Rachel Kendall is seeking a position that allows her to address educational inequities through social-emotional learning and community engagement. She has over 15 years of experience in special education teaching, social work, and behavioral support programming. She holds masters and bachelor's degrees in social work and education and has developed her own social-emotional learning program called ESTEAM.
This document is a resume for Rachel Kendall that provides information about her professional experience and qualifications. Some key points:
- Rachel has over 15 years of experience in special education teaching, social work, and behavioral consultation. She has a Masters in Social Work and teaching certifications.
- Her areas of expertise include positive behavioral support, social-emotional learning, inclusion practices, and facilitating professional development for teachers.
- She has developed her own social-emotional learning program called ESTEAM and has presented it at several educational conferences.
- Her most recent role is as the Director of Special Education at Camden Community Charter School where she oversees special education services and the implementation of the ESTEAM curriculum
This document contains Rachel Kendall's resume. It summarizes her experience as a special education teacher and administrator, her educational background which includes a master's degree in social work, and her various roles implementing positive behavioral support programs and social-emotional learning curricula. It also lists her professional qualifications, employment history at multiple charter and private schools, honors and certifications, and involvement in education advocacy.
This document provides a summary of Meredith Cole's qualifications and experience as a school counselor. It outlines her education, including a master's degree in school counseling from the University of Pennsylvania and a bachelor's degree from Rider University. It also details her professional experience over the past 5 years working as a school counselor and mobile therapist serving K-12 students in Philadelphia and surrounding areas.
This document is Elizabeth Dawn Woodward's resume. It outlines her objective of obtaining a position to utilize her professional skills. It then details her education history, including a Master's degree in Autism Spectrum Disorder from Michigan State University with a 3.9 GPA. It lists her teaching certifications in Elementary Education and Learning Disabilities. Her most recent teaching experience was at H.H. Dow High School from September 2014 to June.
Amy Bowar-Litten is seeking a position as a special education teacher. She has over 18 years of experience in special education, working in both elementary and high school settings. Her experience includes developing IEPs, collaborating with other teachers, implementing behavioral and academic programs, and assisting students with disabilities. She has a bachelor's degree in art education and a special education license in learning disabilities and emotional behavioral disabilities.
Amy Bowar-Litten is seeking a teaching position in special education at the elementary, middle, or high school level. She has over 18 years of experience as a special education teacher and case manager in Wisconsin and Alaska. Her experience includes collaborating with regular education teachers, developing IEPs, implementing behavioral and academic programs, and assisting students with disabilities. She has training in areas such as cooperative learning, differentiated instruction, assistive technology, and formal assessments.
Abby Williams has over 8 years of experience teaching 4th grade at Hazel Dell Elementary in Noblesville, Indiana. She differentiates her lesson plans, implements readers/writers workshops, and uses technology like iPads to engage students. Williams is committed to developing lifelong learners through creating a comfortable learning environment focused on relationships and curriculum. She earned her Bachelor's degree in Early and Middle Childhood Education from Butler University and holds Indiana teaching certifications.
This document is a resume for Jessica A. Chatman. It summarizes her objective of serving as an educational leader utilizing her teaching experience. It then outlines her education history including two master's degrees from Western Michigan University and teaching certificates. Her experience includes several years teaching kindergarten and first grade at Northeastern Elementary School where she led various programs and served on committees. She also had intern teaching experiences in pre-kindergarten and second grade.
This document is a resume for Rachel Kendall that provides information about her professional experience and qualifications. Some key points:
- Rachel has over 15 years of experience in special education teaching, social work, and behavioral consultation. She has a Masters in Social Work and teaching certifications.
- Her areas of expertise include positive behavioral support, social-emotional learning, inclusion practices, and facilitating professional development for teachers.
- She has developed her own social-emotional learning program called ESTEAM and has presented it at several educational conferences.
- Her most recent role is as the Director of Special Education at Camden Community Charter School where she oversees special education services and the implementation of the ESTEAM curriculum
This document contains Rachel Kendall's resume. It summarizes her experience as a special education teacher and administrator, her educational background which includes a master's degree in social work, and her various roles implementing positive behavioral support programs and social-emotional learning curricula. It also lists her professional qualifications, employment history at multiple charter and private schools, honors and certifications, and involvement in education advocacy.
This document provides a summary of Meredith Cole's qualifications and experience as a school counselor. It outlines her education, including a master's degree in school counseling from the University of Pennsylvania and a bachelor's degree from Rider University. It also details her professional experience over the past 5 years working as a school counselor and mobile therapist serving K-12 students in Philadelphia and surrounding areas.
This document is Elizabeth Dawn Woodward's resume. It outlines her objective of obtaining a position to utilize her professional skills. It then details her education history, including a Master's degree in Autism Spectrum Disorder from Michigan State University with a 3.9 GPA. It lists her teaching certifications in Elementary Education and Learning Disabilities. Her most recent teaching experience was at H.H. Dow High School from September 2014 to June.
Amy Bowar-Litten is seeking a position as a special education teacher. She has over 18 years of experience in special education, working in both elementary and high school settings. Her experience includes developing IEPs, collaborating with other teachers, implementing behavioral and academic programs, and assisting students with disabilities. She has a bachelor's degree in art education and a special education license in learning disabilities and emotional behavioral disabilities.
