Special Education Language Teacher

Peggy Marie Jones-Poe

BS, Elementary Education / English / MS, Chemistry Teaching / Special Education K-12 / English as a Second Language K-12

● 469-***-**** ******@*****.***

● 244 Fountain Road, El Paso, Texas 79912-3845

TEXAS CERTIFICATES HELD:

Elementary Education 1-8 / English 1-8 / Self-Contained 1-8 / Special Education K-12 / English as a Second Language K-12

ARKANSAS CERTIFICATES HELD:

Special Education K-12 / English as a Second Language K-12 CAREER GOALS:

I am seeking your assistance to fulfill my current career goal. Having recently returned to my native Texas, I wish to contribute to my profession and community with fulfilling and challenging substitute teaching assignments. It is my belief and desire to continue teaching the children that will shape the future of our country. I offer an extensive variety of personal characteristics and professional attributes, such as my willingness to provide professional encouragement, insights, participate in team planning, provide instructional support through co-teaching, inclusion, and specialized student instructional materials and activities. If my credentials would be a good fit for a particular educational setting, I will use them to provide a sound basis for the continuation of my service in an academic, educational setting as a: Substitute Teacher in Public, Charter, or Private School Settings QUALIFICATIONS:

I am a highly qualified, experienced, teaching professional who has earned the reputation of seeking out opportunities to share the challenges of teaching with all instructional teammates, deliberately establishing my willingness to provide professional encouragement, insights, participate in team planning, provide instructional support through co-teaching, inclusion, specialized student instructional materials and activities. I am able communicate the identified needs and IEP requirements of students with teachers, building administrators, district level coordinators, discipline-specific instructional interventionists, and related service providers. Being part of a community of professional educators for student success validates the value of my work.

I offer a lifetime of dedication, skill, and professional integrity to the art of teaching. Deliberately seeking advanced knowledge through targeted, discipline-specific post graduate studies, and targeted professional development enables me to maintain my status as a highly qualified educator. In addition to maintaining my professional credentials, my academic pursuits meet my intrinsic need to systematically increase my professional aptitude, ability, and capacity to deliver progressive and innovative instruction to my resource and life skills students, and to provide professional development opportunities to my faculty.

Thus far, I have been incapable of resisting my personal love of being a life-long student and learner. I continue to seek post-graduate coursework, designed to yield additional credentials as an Educational Leader / Building Level Administrator / Student Teacher Field Experience Supervisor with the University of Texas, El Paso. I returned to El Paso to be with family and friends, and I am prepared to make an immediate contribution

An active member within my school community, I participate in several committees which reinforce academic achievement and positive behavior. My work history is evidence of my personal growth and development with significant classroom experience, and building level leadership roles. I enjoy collaborating with fellow professionals and instructional leaders to design, develop, and implement a variety of instructional practices, and classroom learning experiences. My career choices and assignments have been welcomed as opportunities for personal growth. I have been driven by my desire to build relationships with all stake holders, to eagerly accept the honor of supporting my students' educational growth, and to encourage their increasing awareness of the powerful role they play in their learning journey through self-awareness and reflection.

EDUCATION:

Texas Women's University

Master of Science, Chemistry Teaching

Bachelor of Science, Elementary Education / English I love to learn. My education is continuous and ongoing. I anticipate this to be true going forward. TEACHING EXPERIENCES:

2017-2018 Special Education Lead Teacher / Building Due Process Facilitator for Bentonville Schools in Bentonville, Arkansas; grades Kindergarten, 1st, 2nd, 3rd, and 4th. 2013-2017 Special Education Lead Teacher / Building Due Process Facilitator at Eureka Springs, Middle School in Eureka Springs, Arkansas: ESL Department Chair / Academic Area Evaluation Administration / Development of Individual Education Plans, intervention services programming / directly delivered instructional services for all resource, indirect, inclusion, and developmental life skills; grades 5th, 6th, 7th, and 8th.

2008-2013 English as a Second Language Teacher / Building Due Process Facilitator at Lakeside Middle School in Little Elm, Texas; grades 6th, 7th, and 8th. 2002-2008 Elementary Education Teacher at Arthur McNeil Elementary in Mc Kinney, Texas; grades 4th ELAR / Science, 5th Science, 1st Core Curriculum. 2000-2002 Elementary Education Teacher at Noel E. Smith Elementary, Frisco, Texas, grades: 5th ELAR / Social Studies / Science.

