Develop, coordinate and maintain the adult literacy programs in Chemung and Schuyler counties including public relations, public education, and program evaluation. Train and supervise program coordinators; Recruit, train, supervise, and assign volunteer tutors; match tutors with adults; coordinate and conduct tutor training workshops; evaluate tutors throughout the program. Supervise the production of a quarterly newsletter. Make presentations to community organizations about the literacy program. Monitor compliance with accreditation procedures; foster relationships with local supporters in the community.

Tutored adults that were struggling with Basic Literacy or English as a second language.

Plan, coordinate and manage offsite adoption events for the shelter .Coordinate and schedule animal appearances at local area events and locations and responsible for transporting and caring for animals while they are out of the facility. Act as a public representative for the SPCA in my community, I am able to answer any and all questions relating to the animals and/or the shelter.

I am a trained citizen who is appointed by a judge to represent the best interests of children in Family Court.

Servicing perspective students of EBI; acting as a liaison between the student body, faculty, and community as well as other day to day responsibilities.Schedule accepted student reception and orientation; represent EBI at College fairs and other professional organizations or meetings; give tours of EBI to student groups.

High School Special Education Teacher: Communicated with Supervisors, Peers, Colleagues; Evaluated information to determine compliance with NYS Standards; Established and maintained interpersonal relationships; Documented/recorded information for IEP's; Developed Objectives and Strategies for Resource Room; Used relevant knowledge gained from professional development workshops and used in the classroom.

When Special Education was full inclusion, I worked as a 12:1:1 teacher in 2002-2003. Then the NCLB (NO Child Left Behind Legislation) came to a forefront and my status changed to 7th-8th grade mainstream (Push-in) Special Education teacher. My focus became co-teaching with the English and Math teachers in their classrooms with the special educations students that were now housed in the mainstream classes. The district moved to Direct Consultant teachers from the Push-In models. This put Special Education in a new light where not only was I in charge of the students of special needs in the mainstream classes, but now I was also helping the classroom teaching with lesson planning and co-teaching. I continued to provide Resource Room support, and even that had changed. The Resource Room was now skills focused and began to show students that they could find success in the new classes with more support. Technology became a big focus at the middle school level and I learned a lot of web-based ways of attendance keeping and lesson planning. Blackboard, SIS, Student Writing Centers, and curriculum map creator to name a few. Co-taught classrooms was also a new focus at the middle school. In the math 8 classroom, the lead teacher and I had such a great system that we increased the math 8 scores for all students with the parallel teaching model.

I worked as a first year 5th grade teacher in a low socio-economic area in Elmira, NY. I paired my time as a reading specialist for lower functioning students that struggled with reading at grade level. I often integrated science theme throughout the curriculum. I created analogies to foster student interest and participation. I was able to identify and meet individualized learning strengths in the students, especially those that were struggling. I provided lesson enrichment in my plans on a weekly basis. I was a team teacher and participated in CSE meetings for Special Education students that were in my classroom. I often used technology in my classroom whenever applicable and conducted parent conferences. I became the TALC (teachers association learning committee) building liaison. I often used station teaching to increase the involvement and excitement of the students.

I taught 6th grade and 5th grade low functioning students how to read and write coherently.

Worked as a long term substitute teacher at the 6th grade level when the 6th grade was still housed at the elementary school level. This class had already gone through this year with 5 teachers prior to me, so they were very far behind. I finished out the year with a class full of students with special needs (over 60%) that was able to move onto the middle school by passing their assessment tests.