Amy Bowar-Litten is seeking a teaching position in special education at the elementary, middle, or high school level. She has over 18 years of experience as a special education teacher and case manager in Wisconsin and Alaska. Her experience includes collaborating with regular education teachers, developing IEPs, implementing behavioral and academic programs, and assisting students with disabilities. She has training in areas such as cooperative learning, differentiated instruction, assistive technology, and formal assessments.
Abby Williams has over 8 years of experience teaching 4th grade at Hazel Dell Elementary in Noblesville, Indiana. She differentiates her lesson plans, implements readers/writers workshops, and uses technology like iPads to engage students. Williams is committed to developing lifelong learners through creating a comfortable learning environment focused on relationships and curriculum. She earned her Bachelor's degree in Early and Middle Childhood Education from Butler University and holds Indiana teaching certifications.
This document is a resume for Jessica A. Chatman. It summarizes her objective of serving as an educational leader utilizing her teaching experience. It then outlines her education history including two master's degrees from Western Michigan University and teaching certificates. Her experience includes several years teaching kindergarten and first grade at Northeastern Elementary School where she led various programs and served on committees. She also had intern teaching experiences in pre-kindergarten and second grade.
Kelly Berleman is an experienced educator seeking a role in educational administration or as a principal. She has over 25 years of experience in education, including as an intervention specialist, guidance counselor, assistant principal, and elementary teacher. She is skilled in curriculum development, classroom management, helping underperforming students, and collaborating with teachers and parents.
Wendy Andersen has over 24 years of experience as a secondary science, middle school science, health, and life skills teacher. She holds a Master's degree in Education with a specialization in Reading and Literacy from Capella University as well as several licenses, diplomas, and certifications. Andersen has experience in curriculum development, differentiated instruction, data-driven instruction, cultural competency, and building instructional leadership as both a teacher and master coach. She is currently a science educator and master teacher at Hmong College Prep Academy where she mentors other teachers.
Stephen D. Bournes is an experienced educator seeking a turnaround principal position. He has over 20 years of classroom experience teaching English/Humanities and is currently pursuing his Doctorate in Education. Bournes has held several leadership roles including turnaround principal, building principal, assistant principal, and department chair. He is skilled in instructional leadership, implementing literacy frameworks, and evaluating teachers.
Peggy Heath is seeking a principal position and has over 15 years of experience in education. She currently serves as principal of The Academy Charter School North Campus, where she leads 58 Pre-K through 2nd grade staff. In previous roles at the school, she served as assistant principal, instructional coach, and dean of students. Heath holds a principal license and masters degree in education. She is skilled in instructional leadership, curriculum development, and using data to improve achievement. References are provided who can speak to her successful experience as a teacher and administrator.
This curriculum vitae summarizes Sherri Carattini's professional experience and education. She has over 15 years of experience in education, including serving as the K-12 Principal of Nenana City Public School in Alaska from 2013 to present. Prior to that, she held roles as an elementary school principal, high school assistant principal, and teacher in New Mexico and New York. She has advanced degrees in educational leadership, English education, and communications.
This document provides information about Rainbow Primary School and the roles of the principal, teachers, and parents in creating an inclusive school environment. It discusses how the principal serves as a catalyst for stakeholders and guides inclusive efforts. Teachers are encouraged to use peer assistance, cooperative learning, and differentiated instructional methods and assessments. The document also emphasizes the importance of involving parents as partners through meetings, communication, and encouraging parent participation in the classroom.
Module 16: Relevance of Gender Dimensions in Teaching and Learning ProcessNISHTHA_NCERT123
This document discusses the importance of integrating gender considerations into teaching and learning processes. It notes that classrooms consist of diverse students from different backgrounds. The document outlines how this module will help address gender biases in textbooks, content, and classroom discussions. It lists learning objectives around developing gender-sensitive pedagogy and fostering a gender-sensitive classroom environment. An activity is provided to discuss gender stereotypes and how they are formed. The document then provides guidance on integrating gender concerns into teaching various subjects like language, social sciences, mathematics, and science. It concludes with the role of principals in making schools more gender-sensitive.
This document is a curriculum vitae for Jesse Randall Hale, Ed.D. that outlines his teaching philosophy, personal and professional attributes, and teaching experience. His teaching philosophy focuses on active student participation, relating theory to real life, and using examples from his own experiences. He has over 30 years of education experience, including 16 years as a special education teacher and 14 years as a school administrator. His most recent teaching experience includes positions teaching special education students from grades K-12.
Michell Brackin has over 20 years of experience in education and counseling. She holds a Master's degree in Professional Counseling and a Bachelor's degree in Psychology and Special Education. Brackin has worked as a special educator, counselor, and job coach. She has experience teaching students with diverse needs from preschool through high school. Brackin also has experience providing counseling services to adolescents, families, and adults.
