Teresa Williams: Early Childhood Special Education Teacher
Summary
Highly qualified, dedicated and enthusiastic 20 year early childhood educator, with a demonstrated interest in students’ academic and personal development. Belief in the importance of education to produce informed, responsible children reaching their potential. Areas of expertise include, parental involvement, student-centered learning and cooperative learning. Specialized in making the learning experience a fun and exciting one for each child in my class. Team-orientated, attentive to detail, and organized with a flair to establishing rapport with faculty, support staff, other therapists, and parents.
Career Achievements
• Created a classroom website for parents and educators to view lesson plans and remain in constant contact with me.
• Member of preschool curriculum writing team to match objectives in the AEP S curriculum during Spring 2006 for Henrico County Public Schools
• Co-presented workshop on “The Role of a Classroom Assistant” for Maude Trevett Elementary for all classroom assistants in Fall 2001.
• Mentored a new 3/5 autistic teacher for the 200 1-2002 school year.
• Member of the Child Find Assessment team for Buckingham County Public Schools from1989-1999.
• Co-presenter of a workshop called “Cookie Math” for parents explaining ways to use activities at home to teach simple math skills at PTA in April 1998.
• Member of the Buckingham County Public Schools Kindergarten SOL curriculum writing team for two consecutive summers (1998-1999).
Highlights of Qualifications
IEP Focused Lesson Plans
I teach creative, well planned lessons that incorporate all IEP goals and objectives as well as building up a child’s background with new and exciting experiences.
Child Engagement
Able to engage children in learning in various settings such as individual, small group, or cooperative learning groups. Encourage imaginative and proper ways to play through modeling and actively engaging the children in play activities.
Child Development
Through language-based, hands-on, dramatic play, my teaching methodologies raise children’s cognitive and language scores. My expertise lies in preparing children to go to regular Kindergarten allowing them to need only a resource consult for additional support.
Experience
Henrico County Public Schools, Harvie Elementary, Richmond, VA 2009-Present
Early Childhood Special Education Teacher
Center based double shift classroom where I teach a morning and afternoon class to children of varied disabilities.
These disabilities fall within the range of cognitively and language impairments to children found to be on the
autism spectrum as well as children that have emotional disturbances.
• Excellent communication channel opened with parents through the development of a personal webpage for parents and educators alike to view for copies of calendars, lesson plans, and tips for dealing with varied issues.
• Presentation for Early Childhood Special Education Collogues: How To Make Interactive Books for October In-service teacher workday.
• PATT Program (Parents And Teachers Together) A reading program where I send home with each family a quality trade book such as The Snowy Day by Keats. Included will be an activity tailored made for each child’s ability. The family is to read the book and help child complete simple activity then return the bag and its contents to school so the next family can take home to packet. The purpose is to promote reading and language in the home as well as solidify parent-teacher relationships.
Henrico County Public Schools, Donahoe Elementary, Sandston, VA 2006 - 0009 Early Childhood Special Education Teacher
Center based double shift classroom where I teach a morning and afternoon class to children of varied disabilities. These disabilities fall within the range of cognitively and language impairments to children found to be on the autism spectrum as well as children that have emotional disturbances.
• Excellent communication channel opened with parents through the development of a personal webpage for parents and educators alike to view for copies of calendars, lesson plans, and tips for dealing with varied issues.
• Member of the Preschool Curriculum writing team responsible for writing curriculum to match the AEPS objectives.
• Utilized varied teaching techniques to meet the needs of visual, kinesthetic and auditory learners for all subject areas
• Attended teacher in-services and staff meetings, maintaining strong relationships with fellow staff and administrators
• Developed lesson plans that met varied student needs, evaluated and assessed children’s development, and implemented study methodologies to enhance children’s progress
• Actively instructed and independently designed lesson plans; assumed full charge of classes, set standards of conduct and accomplished goals; built positive class rapport
• Structured whole group, small group, and individual instruction to accommodate different academic and talent levels and learning styles, and encouraged parent involvement through regular communications, biannual parent-teacher discussions, and classroom volunteerism
• Developed teaching style focused on sound classroom management, creating a happy classroom atmosphere
• Used creative teaching techniques, including dramatic play concept where students learn the topic by playing and acting out the role.
Henrico County Public Schools, Greenwood Elementary, Glen Allen, VA 2004 - 2006 Early Childhood Special Education Home Based Teacher
While based at Greenwood Elementary, my classroom was located at various locations throughout the county, as determined by each child’s IEP that was on my caseload. Responsible for visiting children on caseload, and depending on the details of the TEP ofl~ring various levels of support ranging from resource for the teacher to individualized one-on-one lessons for the child. Responsible for overseeing every step of the IEP process for each child on my caseload, whether they come to the school or I visit them.
• Responsible for working with a variety of children in the following environments: Head Start, Private Schools (daycares), Title 1, or the home setting.
• Offer support and suggestions for regular education teachers on how to individualize lessons for exceptional education students
• Teach lessons one-on-one or small group settings in pull out sessions or with the child and parent in the home environment.
• Close interaction with involvement with parents by offering suggestions and ways for parents to work to review and define objectives taught in previous lesson.
• Responsible for coordinating different school teams for IEP meetings for each child on my caseload. This sometimes involved using other elementary schools for the site of our meetings to allow for the flexibility the parents needed.
