Carlos Morales has over 15 years of experience as a special education teacher and instructor of English as a second language. He holds several certifications including Teacher of English as a Second Language, Teacher of the Handicapped, and Teacher of Bilingual/Bicultural Education. He has taught in several school districts in New Jersey serving students from kindergarten through high school. His experience includes both self-contained special education classrooms as well as inclusion and resource settings.

1. Carlos Morales 35 Holly Street Clifton, New Jersey 07013
201 396 0480 carlosmorales60.mac@mac.com
Education
MA Special Education 2000
New Jersey City University
BA Psychology 1992
Montclair State University
Certifications
Teacher of English as Second Language 2003
Teacher of the Handicapped 2000*
Teacher of Bilingual/Bicultural Education 2000*
Teacher of Spanish 2006**
* Recipient of U.S. Department of Education, Bilingual Special Education Scholarship
** Coursework completed / Certification process commencing
Teaching Experience
Teacher of English as a Second Language/Bilingual Point Person 2006 - 2009
Paterson School District
Dale Avenue School
In a K-1 elementary learning center, thirty percent of over three hundred students were eligible for Bilingual Services as
determined by the Home Language Survey. Subsequent assessments (WAPT & ACCESS) identified language proficiency
and placement in four bilingual classrooms. As educator, these classrooms were supported with ESL program thrice a week,
while, English language learners with push-in services and mainstream students were served. ACCESS was coordinated and
administered. While teaching and learning, students were identified for Intervention, Referral and Services (IR&S). As liaison
between school and district office, monthly reports were generated and database were updated. The use of multimedia
enhanced projects in school movies for fund raising, department presentations, and student learning.
Teacher of Spanish 2004 – 2006
School District of South Orange and Maplewood
Maplewood Middle School
In a half-year Spanish program, seventh grade students communicated with the target language in context to ACTFL’s five
C’s. Students with socioeconomic, ethnic, and learning differences exposed the teacher to meet the needs of a diverse
community. Repeating the program twice a year allowed for curriculum enhancement and pedagogical development.
Invitation to the Principal’s meeting, and subsequent departmental meetings, to present lesson and students’ work
demonstrated instances where administrators gave support and commendation to teachers for incorporating curriculum with
technology.
Inclusion Special Educator 2003 – 2004
School District of South Orange and Maplewood
Jefferson Elementary School
In a third to fifth grade elementary school, nine third grade students received resource instruction in language arts, while
others received mainstream support across all grades and subjects. In the spectrum of services rendered, exposure to
curricula, academic benchmarks, student developmental stages, instructor styles and pedagogy, deepened my knowledge base
and enriched my educational practice.
Inclusion Special Educator
Glen Ridge School System
Ridgewood Avenue Upper Elementary School 2002 – 2003

2. Carlos Morales 35 Holly Street Clifton, New Jersey 07013
201 396 0480 carlosmorales60.mac@mac.com
In two textually rich environments collaboration, support, and modifications of a fifth and sixth grade language arts curricula
produced appropriate lessons and activities for the needs of all students. Collaborative team and team “quarterback” approach
alternated the teachers’ roles while addressing, monitoring, and affecting the academic, behavioral and social performance of
each student. Incorporating as a team, life experience, level of education, and teaching capacity of each educator contributed
to language usage and modeling thus enhancing the literacy of each student. Both classrooms cultures were close in
similarities to the home where language usage was modeled by both parents. All participants learned from each other in these
inclusive environments.
Glen Ridge High School
Other daily assignments included instructions in three classes: Academic Development, three freshmen and one junior, all with
special needs, were supported individually cross subjects; Academic Enrichment, five eighth grade students received basic
skills enrichment; English as a Second Language, an eighth grade student with two years of English Language instruction
continued developing in areas of lexical, semantics, speech production and knowledge of American culture. These areas were
modeled and explained serving as comprehensible input in an interactive process while the usage of Spanish served as an
alternative assessment for learning and comprehension.
Self-Contained Special Educator
Belleville Elementary School Number Eight 2001 – 2002
Responsible for a class of 10 students with specific learning, emotional, and behavioral disabilities. Taught skill-based
curriculum on four grade levels (K-3) including eight Hispanic students with limited English proficiency. Provided a socially
and textually rich environment emphasizing oral and written expression and utilizing phonics reinforcement as the
groundwork for whole language. Utilized Spanish language to assess and determine linguistic versus special needs.
Resource Special Educator 2000 – 2001
Belleville Elementary School Number Five
Responsible for a class of 14 students on four grade levels (K-4) administering individualized and cooperative treatment,
support, and replacement in a resource center. Motivated students and made learning vivid with the implementation of many
forms of media into target area instruction including computers, Internet, Microsoft Word, and MS PowerPoint.
Student Practicum 2000
Belleville Elementary School Number Eight
• Observed, assisted, and taught group and individualized instructions grades (4-6) in resource and inclusion settings
• Adapted daily lesson and unit plans, including the Five Modalities, according to individual needs
• Designed classroom exhibits, hallway demonstrations, including a weekly Vocabulary Game
• Attended and participated in numerous parent conferences, IEP meetings, and professional development seminars
Fieldwork Experience 1999
A. Harry Moore School/School Number Sixteen Jersey City School District
• Provided individualized support for children with moderate to severe disabilities in intermediate grades
• Implemented classroom activities in order to assess cognitive and academic development
• Planned, organized, and participated in daily lessons and activities
• Conducted observations with regular and special education teachers and multidisciplinary team members
Languages
Fluent in English and Spanish
Technological Experience
Macs and PCs Platforms, Microsoft Office Suite, Video Production, File Maker Pro 9, iMovie HD, iLife 09
Interests
Guitar/Sing, Travel, Video & Creation: Artist Portfolio can be viewed on YouTube Channel (Glassartiste) & Glassartiste.com