High School Teacher-Special Education (LBD) 2014-Present Duties: Support the needs of students with various disabilities by implementing behavior interventions, accommodations, creating programs that promote social wellness and confidence in students. Alternative Programs Teacher (EBD) 2012-2014 Duties: Guide students with various emotional behavior disabilities (in a restrictive environment) in activities to develop their physical, mental and social skills; Implement Behavior Interventions/Accommodations; Construct Individualized Education Programs,; Analyze behavioral data; Conduct Functional Behavioral Assessments, create programs that promote social wellness and confidence. Set and hold students to high academic, behavioral and character standards by teaching them discipline that comes with planning and executing physical education lessons. (859) 282-2163 Middle School Teacher (EBD) 2010-2012 Duties: Support the needs of students with various disabilities by implementing behavior interventions, accommodations, creating programs that promote social wellness and confidence in students. High School Teacher-Special Education (LBD) 2006-2010 Duties: Support the needs of students with various disabilities by implementing behavior interventions, accommodations, creating programs that promote social wellness and confidence in students.
I truly believe that each child is a unique individual who needs a secure, caring, and stimulating atmosphere in which to grow, mature emotionally, intellectually, physically, and socially. It’s my desire as an educator to help students meet their fullest potential in these areas by providing an environment that is safe, interactive, and invites a sharing of ideas. There are three elements that I believe are conducive to establishing such an environment, (1) the teacher acting as a guide, (2) allowing the child's natural curiosity to direct his/her learning, and (3) promoting respect for all things and all people. When the teacher's role is to guide, providing access to information rather than acting as the primary source of information, the students' search for knowledge is met as they learn to find answers to their questions. For students to construct knowledge, they need the opportunity to discover and practice skills in authentic situations. Providing students’ access to hands-on activities and allowing adequate time to use materials that reinforce the lesson being studied creates an opportunity for individual discovery and construction of knowledge to occur. Equally important to self-discovery is having the opportunity to study things that are meaningful and relevant to one's life and interests. Developing a curriculum around student interests fosters intrinsic motivation and stimulates the passion to learn. One way to take learning in a direction relevant to student interest is to invite student dialogue about the lessons and units of study. Given the opportunity for input, students generate ideas and set goals that make for much richer activities than I could have created or imagined myself. When students have ownership in the curriculum, they are motivated to work hard and master the skills necessary to reach their goals. Supporting students to develop a deep love and respect for themselves, others, and their environment occurs through an open sharing of ideas and a judicious approach to discipline. When the voice of each student is heard, and environment evolves where students feel free to express themselves. Class meetings are one way to encourage such dialogue. I believe children have greater respect for their teachers, their peers, and the lessons presented when they feel safe of what is expected of them. In setting fair and consistent rules initially through my experiences creates clear expectations for every day. Teaching provides an opportunity for continual learning and growth. One of my hopes as an educator is to instill a love of learning in my students, as I share my own passion for learning with them. I feel there is a need for compassionate, strong, and dedicated individuals who are excited about working with children. In our competitive society it is important for students to not only receive a solid education, but to work with someone who is aware of and sensitive to their individual needs.
•Founder of Middle School’s “Social Wellness Club” •demonstrated ability to plan and implement activities that promote the social, physical, and intellectual growth of children/youths -construct defensible IEP’s& Behavior Intervention Plans -co-teach in the areas of: Science, Health/PE and Social Studies -analyze ABC data; to conduct Functional Behavior Assessments •capabilities in building strong relationships with students •Basketball coach 2006-2012 •Completed KTIP ky teach internship pgm Internship Process Spring 2008 •Dean list -- honors •natural ability to work with youths of all ages
Master’s Degree: School Counseling-Spring 2013-Present Master’s Degree: Special Education (LBD/EBD-Focus on Human behavior) Bachelor’s Degree: RecreationFitness/Health Education Associate Degree: Secondary Education
A teacher willing to share his experience with other teachers in efforts to support as many students with special needs in our educational systems.
Specialty, Science, Astronomy, Biology, Chemistry, Social Studies - History, U.S. History, Special Education, Health, Other (Specialty), British History, Other (Social Studies - History), Life Skills, Classroom Management, School Counseling, Psychology, Study Skills, General Science, Physical Science