Henrico County Public Schools, Maude Trevvett Elementary, Richmond, VA 1999 - 2004 K12 Autistic Teacher
Worked with children that ranged from severely autistic to high functioning children that were able to be transitioned into a regular education setting with minimal support. Developed lesson plans that met varied student needs, evaluated and assessed
children’s development, and implemented study methodologies to enhance children’s progress.
• Designed a creative program with short-term goals geared to each student’s individual academic level through activities and games that teach children skills in a way that makes learning fun.
• Organized personal learning activities to meet each student’s needs. Consistently assessing and evaluating each student’s knowledge while modifying activities to fit each student’s understanding.
• Attended teacher in-services and staff meetings, maintaining strong relationships with fellow staff and administrators
• Utilized varied teaching techniques to meet the needs of visual, kinesthetic and auditory learners for all subject areas
• Identified areas of difficulty and prepared lessons to assist students in overcoming them
• Obseiwed and participated in parent-teacher conferences and contributed feedback in course material selection, department objectives and institution direction
• Designed calendar and newsletter for parents to allow for an open line of communication at all times.
• Set high expectations for student behavior, maintaining standards through classroom management techniques and positive reinforcement, resulting in increased positive student behavior and learning, emphasizing respect for all
• Developed and maintained productive learning environment by clearly stating classroom rules, holding students accountable for their actions, and being consistent and fair in administering positive and negative consequences
• Mentor teacher for a new Autism teacher
• Provided staff development for classroom assistants to help them understand their role and importance in the special education classroom
Buckingham County Public Schools, Gold Hill Elementary, Arvonia, VA 1989 - 1999 Early Childhood Special Education Teacher
Taught preschool children within a broad spectrum of disabilities ranging from severe autism to emotionally disturbed to children with physical impairments to developmentally delayed children. Lead these students toward the fulfillment of their potential for intellectual, emotional, psychological and social growth while stimulating maximum learning in this self-contained classroom. Worked with a combination center and home based model of service delivery.
• Developed lesson plans that met varied student needs, evaluated and assessed children’s development, and implemented study methodologies to enhance children’s progress
• Attended teacher in-services and staff meetings, maintaining strong relationships with fellow staff and ~administrators
• Utilized varied teaching techniques to meet the needs of visual, kinesthetic and auditory learners for all subject areas
• Identified areas of difficulty and prepared lessons to assist students in overcoming them
• Observed and participated in parent-teacher conferences and contributed feedback in course material selection, department objectives and institution direction
• Provided additional strategy for “at risk” children and their families, through individual needs planning
• Prepared differentiated lessons, created curriculum, monitored student progress, planned and executed educational outings
• Set high expectations for student behavior, maintaining standards through classroom management techniques and positive reinforcement, resulting in increased positive student behavior and learning, emphasizing respect for all
• Coordinated with students, parents, volunteers, and educational professionals to ensure consistent quality educational and developmental opportunities
• Developed and maintained productive learning environment by clearly stating classroom rules, holding students accountable for their actions, and being consistent and fair in administering positive and negative consequences
• Managed multi-age classroom of preschool and kindergarten students, teaching all subjects including gym, art, and music
• Member of Child Find Assessment Team responsible for locating preschool-aged children with exceptionalities and performing necessary tests to show services are needed.
• Conducted inservice for parents offering ways to work with students at home on improving math skills.
• Served as a member of the SOL Kindergarten curriculum writing team for two consecutive summers
Education
Lynchburg College, Lynchburg, VA 1995
M.S., Education
GPA: Early Childhood Special Education degree. Dean’s List multiple terms while working as a full time Special
Education.Teacher for Buckingham County Public Schools.
Longwood College, Farmville, VA 1989
B.S., Education
Through the completion of this degree, I became developmentally reading endorsed.
License
2011-2016, Postgraduate Professional Teaching License,, Commonwealth of Virginia. All requirements have been
met which authorize me to teach in Virginia schools teaching NK-4, Developmental Reading,and Special Education.
Educational technology standards and child abuse intervention requirements also fulfilled.
Conferences and Training
July 2011 ECSE Shining Stars 2 day State wide conference in Virginia Beach,VA. The conference will focus on evidence-based practices that facilitate the social and emotional development of infants, toddlers, and preschoolers in inclusive settings.
2009 1-2-3 READ VIRGiNIA : A reading programs using quality books for ages two and below with an emphasis on parent involvement.
2006 - 2007, Preschoolers at Play, University of Virginia, Donahoe Elementary. Alice K.Wiggins explained through various seminars that the setting up of drama /theme centers increase language in preschool children. In March, 2007 each preschool teacher was to be part of team of teachers and present one theme used within the school year. I presented the Flower Shop Drama Center. Multiple teachers use this lesson plan now.
2004, AEPS Curriculum Training, Virginia Commonwealth University, Richmond, VA. This was a two day workshop presented by Diane Bricker that taught preschool teachers how to use to AEPS curriculum (Assessment, Evaluation, Programming System for Infants and Children).
2003, PECS, Pyramid Educational Consultants, mc, Richmond, VA. Two day training where I learned how to use the Picture Exchange Communication System for children with severe autism or severe language deficits.
1999, TEACCH, University of North Carolina, Ashville, NC. Attended a five day training session on the TEACCH (Treatment and Education of Autistic Children and related Communication Handicapped Children) method for teaching autistic children.