Theresa Padgett is an educational leader with over 20 years of experience mentoring educators and designing programs to enhance student success. She has a proven track record of aligning behavioral management, relationship building, and academics. Currently, she is the Assistant Director for Curriculum and Instruction at Wake Acceleration Academy, where she supervises teachers, ensures compliance, and oversees personalized learning plans. Previously, she held several roles within the Wake County School System, including coordinating teacher for alternative programs and high school team leader, where she developed intervention plans and monitored special education compliance. Padgett has a master's degree in special education and administrative licensure, and has extensive training in areas such as multi-tiered systems of
The document summarizes the services provided by weCan, an organization that supports children with special needs. [1] weCan provides specialized learning programs and interventions to help children with conditions like ADHD, dyslexia, autism and learning disabilities improve their academic performance and social skills. [2] Their goal is to bridge the gap between a child's actual and expected performance through individualized attention. [3] They promote inclusive education and creating welcoming classrooms for children of all abilities.
This document discusses the roles and responsibilities of a 21st century special education teacher. It begins by explaining that teacher education programs now include special education majors due to growing special needs populations. Special education teachers are expected to teach in self-contained, inclusive, or resource room settings. The document then outlines desirable personal attributes for special education teachers, including caring, positive relationships with students, authority balanced with flexibility, and making learning fun. It also details responsibilities like differentiating instruction, managing paperwork, adapting materials, and communicating with others. Overall, the document provides an overview of the skills and roles needed to be an effective modern special education teacher.
This document discusses co-teaching in middle school classrooms. It defines co-teaching as two teachers, a regular education teacher and special education teacher, partnering to teach a mixed group of students. Both teachers plan, deliver, and evaluate instruction together. Co-teaching allows for inclusion of special education students and improved instruction for all students. Challenges include different teaching styles, time constraints, and perceptions of parents and administrators. The document outlines different co-teaching models and strategies for making co-teaching effective.
Leon Kittrell has over 25 years of experience in education. He holds a PhD in Educational Leadership, Masters in Education, and Bachelors in Secondary Education. His experience includes roles as a principal, teacher, dean, guidance counselor, and associate professor. Currently, he works as a substitute teacher in Indianapolis. Kittrell has a strong record of success in working with multicultural, special needs, and at-risk students.
Rita Negron has over 20 years of experience working in various medical roles including as a medical assistant, anesthesia technician, and working directly with doctors. She has a medical assisting certificate and is a nationally licensed medical assistant. Negron is looking for a new opportunity where she can utilize her experience, skills, and caring nature to help patients and support employers.
Analysis of nigerian telecommunications on new media 30th march 2016PHILIP ODIAKOSE
In recent years, Public Relations and Media Measurement experts have noticed a shift from the exploitation of traditional print media to new age digital media.
P+ measurement services decided to undertake an analysis of how Nigerian Telecommunications companies, have been able to realign their readership from ink to social media.
We took a close look at their followership on social media which is beyond reasonable doubt, a realistic means to analyse their news circulation and message penetration as opposed to inconsistent print circulation figures.
Icthys Aquaculture was formed in 2008 by marine biologists and chemists to provide quality aquaculture products while protecting the environment. They offer aquarium design, livestock like ornamental fish, maintenance, and native plants. Their mission is to improve the aquarium experience through over 10 years of experience maintaining and designing aquariums.
Kelly Berleman is an experienced educator seeking a role in educational administration or as a principal. She has over 25 years of experience in education, including as an intervention specialist, guidance counselor, assistant principal, and elementary teacher. She is skilled in curriculum development, classroom management, helping underperforming students, and collaborating with teachers and parents.
Wendy Andersen has over 24 years of experience as a secondary science, middle school science, health, and life skills teacher. She holds a Master's degree in Education with a specialization in Reading and Literacy from Capella University as well as several licenses, diplomas, and certifications. Andersen has experience in curriculum development, differentiated instruction, data-driven instruction, cultural competency, and building instructional leadership as both a teacher and master coach. She is currently a science educator and master teacher at Hmong College Prep Academy where she mentors other teachers.
Stephen D. Bournes is an experienced educator seeking a turnaround principal position. He has over 20 years of classroom experience teaching English/Humanities and is currently pursuing his Doctorate in Education. Bournes has held several leadership roles including turnaround principal, building principal, assistant principal, and department chair. He is skilled in instructional leadership, implementing literacy frameworks, and evaluating teachers.
Peggy Heath is seeking a principal position and has over 15 years of experience in education. She currently serves as principal of The Academy Charter School North Campus, where she leads 58 Pre-K through 2nd grade staff. In previous roles at the school, she served as assistant principal, instructional coach, and dean of students. Heath holds a principal license and masters degree in education. She is skilled in instructional leadership, curriculum development, and using data to improve achievement. References are provided who can speak to her successful experience as a teacher and administrator.
This curriculum vitae summarizes Sherri Carattini's professional experience and education. She has over 15 years of experience in education, including serving as the K-12 Principal of Nenana City Public School in Alaska from 2013 to present. Prior to that, she held roles as an elementary school principal, high school assistant principal, and teacher in New Mexico and New York. She has advanced degrees in educational leadership, English education, and communications.
This document provides information about Rainbow Primary School and the roles of the principal, teachers, and parents in creating an inclusive school environment. It discusses how the principal serves as a catalyst for stakeholders and guides inclusive efforts. Teachers are encouraged to use peer assistance, cooperative learning, and differentiated instructional methods and assessments. The document also emphasizes the importance of involving parents as partners through meetings, communication, and encouraging parent participation in the classroom.