1996-2000 Middle School Teacher at Faubian Middle School in McKinney, Texas; grade 8th Science. 1988-1996 Elementary Education Teacher at Woodrow Wilson Elementary School in Denton, Texas; Grades: 1st, 3rd, 4th and 6th Core Curriculum Lead Teacher Competencies and Professional Strength Areas Assessment / Evaluation: experience in the on-going assessment of students' specific needs, utilizing a variety of individual and cumulative assessments in order to continually measure growth and achieve results

Team Planning: skilled in detailed research and co-development of structured, rigorous and effective daily lesson plans directed at moving all student systematically toward success Special Education / English as a Second Language: experience with all due process requirements for special education and English as a Second Language documentation, explicit adherence to all timeline requirements, compliance with all additional duties and requests for assistance with co-workers, distinguished performance with regard to maintenance of documentation at the student, classroom, building, district and state levels

Developmental / Adaptive: proficient in the delivery of instruction and documentation of student progress with STAR and LINKS autism support materials and curriculum / train instructional aides / model best practices and strategies / facilitate / supervise implementation of curriculum / train campus staff for Crisis Management Intervention certification

Technology: skilled and experienced with a variety of Microsoft and other related educational software including Word, PowerPoint, Excel, Outlook, SEAS, E-School, TAC, Class Works, Reflex Math; instructional support for students; digital fluency / conducting research / publishing / Dream Box / Numeracy Project

Communication: able to build inclusive, respectful, working partnerships with all of my students / assist them to develop social, collaborative, and academic fluencies / council and guide students to advocate for themselves / facilitate and monitor effective organizational / study skills / time management proficiency / conflict resolution strategies / self-management abilities and other basic skills students must develop to become contributing members of their home, classroom, school, community, state, and global environments

Relationship Building: facilitate positive and ongoing relationships with students' families to ensure a complete understanding of the due process guidelines and paperwork / able to build effective and collaborative relationships with fellow educators and administrators, and district special services teammates

Collaborative and Interpersonal: assist teachers in developing individual education programs that designed to meet students' skill levels and diverse support needs / coordinate 504 campus and district representatives to determine appropriate student programming with parents, and teachers Functional and Adaptive: guide implementation and compliance with due process in the development of positive behavior support plans / collaborate with colleagues and administrators to address student discipline issues

Progress Monitoring: provide support and advice during campus analysis of Response to Intervention data / monitor program effectiveness

Implement and Coordinate: timelines and compliance for due process during Pre-school - Kindergarten transition conferences / develop, implement, coordinate, administer training to faculty and staff, that promotes rigorous, periodic testing of students / identify situations and necessary adjustments required for instructional fidelity and effectiveness

Curriculum: monitor compliance of due process standards of district, state, and federal curriculum requirements / develop and provide to assist with curriculum development Documentation: monitor all students’ special education documentation / monitor due process for accuracy, compliance, and timely completion / prepare and distribute reports and information for all campus, district and state mandates / assist and support teachers as they develop skills to meet all requirements for adherence to cyclical timelines

Schedules / Organization: provide assistance with professional and support staff scheduling, coordinate / coordinate services with related services providers / monitor and ensure that student caseloads and class assignments are compliant / support administrator’s and counselor’s development of master schedules / develop structures that provide fidelity and confidentiality during classroom, district, alternative, and state required assessments / coordinate and facilitate all required trainings and special education conferences / communicate with parents / include counselors as needed / assist all staff with preparation and instructional resources / provide timely and clearly communicated needs to administrators / participate in parent and community sponsored events

Additional Professional Competencies:

*establish a rapport and assist parents/guardians of special education students with a clear understanding of due process guidelines/paperwork

*schedule and attend all appropriate conferences, as well as meeting general education staff, as they learn to implement differentiated instructional strategies and provide required documentation of implementation of required classroom accommodations

*maintain and promote adherence of ethical and confidentiality requirements by all staff/faculty/parent participants with all restricted student information *ensure that special education paperwork is provided to parents, staff, and stakeholders upon the completion of conferences

*monitor the placement of students into appropriate instructional settings

*monitor and coordinate completion of annual reviews, and periodic updates of student progress

*provide guidance and support during the end of year pre-school conferences and evaluations needed for Kindergarten transitions / promote vertical team conferences during transitions to adjacent campuses

*assist district personnel during district Child Find procedures

*provide guidance to / actively support administration and staff in the development of positive behavior intervention plans, functional assessments, and behavior manifestation due process proceedings

*participate in Response to Intervention (RTI) and Dyslexia intervention and instruction identification and programming

*provide consultation and collaborate during 504 determinations

*actively assist general education, special education and school psychologist with systematic observations, coordinate formal and informal documentation, and distribute evaluation data to the school psychologist and related service providers

*assist with development of schedules for special education paraprofessionals within the building

*facilitate team technology needs with bookkeeper / maintain accurate inventory of technology

*maintain instructional team calendar of conferences and required timelines

* facilitate professional learning community meetings / develop interactive agenda and calendar

*knowledge of IDEA / Knowledge of TELPAS / Texas Education Agency instructional standards and instructional standards for general education

*evidence of strong commitment to quality education

*evidence of strong organizational skills

*evidence of strong oral and written communication skills

*evidence based ability to train and support fellow teachers, and learn from them, as ell

*ability to establish and maintain effective working relationships with staff and the school community

*ability to speak clearly and concisely both in oral and written communication

*ability to perform duties with awareness of federal, state, and district requirements High Quality References and Recommendations are Available

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