Special Education Teacher, General Education Teacher

Ami K. Preston

***** *. ***** **., ********, AZ *5388

Cellular Phone: 702-***-**** – ***********@*****.***

EDUCATION:

Bachelor of Science

Northern Illinois University

Major: Elementary Education

Master of Science

Western Governors University

Major: Special Education

CERTIFICATION:

Highly Qualified Elementary K-8, SEI Endorsement, Cross-Categorical Special Education Certification K-12

COMPUTER SKILLS:

• Proficient in MS Excel, Word, Outlook, Grading Software, and Web-Based Programs

• Able to learn new technology tools quickly

PROFESSIONAL EXPERIENCE:

Middle School Resource Teacher, Dysart School District, Surprise, AZ October 2014-Present

Worked collaboratively with teachers to teach core content curriculum as well as student IEP goals.

Worked with behavior specialist to determine functions of behavior and create behavior plans.

Assessed students, and gathered information to establish service needs and goals.

Consultant, Eleutheria Wellness Center, Avondale, AZ, August 2014-October 2014

• Maintained accurate records.

• Collected PLAAPF data using formal assessments and informal assessments.

• Provided service time for students ranging in a variety of grade levels and disabilities.

• Collaborated with team members to write goals that aligned with the Common Core Standards.

Substitute Teacher, Surprise, AZ, August 2012-October 2015

• Taught several grade-levels.

• Exercised appropriate classroom management strategies for specific grade levels.

• Continued to receive professional development.

Special Education Teacher-Resource/Inclusion, Bethune Elementary School, Phoenix, AZ, August 2011-2012

• Created schedules for over 30 students with a combination of inclusion and resource services.

• Planned and implemented lessons for students from Kindergarten through fourth grade in order to meet IEP goals.

• Utilized several co-teaching models to meet the needs of students in an inclusion setting.

• Kept careful records of parent communication and student data to monitor progress.

• Received training in task analysis lesson planning.

• Used the Balanced Literacy model to teach across the curriculum.

• Assessed and progress monitored students using AIMS Web for reading, math, and behavior.

• Responsible for creating and maintaining a positive classroom environment.

• Applied classroom management techniques as required.

• Conferred with teachers, students, and parents concerning educational and behavioral problems at the blended learning site.

• Assisted classroom teacher with making reasonable accommodations to enable individuals with disabilities to perform the essential functions.

First Grade Teacher, Camelback Academy, Glendale, AZ, August 2010-August 2011

• Utilized thematic units to guide science and social studies instruction.

• Planned and implemented lessons based on the key components of an effective lesson.

• Developed objectives targeted to challenge the students.

• Attended Spaulding Instructional training.

• Trained in Mimio Board and Device technology.

• Utilized Curriculum Mapping to plan goals and objectives for the school year with grade level peers.

• Attended Acuity Assessment training.

• Trained on Brain Gym.

• Used Morning Meetings to create effective classroom environment and climate.

• Obtained certification in Thinking-Maps.

• Utilized data analysis and data driven instruction.

• Collected and analyzed formative and summative assessment data.

First and Second Grade Teacher, Vail Pittman Elementary School, Las Vegas, NV, August 2007-August 2010

• Utilized small group differentiated instruction to serve as an intervention for struggling students.

• Assessed and tracked students using DIBELS, Core Reading Assessment, and PAT.

• Served as a mentor teacher to new hires to aide in school procedures and facilitated support as needed.

• Implemented several hands-on science lessons stemming from the FOSS Science Curriculum.

• Worked closely with grade-level peers to analyze data, lesson plan, discuss strategies, plan interventions, and develop extension activities for students.

• Worked on several committees including: School Improvement Team, Student Activities Committee, School Safety Committee, and performed duties as the Social Committee Secretary.

• Wrote, directed, and filmed a bathroom safety video to teach bathroom rules and procedures to the school.

• Implemented a progressive system of classroom management.

• Participated in the Core Reading Academy to gain a better understanding of reading development and strategies that are researched based.

• Given training on Smart Board technology.

• Served as a mentor teacher for incoming teachers.

• Worked as a cooperating teacher for a student participating the CSN student teaching program.

• Taught an after-school tutoring program voluntarily for struggling second grade students.

• Utilized ELD and HQSI strategies to meet the needs of ELL students.

Second and Third Grade Teacher, Ellen Mitchell Elementary School, Chicago, IL, August 2005-June 2007

• Assessed student performance through anecdotal records, student-teacher conferencing, peer evaluation, checklists, and student portfolios.

• Designed and developed programs to meet the academic, intellectual, and social needs of students.

• Created and implemented an after-school enrichment program that integrated art, drama, and sports through weekly literature based units.

• Designed and mapped out the second grade curriculum aligned with the Illinois State Standards.

• Worked in partnership with the Chicago Children’s Museum in order to generate a unit about simple machines that provided daily hands-on experiences for the students and culminated with a visit to the museum.

Regional Cadre, Chicago Public Schools, Northwest District, April 2005-June 2005

• Taught a variety of grade levels.

• Followed specific discipline procedures for individual schools.

• Gained valuable experience in order to grow as an educator.

• Taught a modified third grade during a maternity leave at Budlong Elementary School from May 2005-June 2005.

• Implemented methods to meet the needs of several different reading levels, ranging from pre- primer to second grade.

• Met the specific needs of bilingual students by keeping in close contact with the bilingual teacher and preparing lessons to target the students’ areas of necessary development.

• Ongoing responsibilities included: assessing student progress, assigning grades, taking attendance, lunch duty, and keeping parents informed through newsletters, progress reports, and phone calls.

• Taught seventh grade language arts at Moos Elementary School from January 2005-April 2005.

• Enforced a firm, yet fair, method of discipline.

• Collaborated with other seventh grade teachers to meet the educational, as well as emotional needs of students.

• Provided additional help before and after school hours.

• Kept in close contact with parents in order to modify behavior of individual students.

• Consistently worked well with all faculty and staff members.

RELATED EXPERIENCE:

Lead Teacher, CCEA Community Foundation Supplemental Education Service, Las Vegas, NV, August 2008-Present

• Managed a Saturday tutoring program for a school of 600 students.

• Interviewed, hired, and trained tutors to work within the program.

• Kept time sheets for tutors and students.

• Entered attendance for students.

• Ordered and distributed supplemental materials for tutors.

• Organized program and assigned students to specific tutors to meet their instructional needs.

• Served as a liaison between Title I and tutors.

• Tested students create a learning plan and target areas of need.

• Handled all clerical work accompanying the position.

• Monitored tutors to assure they were complying with Title I guidelines, keeping students engaged, and facilitating the hands-on lessons provided by the program.

CREDENTIALS:

Available upon request.

Contact this candidate