Erik Kriebel is an experienced teacher seeking a position teaching social studies or special education. He has a master's degree in secondary education and an education specialist degree in instructional technology. Kriebel currently teaches special education at Clarke Central High School, where he has received awards for his teaching. He manages IEPs and case loads for students. Kriebel emphasizes the importance of preparation, reflection, flexibility, relationship building, and professional development in teaching.

1. ERIK KRIEBEL
Teaching Portfolio

2. PROFILE
Experienced teacher, coach, academic advisor, IEP case manager, and
mentor with combined seven years of service in the Athens, Georgia
area. Seeking the opportunity to work along side the faculty, staff,
students, and community as a teacher in the Social Studies or Special
Education department.

3. EDUCATION
• Gainesville State College — A.A. Sociology 2006
• Augusta State College — B.S. Sociology 2008
• Piedmont College — M.A.T. Secondary Education - History
Education 2010
• Georgia Southern University - Ed.S. InstructionalTechnology - 2015

4. EXPERIENCE
• Special EducationTeacher, Clarke Central High School — 2011- Present
• 2013 - Current - Served as Special Education case manager and collaborative teaching partner. Managed
caseload of 10-12 special education students. Collaborated with administration, faculty, counselors, guardians,
& community advocates to develop and design Individualized Educational Plans that would serve to cultivate
the student’s academic, social, & emotional success. Co-taught US Government,Agriscience, and Coordinate
Algebra Support in grades 9-12. Developed and taught Job Skills and Money Management direct courses for
students earning a Special Education Diploma and working through various community placements within
Clarke County. Served as a member of the Clarke Central High School InstructionalTechnology Committee.
• 2011 - 2012 - Served as CTI (CareerTechnology Instruction) Coordinator. Duties and responsibilities
included designing and implementing plans for students that assisted in developing work and career related
skills at the completion of the CTAE experience. Provided resource assistance to students with disabilities
served under the Individuals with Disabilities Act (IDEA) in the CTAE program and coordinated the services
needed for the learner to acquire his or her goal of job placement. Golden Apple award for Excellence in
Teaching recipient.

5. PERSONAL PEDAGOGY
• Preparedness -The planning process is crucial to a successful classroom. Effective teaching means having your plan for
teaching in place and fully developed prior to students arriving for learning.
• Reflection - Constant reflection upon what aspects of teaching are effective and/or ineffective is necessary to ensure
that the teacher is addressing the needs of the the classroom.
• Flexibility - One size does not fit all in the classroom.What is most effective for the teacher may not always be most
effective for the students. Effective teaching means being open to change and being prepared to move the learning
environment in a different direction if the students are not responding or engaged.
• Relationship Building - Motivating students is achieved by understanding the students.Teachers must be seen as an
authority figure who is there to guide the students through the content but also as an advocate and someone that
cares about the well being of the student.Accomplishing these tasks means engaging with students as people and
relating to their current situation.
• Professional Development - Effective teaching requires a wide skill set of abilities.These abilities must be improved and
developed through frequent professional development. It is imperative to seek out new and effective methods for
teaching on a consistent basis.

6. LESSON PLANNING
PHILOSOPHY
• Collaborative - When applicable, a collaborative planning process involving
content area teachers and special education teachers provides for planning
sessions where a large scope of teaching methods can be explored.
• Data Driven - Pinpointing where students are excelling and struggling should
be a primary goal of any planning session. Classroom time can be limited, and
streamlining what standards need to be addressed maintains student
engagement while limiting any material that could be considered redundant.
• Frequent - Lesson planning should be conducted several times a week in
order to see key aspects of the planning process work in an effective manner.

7. LESSON
PLANNING
EXAMPLE
• Included is a sample of the lesson
planning model that I adopted during
my time at Clarke Central.
• The planner breaks down the
overarching aspects of the lesson then
moves to the essential components of
the daily lesson while addressing areas
such as differentiation and tools
needed to successfully teach the lesson.

8. CLASSROOM MANAGEMENT
PHILOSOPHY
• Consistent - Classroom expectations should be established early
and maintained consistently.
• Comfortable -The learning environment should be a safe place. It
is the responsibility of the teacher to create an environment
where students feel safe to share their opinions, ask questions, and
• Understanding -The teacher needs to understand when they
need to adjust their management style and when exceptions to
their daily approach to management need to change.

