Not Just Smarter | Stronger 🐅 Sharper 🐅 Tiger Trained.
Complete Resume
Teacher's College, Columbia University
New York, NY
Princeton University
Princeton, NJ
Experience
September 1996 - Present
Private Practice
Educational Consultant & Remediator
New York, NY
August 2008 - June 2017
The Spence School
Upper School Learning Specialist
New York, NY
Additional responsibilities:
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Taught Readers' Writers' Workshop classes to 6th graders
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Push in to 5th grade math to provide support to struggling students
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Push in to 9th and 10th grade history classes to provide support for research paper writing
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2008-2010: Taught PSAT Junior Seminar and prep class to 11th grade students
August 2006 - June 2008
York Preparatory School
Director - Jump Start Program
New York, NY
August 2003 - June 2006
York Preparatory School
Learning Specialist – Jump Start Program
New York, NY
September 2000 - June 2003
Horace Mann Middle School
Learning Specialist
Riverdale, NY
September 2000 - June 2001
Horace Mann Lower School
Learning Specialist
Riverdale, NY
June 1998 - January 2000
St. Luke's Roosevelt Hospital
Learning Specialist, Child
Psychiatry Unit
New York, NY
October 2000
Ed.M. Reading Specialist
October 1998
M.A. Reading and Learning Disabilities
May 1995
B.A. English
May 1995
Minor in Teacher Preparation
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Provide individualized educational support to students Kindergarten-Graduate School in the areas of organization and time management, mindfulness, executive functioning, self-monitoring strategies, basic and advanced reading and math skills, phonics instruction, process-based writing instruction, and self- advocacy skills
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Provide subject specific instruction including but not limited to: English, World and U.S. History, Chemistry, Biology, Anatomy & Physiology, Psychology, Introductory Physics, Algebra, Geometry, basic Spanish and French
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Consult with College- and Graduate school-bound students to prepare application materials and develop specific essays and personal statements
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Provide transitional support and social/emotional counseling to students to help them transition more easily from middle to high school, high school to college, and college to graduate school
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Meet with Board of Education to aid students in getting the accommodations they are entitled to by their school district
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Act as Special Education Teacher Support Services (SETSS) providing specially designed and/or supplemental instruction to support the participation of the student with a disability in the general education classroom
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Consult with parents, schools, and other professionals regarding neuropsychological, psychological, and educational evaluations to insure that they have an informed understanding of the information in order to implement appropriate interventions
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Provided individualized support in all areas of the curriculum
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Provided individualized support in organization and time management, mindfulness, executive functioning, self-monitoring strategies, process-based writing instruction, and self-advocacy skills
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Serveed as SSD Coordinator for College Board and ACT: Oversee the application and appeals process for accommodations for all eligible students to the College Board and ACT beginning in early sophomore year
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Created the curriculum for and teach Independent Study in Reading and Writing, a highly focused reading and writing skills class for 10th grade students that incorporates process-based expository writing, literary analysis, and grammar instruction
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Taught Math Skills, a supplemental math program for 8th grade students focused on developing Algebra skills
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Reviewed psychoeducational and neuropsychological testing and develop student profiles for teachers and parents
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Worked closely with teachers towards meeting the learning needs of students in the classroom
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Collaborated with Upper School Division Head to discuss strategies for students and develop action plans to meet students' needs
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Communicated with parents about psychoeducational and neuropsychological testing and student progress
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Communicated with psychologists regarding student evaluations
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Meet with parents, faculty, and administrators to determine appropriate course of action for struggling students
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Created student profiles for teachers that include students' strengths, weaknesses, possible difficulties in the classroom, and recommendations for individualized teaching strategies.
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Oversaw, mentored, and evaluated 10 Learning Specialists in the Jump Start Department
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Oversaw, mentored, and evaluated teachers in the Reading/Writing Department, grades 6-11
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Developed and oversaw the implementation of a new curriculum for the Reading/Writing department
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Paired students with specific Learning Specialists based on compatibility
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Managed the day-to-day performance of the program, including consultation with Administration, classroom teachers, Learning Specialists, School Psychologist, outside support professionals, and parents
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Created and implemented school-wide testing policy for facilitation of accommodations for LD students
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Performed all duties of a Learning Specialist as indicated below
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Reviewed prior psychological, neuropsychological, and educational evaluations to assist in formation of goals, proper placement, and appropriate diagnosis
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Designed, implemented, and coordinated individual educational plans and established goal-driven instruction for learning disabled students in grades 6-11
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Devised supplemental teaching strategies and material to support the mainstream curriculum for students on caseload
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Documented and measured academic achievement and skill growth through the use of portfolios and informal assessments
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Initiated weekly meetings with mainstream teachers to track the progress of students on caseload and devised plans for accommodations and modifications both in and out of the classroom
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Maintained weekly contact with parents utilizing Edline reports
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Responsible for overseeing the day-to-day activities in the Academic Center (Resource Room for Academic Support Services)
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Designed, implemented, and coordinated individual educational plans including: reviewing and explaining evaluations, development of appropriate teaching strategies, development of student learning strategies and coping skills, monitoring and observation of student body, determination of student need and ongoing communication with administrators, teachers, and families
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Facilitated transition for students entering middle and upper school by meeting with lower, middle, and upper school faculty and families of transitioning students
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Taught "Lifeskills” curriculum in Guidance and Counseling department to 6th and 7th grades. Topics included: strategies for decision making; values and ethics; peer relations; tobacco, drug and alcohol education; and AIDS and STD education
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Served as a bridge between the lower and middle schools to assist students in the transition to the newly created middle school division
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Taught small group reading and math lessons to children in grades 1-5 to develop and improve skills
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Worked individually with students in grades 1-5 on various reading, math, and language development skills
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Performed educational evaluations for admittance to the Language and Learning Unit
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Developed and implemented remedial programs with groups and individuals ages 5-12 years in areas such as: receptive and expressive language development, comprehension skills, decoding, spelling, syllabication, mathematics, study skills, writing, and other academic subjects
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Reviewed prior psychological, neuropsychological, and educational evaluations to assist in formation of goals, proper placement, and appropriate diagnosis
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Met with teachers, parents, and Board of Education members to aid in the proper placement of students
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Collaborated weekly with head psychologist and director to develop programs appropriate for individual student and small group work
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Wrote reports documenting daily learning plans and student responses to and progress with interventions
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Acted as supervisor and mentor to student teachers
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