Module 16: Relevance of Gender Dimensions in Teaching and Learning ProcessNISHTHA_NCERT123
This document discusses the importance of integrating gender considerations into teaching and learning processes. It notes that classrooms consist of diverse students from different backgrounds. The document outlines how this module will help address gender biases in textbooks, content, and classroom discussions. It lists learning objectives around developing gender-sensitive pedagogy and fostering a gender-sensitive classroom environment. An activity is provided to discuss gender stereotypes and how they are formed. The document then provides guidance on integrating gender concerns into teaching various subjects like language, social sciences, mathematics, and science. It concludes with the role of principals in making schools more gender-sensitive.
This document is a curriculum vitae for Jesse Randall Hale, Ed.D. that outlines his teaching philosophy, personal and professional attributes, and teaching experience. His teaching philosophy focuses on active student participation, relating theory to real life, and using examples from his own experiences. He has over 30 years of education experience, including 16 years as a special education teacher and 14 years as a school administrator. His most recent teaching experience includes positions teaching special education students from grades K-12.
Michell Brackin has over 20 years of experience in education and counseling. She holds a Master's degree in Professional Counseling and a Bachelor's degree in Psychology and Special Education. Brackin has worked as a special educator, counselor, and job coach. She has experience teaching students with diverse needs from preschool through high school. Brackin also has experience providing counseling services to adolescents, families, and adults.
Theresa Padgett is an educational leader with over 20 years of experience mentoring educators and designing programs to enhance student success. She has a proven track record of aligning behavioral management, relationship building, and academics. Currently, she is the Assistant Director for Curriculum and Instruction at Wake Acceleration Academy, where she supervises teachers, ensures compliance, and oversees personalized learning plans. Previously, she held several roles within the Wake County School System, including coordinating teacher for alternative programs and high school team leader, where she developed intervention plans and monitored special education compliance. Padgett has a master's degree in special education and administrative licensure, and has extensive training in areas such as multi-tiered systems of
The document summarizes the services provided by weCan, an organization that supports children with special needs. [1] weCan provides specialized learning programs and interventions to help children with conditions like ADHD, dyslexia, autism and learning disabilities improve their academic performance and social skills. [2] Their goal is to bridge the gap between a child's actual and expected performance through individualized attention. [3] They promote inclusive education and creating welcoming classrooms for children of all abilities.
This document discusses the roles and responsibilities of a 21st century special education teacher. It begins by explaining that teacher education programs now include special education majors due to growing special needs populations. Special education teachers are expected to teach in self-contained, inclusive, or resource room settings. The document then outlines desirable personal attributes for special education teachers, including caring, positive relationships with students, authority balanced with flexibility, and making learning fun. It also details responsibilities like differentiating instruction, managing paperwork, adapting materials, and communicating with others. Overall, the document provides an overview of the skills and roles needed to be an effective modern special education teacher.
This document discusses co-teaching in middle school classrooms. It defines co-teaching as two teachers, a regular education teacher and special education teacher, partnering to teach a mixed group of students. Both teachers plan, deliver, and evaluate instruction together. Co-teaching allows for inclusion of special education students and improved instruction for all students. Challenges include different teaching styles, time constraints, and perceptions of parents and administrators. The document outlines different co-teaching models and strategies for making co-teaching effective.
Leon Kittrell has over 25 years of experience in education. He holds a PhD in Educational Leadership, Masters in Education, and Bachelors in Secondary Education. His experience includes roles as a principal, teacher, dean, guidance counselor, and associate professor. Currently, he works as a substitute teacher in Indianapolis. Kittrell has a strong record of success in working with multicultural, special needs, and at-risk students.
Rita Negron has over 20 years of experience working in various medical roles including as a medical assistant, anesthesia technician, and working directly with doctors. She has a medical assisting certificate and is a nationally licensed medical assistant. Negron is looking for a new opportunity where she can utilize her experience, skills, and caring nature to help patients and support employers.
Analysis of nigerian telecommunications on new media 30th march 2016PHILIP ODIAKOSE
In recent years, Public Relations and Media Measurement experts have noticed a shift from the exploitation of traditional print media to new age digital media.
P+ measurement services decided to undertake an analysis of how Nigerian Telecommunications companies, have been able to realign their readership from ink to social media.
We took a close look at their followership on social media which is beyond reasonable doubt, a realistic means to analyse their news circulation and message penetration as opposed to inconsistent print circulation figures.
Icthys Aquaculture was formed in 2008 by marine biologists and chemists to provide quality aquaculture products while protecting the environment. They offer aquarium design, livestock like ornamental fish, maintenance, and native plants. Their mission is to improve the aquarium experience through over 10 years of experience maintaining and designing aquariums.
