increasingly meaningful.

New York, NY

• Integrated students’ Individualized Education Programs’ goals in lesson plans and daily activities.
• Adapted state science curriculum to meet the learning styles, interests and needs of the students.
• Incorporated the use of technology for both, presenting lessons as well as for students to use.

New York, NY

• Provided children with individual attention and served as primary caregiver for some children during theirschool hours.
• Established intricate relationships with children as well as families of children to provide support andencouragement during times of transition.
• Observed and monitored key child closely during classroom activities as well as therapies to inform andadapt teaching methods to best suit her abilities.

New York, NY

• Planned all social studies lessons to meet the interests and needs of the students.
• Incorporated creativity and open-endedness in preplanned lessons to allow students to connect learningwith personal experiences.
• Differentiated whole group activities for students with different learning abilities and skills.

Johnson City, NY

• Successfully maintained an environment for the children that ensured 100% cognitive, emotional, and social growth and evaluated as well as determined the optimum approach to enhance and improve the learning and skill.
• Consulted with teachers on modifications and accommodations of instructional materials to guarantee a successful realization of every child’s diverse needs.
• Engaged children in educational activities that fostered early child development, and maintained a 98% satisfaction in physical and developmental needs of the children, including hygiene, safety, and nutrition.
• Sustained favorable communication with parents regularly by scheduling and participating in meetings with parents or guardians to discuss the child’s progress and needs.
• Employed diverse techniques to promote active learning and enable the maintenance of a structured environment for kids, resulting in a 25% increase in child independence and progress.

Master Of Arts (M.A.), Early Childhood Education And Teaching

Activities and Societies: Kappa Delta Pi - TreasurerDual Masters - Early Childhood Birth-2 and Students with Disabilities Birth-2

Bachelor Of Arts (B.A.), Sociology And Multicultural Affairs

Activities and Societies: Global Education Investment

Child And Family Studies