9. RELATIONSHIP BUILDING
• Relationship Building - Advising and or providing input on decision
making requires trust between the teacher and student.Trust must be
established early in a relationship for that relationship to develop.
• Community -Teachers must be capable of accessing & developing a
network resources within the community or school in order to build a
support system that can assist the teacher & student over a wide range
of scenarios.
• Emotional Support & Compassion -Teachers must be present &
available for the student in times of success and adversity. Consistent
support in these areas helps to maintain a focused and consistent
student.

10. IEP PROCESS & PHILOSOPHY
The IEP development process involves a number of key elements that must be
addressed in the build up to and each time the IEP team meets.The process of writing
the IEP should follow the model below.
Introductions
& Purpose
Parental
Rights &
Excusals
Present
Levels
• Assessments
• Strengths
• Parental Input Impact
of disability
Special Factors
• Communication
• AT
• FBA
• BIP
• Visual/Hearing
Impairment
Extended
School Year &
Transportation
Student
Supports
• Classroom testing
accommodations
• Interpersonal
accommodations
• Supplemental Aids
Assessment &
State Assessment
Accommodations
Transition Plan
& Annual Goals
• Career
Assessments
• Interest
Assessment
Special
Services &
Placement
Signatures &
Adjourn

11. CASE MANAGEMENT
PHILOSOPHY
• Communication - Meeting with case load students and communicating
with the guardians and other support team members should occur on a
weekly basis.
• Diligence - Students with disabilities at times need to have aspects of their
IEP reinforced and discussed consistently.The IEP case manager must
ensure this is accomplished with regularity.
• Guidance -The case manager will advise the student and their guardians
and other support members one a variety of topics throughout a school
career. The case manager should appreciate and respect the weight of that

12. RELATABLE SKILLS
• Excellent track record developing relationships with key members of those vital to the academic, athletic, & social growth of student
athletes.
• Twenty-seven hours of Graduate level InstructionalTechnology course work, expected degree completion May, 2015.
• Fluent in the following computer & web based applications & operating systems.
• Various Web 2.0 applications.
• Windows OS & Apple OS X
• Microsoft Office
• Word
• Excel
• Power Point
• Publisher
• iWork
• Pages
• Keynote
• Numbers
• Google Apps
• Presentation
• Docs
• Sites
• Spreadsheet
• SLDS
• Go IEP

13. ACHIEVEMENTS
• 2013 Golden Apple Award for Excellence inTeaching - Clarke Central High School.
• As Play it Smart Coach for CCHS Football - 2013 & 2014 Clarke Central FootballTeam GPA 3.0 or
better.
• 2013 National Football Foundation Scholarship Recipient - Max Germain, CCHS, Punter - 4.1 GPA
• 2013 Play it Smart Player of theYear - Denzel Maxey, CCHS.TE/LB - 3.3 GPA
• 2014 National Football Foundation Scholarship Recipient - Baylor Ward, CCHS, FB - 4.25 GPA
• 2014 Play it Smart Player of theYear - Chika Anukam, CCHS, LB - 3.85 GPA
• Opinion/Editorial Featured in Athens Banner Herald 4/8/2014 Clarke Central Football &
Academics. ( onlineathens.com/opinion/2014-04-08/kriebel-clarke-central-student-athletes-excel-
field-and-classroom )

14. REFERENCES
• Dr. Ashlee Wegmann - Special Education Department Chair, Clarke Central High School - e. wegmanna@clarke.k12.ga.us
w. 706.357.5200, c. 706.614.1343
• Johnny Anderson - Social Studies Department Co-Chair, Clarke Central High School - e. andersoja@clarke.k12.ga.us w. 706.357.5200
• Ashley Goodrich - Social Studies Department Co-Chair, Clarke Central High School - e. goodricha@clarke.k12.ga.us w. 706.357.5200
• Dr. Robbie Hooker - Principal, Clarke Central High School - e. hookerr@clarke.k12.ga.us w. 706.357.5200
• Marie Yuran - Associate Principal, Clarke Central High School - e. yruranm@clarke.k12.ga.us w. 706.357.5200