Evolving Infrastructure and Management for Business Agility - Sukanta Biswas, Consulting Solution Architect, Infrastructure & Cloud Practice, Red Hat India
8 October 2015
Espectro electromagnético y espectro radioeléctricoPaola Ruiz
Este documento describe el espectro electromagnético y el espectro radioeléctrico. Explica que las ondas electromagnéticas se propagan a través del espacio y transportan energía. El espectro electromagnético abarca todas las frecuencias posibles de ondas electromagnéticas. El espectro radioeléctrico es la parte del espectro electromagnético que se utiliza principalmente para las radiocomunicaciones. El documento también describe cómo se divide el espectro electromagnético en diferentes bandas y los usos de
El documento describe las características de la energía solar, incluyendo que proviene de la fusión nuclear en el interior del Sol, se irradia en forma de ondas electromagnéticas, y puede ser aprovechada a través de la conversión térmica a baja, media o alta temperatura para usos como calentamiento de agua o generación eléctrica. La energía solar se caracteriza por ser muy abundante pero de baja densidad, requiriendo grandes superficies de captación o sistemas de concentración.
Music magazines were very prolific in the United Kingdom, with the NME leading sales since 1952 and having a longstanding rival in Melody Maker which existed since 1926 but ceased publishing in 2001 when it was absorbed by NME due to falling circulation and the rise of internet music sites. Several other British magazines such as Select and Sounds also folded between 1990 and 2000, while current UK music magazines include Q, Kerrang! and Mojo. Magazines aimed at a younger market with a focus on pop music included the now-defunct Smash Hits and Top of the Pops.
Tamara Thornbury has over 26 years of experience in education, including roles as Assistant Director of Special Services, Assistant Principal, Supervisor of Curriculum, and Instructional Coach. She leads and mentors teams that implement positive changes to empower staff in areas like behavior, instruction for students with autism or emotional disabilities, and mental health. She has also developed partnerships with mental health agencies and overseen programs for school psychologists, guidance, and social work services.
Lisa Rhodes has over 10 years of experience as a special education teacher in Virginia. She has a Master's degree in Special Education and has taught at both the elementary and middle school levels. Her experience includes teaching self-contained classes and serving as a case manager for students with disabilities. She also has experience teaching general education math classes. Rhodes has taken on leadership roles such as coordinating child study teams and mentoring new teachers. She regularly attends professional development conferences and trainings to enhance her teaching skills and stay current on best practices.
Yolanda Hanna is a highly motivated educator with over 10 years of experience in teaching roles from preschool through 6th grade. She has a bachelor's degree in elementary education and has worked as a teacher, teacher's assistant, and tutor for various schools and organizations. Hanna is skilled in developing lesson plans, curriculum, and instructional strategies to meet the diverse needs of students. She is committed to educating students and enhancing their learning through a variety of teaching techniques.
Michelle Boire has over 15 years of experience as a special education teacher and autism specialist. She is skilled in assessing students, developing individualized learning programs, and collaborating with others to support student needs. Boire has a Master's degree in Special Education and is certified in autism, elementary education, and moderate disabilities.
Robert Wilkens is seeking a full-time position as a social studies or special education teacher. He has a Bachelor's degree in social studies and secondary education from William Paterson University and a certification in teaching students with disabilities from Georgian Court University. His teaching experience includes substitute teaching in various school districts and leave replacement teaching positions in middle and high school social studies classes. He is interested in coaching athletics and helping with extracurricular activities.
Charlene Lichtinger is a certified special education teacher seeking a teaching position. She has over 10 years of experience teaching students with autism, intellectual disabilities, and other special needs. She holds multiple state teaching certifications and has a master's degree in special education from Mercyhurst University. Lichtinger has experience developing individualized lesson plans, collecting student data, and implementing behavior plans. She is proficient in applied behavior analysis techniques.
Ashelyn Ross is seeking a full-time elementary teaching position. She has a bachelor's degree in elementary education and certifications in elementary education and reading. Her experience includes working as a pre-K teacher and director at All-Star Kids Company Preschool, as well as student teaching positions in first and second grade. She is skilled in assessment, culturally responsive teaching, technology integration, and collaborative planning.
Adam DiDuro is a PhD candidate in education at Walden University specializing in learning, instruction, and innovation. He has over 10 years of experience as a teacher and coach in both middle and high school, with a focus on social studies, language arts, and math intervention. He is currently a secondary social sciences and language arts teacher at Vista Academy in Denver, Colorado. His research interests include online learning, service learning, and developing 21st century skills in students.
Bonnie Riley is a certified elementary school teacher with over 10 years of experience teaching kindergarten and special education. She has a proven track record of developing engaging lesson plans, implementing best practices in classroom management, and helping students achieve growth according to their individual education plans. Riley has served in leadership roles on her schools' positive behavior support committees and as a lead special education teacher. She is passionate about sharing creative teaching methods with colleagues and supporting all children's educational success.
Lena Zammataro Resume CURRENT Special Ed 2 2016 EILena Zammataro
Lena Zammataro has over 10 years of experience as a special education and art teacher. She holds a Master's degree in Special Education and certifications in preschool through third grade education, K-12 students with disabilities, K-12 art, and ABA therapy. Her experience includes positions as a special education teacher, ABA therapist, art teacher, and substitute teacher working with students from preschool to fifth grade. She has experience developing lesson plans, collecting student data, and collaborating with parents and colleagues.
