Aimee Boyle has over 20 years of experience in education and music therapy. She currently serves as the Assistant Principal at CCMC School in New Britain, Connecticut, where she oversees educational programming, personnel, and professional development activities. Previously, she held teaching positions in special education at several schools in Connecticut. Boyle has a Master's degree in Music Therapy and Educational Leadership. She utilizes her background in music therapy to support students' social, cognitive, and developmental needs.

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Aimee Suzanna Boyle
28 Horseshoe Road, Guilford, CT 06437
203-533-5129
EDUCAT I ON
Sacred HeartUniversity Fairfield, CT
Educational Leadership 2013
University of Phoenix Phoenix, AZ
Master of Arts/Comprehensive Special Education 2005
New York University New York,NY
Master of Arts/Music Therapy 1996
New England Conservatory of Music Boston, Mass
Jazz Studies, Voice Emphasis 1992
EXPERI ENCE
CCMC School New Britain, CT
Assistant Principal 2014-Present
 Supervise, evaluate and direct educational programming, personnel and professional
development activities to ensure a quality educational environment
 Increase awareness and use of educational technology
 Monitor students’ programming and progress; work with the clinical staff to integrate
therapeutic components; serve as facilitator at Planning and Placement Team meetings;
maintain cooperative and professional relationships with parents and Local Education
Agencies
 Facilitate the organization and expansion of vocational educational programming for
students aged 14-21
 Work with Curriculum Coordinator to organize and oversee implementation of Common
Core Curriculum and all state mandated assessments
 Meet regularly to promote PBIS programming and implementation
 Design, implement and lead professional development workshops for both certified and
non-certified staff
 Utilize SEED model for evaluation of teachers
 Provide ongoing support, mentoring and coaching of all teachers and support staff
Rochambeau Middle School Southbury, CT
Special Education Teacher 2011-2014
 Coordinator for District wide Learning Center Teacher Meetings/Transition Planning

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 Supervise, schedule and train instructional assistants
 Progress Monitoring utilizing Curriculum Based Assessment to support Student
Learning Objectives as well as Professional Goals
 Academic and behavioral data collection to support functional behavior plans as well as
ongoing flexible strategies for best supporting non-verbal students with autism
 Collaborate with behavior consultant, parents, therapists and caregivers, as well as
outside agencies
Meliora Academy Wallingford, CT
Special Education Teacher 2010-2011
 Schedule and supervise ABA therapists and 1:1 staff working with students
 Use ABA and RDI with students with autism
 Collect data using discrete trials
 Run groups as well as teaching 1:1 through discrete trials
 Write and implement goals and objectives using best practices for students with autism
 Use music and movement to foster a sense of positive self- esteem as well as
build social relatedness skills, enhance cognitive awareness and encourage relatedness.
 Work as a collaborative member of a team
 Communicate effectively with team members, administrators and parents
The Grove School Madison, CT
Special Education Teacher 2008-2010
 Academic Team Leader – team 10 (10th grade teachers)
 Teach physical science, business math, remedial math, journalism, chorus and
music appreciation to socially, psychiatrically and emotionally challenged
students at a residential therapeutic boarding school. (Disabilities included bi-
polar disorder, autism, schizoaffective disorder, emotional disturbance, school
phobia, self-injurious behavior, addiction and others).
 Communicate effectively with staff, school professionals and parents.
 Lead after school clubs including poetry, creative writing, botany
Fairhaven K-8 New Haven, CT
Special Education Teacher 2006-2008
 IEP case manager and pull-out/push-in teacher for 15 students, grades K, 1 and 2.
 Develop and modify lesson plans and curriculum, using DRA 2
assessments, formative and summative assessment data
 Develop all IEP goals and objectives

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 Attend all PPT meetings, data team meetings and parent meetings.
 Work collaboratively with staff, school professionals and parents to meet the
needs of all students
 Differentiate instruction both within the general education classroom as well as
in small group pull-out sessions with students, particularly for ELL students
OTHER WORK EXPERIENCE
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Music Together Brooklyn, NY/Los Angeles, CA
Music Teacher and Therapist 2000 – 2006
 Teach music and movement to young children and their caregivers
 Inclusion of Special Needs youngsters to integrate social/cognitive/developmental
milestones with music and movement activities using music and movement to teach
literacy and numeracy to pre-kindergarten aged children using music and movement to
enhance social relatedness and socially appropriate behaviors
OPICAAdult Day Care Los Angeles, CA
Music Therapist 1999-2001
 Run music therapy groups for adults with dementia and Alzheimer’s disease.
FEGS Bronx, NY
Music Therapist 1996-1998
 Run groups and individual music therapy sessions for mentally ill adults.
 Find appointments/housing and support for mentally ill adults
 Manage conflict

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