Special Education School
Resume:
GELMER GUARINO SUGANOB
* **** ********, ** ******* Street, Sharjah UAE
Telephone Number: +971-*********
Email: **********@*****.***
Career Objective:
Pursue a challenging work fitted to my field of expertise for professional growth and for passing – on my knowledge and skills to others.
PERSONAL SUMMARY:
Date of Birth : January 24, 1974
Place of Birth : Pototan, Iloilo City, Philippines
Citizenship : Filipino
Languages Spoken : English and Tagalog
CAREER HISTORY:
Special EducationTeacher/ Supervisor - June 2013 – 20 June 2015
Creative Center for Rehabilitation
Maabellah South, Sultanate of Oman
Duties:
Assist in the supervision of special education teachers and aides, as necessary, and provide direction and assistance for school improvement.
Supervise and evaluate the job performance of the IEP team members, providing direction and assistance for improvement and compliance.
Coordinate IEP team to ensure compliance with the Ministry of Social Development regulations and policy and all related monitoring and corrective action.
Work cooperatively with building principal and school administrators to resolve issues and ensure effective and efficient provision of special education programs and services.
Communicate frequently and clearly with parents, guardians and caregivers. Resolve problems and respond parental requests for information or assistance in a timely fashion.
Attend IEP meetings and other student-centered meetings as necessary to resolve issues and ensure the appropriate development and implementation of programs and services.
Review and provide services which conform to Ministry of Social Development.
Maintain positive relationships with building administration, parents, other staffs and students in the building.
Autism Resource Teacher - October 2007– April 2011
Kenmoor Middle School
Prince Georges County Public School System
State of Maryland, United States of America
Duties:
Responsible for the development and coordination of individualized, academic, behavioral and social programming.
Determine students progress by collecting and monitoring appropriate data.
Assist regular classroom teachers with instructional strategies to facilitate inclusion.
Teaching student social skills.
Schedules, participates in, and/or conducts IEP (Individualized Educational Plan) meetings
Coordinate and facilitate parent – teacher meetings
All other duties assigned by the school district and building principal.
Special Education Teacher (Emotionally Impaired)-August 2007 – October 2007
Elementary School
Prince Georges County Public School System
State of Maryland, United States of America
Duties:
Plans curricula and prepares lessons and other instructional materials to meet individual needs of students, considering such factors as physical, emotional and educational levels.
Confers with parents, administrators, psychologists, social workers, and others to develop individual educational programs for students who are at different learning ability levels
Instructs students in academic subjects, social interactions and life skills utilizing various teaching techniques
Schedules, participates in, and/or conducts IEP (Individualized Educational Plan) meetings
Teaches socially acceptable behavior employing techniques such as behavior modification, positive reinforcement, etc
Maintains both classroom and behavior management
Observes students for signs of disruptive behavior such as violence, verbal outbursts and episodes of destructiveness
Special Education Teacher (Autism) - September 2005 – August 2007
Public School 811(Bronx)
New York City Department of Education
State of New York, United States of America
Duties:
Participate in IEP meetings for identified students as needed.
Evaluate the current strategies and interventions for referred students and modify or develop appropriate behavior and/or educational interventions and strategies using information from the IEP, Functional Behavior Assessment, direct observation, school input and other sources.
Provide individual educational and behavioral support to enable an identified student to improve academically and behaviorally.
Implement autism-specific services and supports to allow students to remain in the least-restrictive educational setting as appropriate for their educational and behavioral needs.
Special Education Teacher - September 2004 – September 2005
Public School 32 (Bronx)
New York City Department of Education
State of New York, United States of America
Schedules, participates in, and/or conducts IEP (Individualized Educational Plan) meetings
Evaluate the current strategies and interventions for referred students and modify or develop appropriate behavior and/or educational interventions and strategies using information from the IEP, Functional Behavior Assessment, direct observation, school input and other sources.
Teaches socially acceptable behavior employing techniques such as behavior modification, positive reinforcement, etc
Responsible for the development and coordination of individualized, academic, behavioral and social programming.
Special Education Teacher - April 1997 – September 2004
(Founder) Kalibo Special Learning Foundation
Kalibo, Aklan, Philippines
Duties:
Founded the first special education center in the Province of Aklan, Philippines.
Plans curricula and prepares lessons and other instructional materials to meet individual needs of students, considering such factors as physical, emotional and educational levels.
Responsible for the development and coordination of individualized, academic, behavioral and social programming.
Teaches socially acceptable behavior employing techniques such as behavior modification, positive reinforcement, etc
Teaches socially acceptable behavior employing techniques such as behavior modification, positive reinforcement, etc
Special Education Teacher & Kindergarten Teacher _ June 1996 – March 1997
Holy Child Nursery and Kindergarten School
Kalibo, Aklan, Philippines
Duties:
Plan a program that helps each student achieve learning objectives and curriculum goals.
Prepare lessons materials and resources.
Adapt standard teaching methods to meet different student needs and interest.
Provide constructive feedback to parents, guardians and school administration.
Collaborate with other staff members to promote the general health of the school.
Observe, evaluate and record children’s academic and social progress.
TRAININGS:
1.Complete ABA (Applied Behavior Analysis) training
2.Complete TEACCH training
3.Complete PECS (Picture Exchange Communication System) training
4.Complete Behavior Intervention for Children with Special Needs training
5.Complete Behavior Management for Children with Special Needs training
6.Complete Crisis Management for Children with Special Needs training
7.Complete Early Intervention for Children with Special Needs training
8.Complete Maryland Online IEP (Individualized Education Program) course
9.Complete Woodcock Johnson Assessment Test Administration course
EDUCATION
Bachelor in Special Education West Visayas State University April 1996
Major in Gifted Education
Minor in Teaching Exceptional Children
PROFESSIONAL QUALIFICATIONS
Licensed Special Education Teacher
Philippines
Certified Special Education Teacher
August 2007 – April 2011
Prince Georges County, Maryland, USA
Certified Special Education Teacher
August 2004 – August 2007
New York City Public School, NY, USA
AWARDS
Recipient: Dr. Jean Philips Award Prince Georges County, Maryland, USA
PROFESSIONAL MEMBERSHIPS
Member Philippine Board of Educators Philippine Regulatory Commission, Philippines
Member Autism Society of the Philippines Aklan Chapter, Philippines
REFERENCES
Ms.Maha Fadli
Principal, Kenmoor Middle School
2500 Kenmoor Drive, Landover, MD 20785
Telephone Number: 301-***-****
******@*****.***
Mr. Charles McAuley
Transition Coordinator, Kenmoor Middle School
2500 Kenmoor Drive, Landover, MD 20785
Telephone Number: 301-***-****
********@*****.***
Bernardette Woodbury
Special Education Chairperson, Kenmoor Middle School
2500 Kenmoor Drive, Landover, MD 20785
Telephone Number: 301-***-****
***********.********@*****.***
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