This document provides a summary of Stacey Oliver Rubolino's credentials and professional experience. It outlines her educational background which includes a Master's degree in Special Education from Penn State University and Bachelor's degree in Special Education from Bucks County Community College. It then details over 15 years of teaching experience in special education across multiple school districts and states, working with students from preschool through high school. The summary highlights her experience in developing individualized education programs and using
Jodee Skoog is an energetic and passionate elementary school teacher with over 15 years of experience. She blends traditional and innovative teaching methods to develop each student's unique potential. Skoog determines individual learning needs, applies diverse teaching styles, and promotes problem-solving skills. She also encourages equality and reinforces positive behavior. Skoog has received several honors including "Teacher of the Year" and developed a student garden program through a grant. She holds multiple certifications and specializations in areas such as gifted education and ESOL.
Raji Suresh has over 15 years of experience as a learning support teacher. She has a strong background in special education and has worked with students with learning disabilities. She is pursuing further education in psychology while continuing her work providing learning support.
Isabella Amity is seeking a teaching position in early childhood or special education. She has a Bachelor's degree in early childhood and special education from Elizabethtown College with a 3.85 GPA. She has extensive student teaching experience in grades K-5, working with both general education and special needs students. She also has related experience working in early childhood centers and as a peer mentor.
This document summarizes the experience and qualifications of April D. Jordan for an administrative or teaching position. She has over 9 years of experience as a school administrator, having served as both a principal and assistant principal. She also has experience as a curriculum coordinator and adjunct instructor at several universities. Jordan has a doctorate in curriculum and social inquiry and has received several awards for her work as a principal, including two National Blue Ribbon Awards. She has strong skills in curriculum development, instruction, assessment, and school management.
Jennifer E. Davis seeks a challenging position in the mental health field utilizing her experience in psychology and education. She has over 20 years of experience as a behavior specialist, case manager, and special education administrator. Her experience includes conducting functional behavior assessments, creating behavior plans, providing professional development and advocacy, and coordinating educational programs for students with social/emotional disabilities.
Erin Yorke is seeking a position that allows her to apply her collaborative consultation skills and increase the capacity of educators working with students in special education. She has over 15 years of experience in special education, including as an educational consultant, resource teacher, and sessional instructor. Erin has extensive training and professional development in areas such as applied behavior analysis, autism, learning disabilities, and positive behavior support.
Steven Monteleone is a social studies teacher seeking a secondary teaching position. He has over 10 years of experience developing and implementing project-based social studies curricula and differentiating instruction to engage students. He is skilled in classroom management and building relationships with students, staff, and parents. Monteleone holds a Master's degree in teaching from Wayne State University and state certification to teach social studies for grades 6-12.
Karen S. Robertson has over 18 years of experience as a special education teacher. She has managed large caseloads of up to 40 students with diverse needs, developing individualized education plans. Robertson is skilled at leading case conferences, maintaining relationships with parents, and creating a positive learning environment where students can reach their full potential. She has experience integrating assistive technology and is dedicated to problem-solving and employing diverse techniques to meet student needs.
Similar to RESUME - Rachel Kendall - April 2015 copy (20)
1. Rachel Kendall
12 W Browning Road, Collingswood NJ 08108
(732) 713-5896
rachel.meg.kendall@gmail.com
Objective: To investigate and empower diverse solutions for educational inequities (specifically in the area of school discipline)
through the conscious lens of cultural context using social-emotional learning, executive functioning, racial literacy and community
engagement as key levers for engagement.
“When students struggle due to
behavior and the school wide plan is
not successful, Ms. Kendall has
implemented, monitored and evaluated
behavior intervention programs,
including her own ESTEAM
program, for students with
disabilities. Ms. Kendall’s ability to
evaluate student’s needs, implement
and monitor a plan are
exceptional. She is able to train and
support staff in the implementation of
behavior programs and makes it her
mission to ensure student success.”
Ms. Lorrie K. Weaver
Director of Special Education
Paul Robeson Charter School
Professional Profile
• Experienced in positive behavioral support planning and implementation, social-
emotional learning curricula and research, inclusion practices, resource room, self-
contained classrooms, facilitating professional development, mentoring teachers,
planning and scheduling for students with special needs
• Masters Degree in Social Work with a specialization in macro practice community
organizing, planning and administration. Specific skill development in conducting
needs-assessments, staff committees, meeting facilitation and advocacy for education
policy reform
• Bachelors Degree in Elementary Education and Special Education with dual
certifications
• Creator and Professional Development Consultant for the “ESTEAM” social-
emotional learning program (see website www.teachingwithesteam.com)
• Curriculum Coordinator for Special Education Extended School Year Programming,
experienced first through eighth grade special education teacher
Education, Honors, and Certifications
Masters of Social Work
University of Pennsylvania, Philadelphia, PA. 2012
Bachelor of Arts – Elementary and Special Education
LaSalle University, Philadelphia, PA. 2004
Neysa C. Adams Award, University of Pennsylvania. 2011
This scholarship is awarded to a rising second-year student who is an exceptional
student and demonstrates leadership abilities
Finalist for “Educator of the Year” Award, New Jersey Region II. 2008
Nomination for excellence in teaching students with special needs in Central New
Jersey private schools
Certifications
School Social Worker Certification
New Jersey Teacher of Students with Disabilities K-12
New Jersey Elementary School Teacher in Grades K-5
Highly Qualified in LAL Grades 5-8
Orton-Gillingham Dyslexia Certification, Fairleigh Dickinson University, NJ
Crisis Prevention Intervention Certification (CPI)
Key Qualifications
Experienced Special Education Teacher
2. “It was a pleasure working with you
at KSS 2009, and thank you so
much for your hard work and
dedication to our KIPP team and
family. Data from this year’s
evaluations showed an average 3.5
Overall Event Rating on a 4-point
scale for sessions, and 94% of all
participants rated sessions as
Excellent or Good. Hats off to you
for contributing to this collective
accomplishment, making KSS 2009
one of the best to date!”
Donielle Berg
Events Coordinator
KIPP Foundation
“Ms. Kendall is an exemplary
educator who has earned the respect of
administrators and colleagues. Ms.
Kendall sets high standards for herself
and her students. She is both reflective
and collaborative. Her boundless
energy and creativity are only exceeded
by her dedication to her students. Ms.
Kendall is never satisfied with
mediocrity. Her self-developed
supplemental materials are incredibly
creative offering students a variety of
ways to learn.”
Douglas Parker, LDTC, CST
Somerset Hills School
Special Education Curriculum Coordinator
Social-Emotional Learning Trainer and Presenter
School Social Worker
Knowledge of and implementation of multi-sensory reading and mathematics
programs, trained in Functional Behavior Analysis, writing behavior plans and
supporting of implementation of both academic and behavior plans in the classroom.
Experience with students with emotional and behavioral disabilities in public, private
and residential settings
Teaching experience involving grades K-8 and students with a variety of disabilities
and learning challenges including autism, emotionally disturbed, other health
impairments, cognitively impaired, intellectually disabled, and specific learning
disabilities
Employment
• Director of Special Education
August 2014 – Current Camden Community Charter School
415 N. 9th Street, Camden NJ 08102
Organizing and assuring quality daily special education services for students with
special needs in a school K-6
Directing the school-wide implementation of ESTEAM curriculum
Providing teacher coaching and supervision, parent support and community
outreach as a member of a very powerful and people-oriented administrative team!
Created a Student Leadership Team (SLT) of 5th and 6th grade students in order
to inspire ownership of their school community and build positive leadership skills
(please look at their work on the blog www.teachingwithesteam.com/slt-blog)
• Special Education Teacher
August 2013 – July 2014 Paul Robeson Charter School: Scholar Academies
643 Indiana Avenue, Trenton, NJ 08638
Engaged a self-contained 4th-5th grade classroom of students with varying
learning and emotional disabilities
Aligned standards-based diagnostic assessment data with students’ IEP goals to
provide differentiated instruction, small group intervention and multi-modal
lessons for levels K-5 in one classroom
Chaired the Professional Development Committee planning for staff PD
sessions and relayed staff input and feedback with the Leadership team.
• Character Education Curriculum Development Consultant
January 2013 – Current Scholar Academies Network Headquarters
1714 Memphis St. Suite C8, Philadelphia PA 19125
Hired to consult in the creation of a whole school character education and culture
curriculum supporting the school’s core values with research-based SEL strategies,
direct social skills instruction, engaging student activities and teacher lesson plans
3. “It really provided clear answers,
strategies, and resources for my class
and gave me concrete materials for the
ideas I got from other sessions (critical
thinking, community service, love and
logic, SpEd, differentiation, etc)
Awesome!”
KSS 2009 Individual Session
Evaluation Data
“Thanks for introducing Loic to
"Transition" signal, coping...this is a
important behavior problem that Loic
and all ADHD kids have. I like
your techniques, one skill at the time,
behavior chart...and the way you
approach all these behavior problems.
Of course I have experience
unfortunately with ADHD-ODD
kids and I can recognize when
someone has a very good approach and
understanding of difficult kids and you
really have these skills!”
Catherine Bomont
Parent of a child with ADHD-
ODD
• School Social Worker/Intervention and Referral Services Leader
July 2012 – August 2013 Paul Robeson Charter School: Scholar Academies
643 Indiana Avenue, Trenton, NJ 08638
Provided individual counseling, social skills instruction and group counseling for 4th-
8th grade students
Created and implemented a positive behavioral support tracking system for students
struggling at the Tier II level of intervention specifically involving emotional and
behavioral needs in order to mitigate high suspension rates and disciplinary referrals
Discipline and School Culture Team Member
Conducted Bio-Psycho-Social Evaluations for IEP Meetings
• Behavioral Consultant and Trainer/Authored and Implemented
ESTEAM Social-Emotional Learning Program
2008 – Current Somerset Hills School, Warren NJ
P.G. Chambers School, Cedar Knolls NJ
Louise A. Spencer School, Newark NJ
Scholar Academies, Philadelphia NJ
Authored a social-emotional learning program called “ESTEAM” (Empowering
Students Through Environment, Ability and Motivation) providing teachers with
concrete social-emotional learning strategies, visual behavioral tracking and data
collection methods and holistic positive behavioral support skills
• Special Education Teacher
November 2009-August 2010 P.G. Chambers School
15 Halko Drive, Cedar Knolls, NJ 07927
Differentiated group and individual instruction for severely, physically and
cognitively disabled student’s ages 8-11
Coordinated school-wide social-emotional curriculum implementation to promote
student autonomy and social skills
• Learning Specialist
July 2008- November 2009 TEAM Academy Charter School: KIPP
85 Custer Avenue, Newark, NJ 07112
Provided differentiated instructional support and IEP monitoring for 6th grade
students with learning disabilities in an inclusive environment
Launched a mentoring program for 6th grade boys with businessmen currently
working in Newark
Coordinated after-school supportive services (homework help, behavioral strategy
planning) for students struggling with ADHD
• Special Education Teacher
September 2004-June 2008 Somerset Hills School
206 Mount Horeb Road, Warren, NJ 07059
Taught a self-contained special education classroom for boys classified as
severely emotional-behaviorally disabled age 7-11.
Specialized training in Crisis Prevention Intervention (CPI).
Focused on structuring social-emotional learning into academic instruction as a
foundation for identity development.
4. “Her empathy for clients and
colleagues alike, her ability to work
effectively as a member of a group, her
competency in presenting and teaching
complex theoretical concepts and her
respect and concern for all persons that
she encounters. She has written
publishable in-depth research papers
with complex literature reviews
analyzing theories of human behavior,
social and cognitive/learning theories
to analyze and discuss the achievement
gap that affects minority students
nationwide.”
Nicole Saint-Louis, DSW LCSW
Lecturer, School of Social Policy
and Practice at the
University of Pennsylvania
“Inside every classroom,
every day there are opportunities for
students to develop not only their
skills, but also themselves. I choose to
empower students to feel safe,
connected, and successful at all times
by providing teachers with a highly
practical approach that combines
holistic methodology with concrete
behavioral strategies. This dual focus
creates the environment and motivation
to allow students the ability to manage
their emotions, make responsible
decisions and stimulate readiness for
academic learning.”
Rachel Kendall
• Curriculum Coordinator
Summers 2003-2008 Somerset Hills Residential Treatment Center, Inc.
1275 Bound Brook Rd. Suite 1, Middlesex, NJ 08846
Coordinated social-emotional programming for Extended-School-Year programs,
working with a residential population of boys classified emotionally-behaviorally
disabled ages 7-15
Created and implemented the “R.A.W” program, integrating athletics, music and
creative problem solving to provide a review of basic reading, writing and math while
building positive self-management skills in an outdoor, camp setting
Conference Presentations
Presented E.S.T.E.A.M: Empowering Students Through Environment, Ability and Motivation
training:
Annual KIPP Schools Summit (KSS) Conference; Orlando, FL. August 6, 2009
Annual KIPP Special Education Conference; Philadelphia, PA. February 6, 2009
ASAH Annual Conference; Atlantic City, NJ. November 14, 2008
NAEYC National Conference & Expo; Dallas, TX. November 6, 2008
Community Involvement and Advocacy
• Creator of Non-Profit Organization
KICK CANCER IN THE FACE FOUNDATION
June 2014-Current www.kcffoundation.com
Cherry Hill, NJ
The purpose of the Kick Cancer in the Face Foundation is to provide or
complement holistic (whole-person) support for persons diagnosed with stage 4
cancer and their families. This support is meant to empower not only the
person diagnosed, but also their families, friends and anyone else wishing
to contribute to their care in many different ways.
• Student Advocate for the Student Discipline Advocacy Service/Board
Representative for the School of Social Policy and Practice
December 2011-May 2012 L.E.A.R.N (Leaders in Education Advocacy & Reform Network)
Philadelphia, PA
Advocated for Philadelphia public and charter school students at suspension,
expulsion and disciplinary transfer hearings. Provided parents and community
members with information on student rights in disciplinary proceeding
Conducting a survey of federal legislative initiatives from 1993 to the present
addressing school behavior and discipline issues.
• Program Facilitation Manager and AmeriCorps Core Member Trainer
(MSW Intern)
September 2011-May 2012 EducationWorks
Philadelphia, PA
Worked to write grants and coordinate programming to promote mentoring for youth
and families confronting high rates of poverty and other barriers to educational
5. achievement.
Conducted a series of professional development trainings on positive behavioral
support, de-escalation techniques and classroom cohesion strategies for AmeriCorp
Members serving as ISS support in Philadelphia public schools
• Social Worker/Cade Manager (MSW Intern)
September 2010-May 2011 The Reed House
Philadelphia, PA
Provided counseling and case management to support formerly homeless men and
women with disabilities in a permanent housing facility.
• Founding Board Member
May 2011-August 2012 TaLiN Coalition (Teachers as Leaders in Newark)
Newark, NJ
Directing the design of social-emotional learning as a programmatic component for
this coalition’s purpose of enabling educators to become catalysts in the creation of
social and educational alliances that empower teachers, students, and parents to
cultivate a collaborative culture within the community.
• Volunteer Curriculum Coordinator
July 2011-August 2011 Bethany Cares Freedom School
Newark, NJ
Created after-school programming to engage 45 children grades K-5 in math
instruction through physical exercise and play.
• Visiting Speaker for Montclair State University P-3 Modified Alternate
Route Program
September 2007-Present, bi-annually
Montclair, NJ
Presented professional development workshop for pre-service teachers in the P-3
Modified Alternate Route Program twice a year to demonstrate methods for
incorporating positive classroom management methods through social-emotional
learning.
• References
Available upon request.