MARCELLINA SINCLAIR

• Indigenous Tutoring Pilot for Elementary Schools
• Collaborated with educators to align tutoring strategies with curriculum goals and standards
• support students in developing targeted academic skills through personalized instruction

• Autism, Early Learning and Mental Health system support
• student observation and coach/model for staff in implementing research-based tier one and two strategies. Developed resources focused on environmental considerations. Deliver professional learning programs for staff development.
• Led social emotional skills development groups to enhance participants' interpersonal abilities.
• Cultivated a proactive approach to responsibilities, ensuring high standards of performance and reliability.

Delivered flexible, person-centered services that effectively addressed clinical needs through social groups. Promoted resilience and confidence by integrating evidence-based strategies with youth strength/interest based appoaches.

• Multidisciplinary member bringing expertise about Autism and Applied Behaviour Analysis (ABA) to school teams as per the Ministry of Education Policy/Program Memorandum 140 and 156
• Responsible for caseload of up to 60 students per calendar year providing Action Plans for students with Autism incorporating ABA principles and other evidence based practices
• Liaison with parents, outside agencies and professionals, including but not limited to; CHEO Autism Services , other community ABA providers, Integration Advisors and educational advocates
• Develop and deliver professional development to school based and system wide staff based system needs
• Resource development including but not limited to individualized visual supports for students, online tips sheets for students and parents for Ottawa Virtual School (OCV), transition resources for the Learning Support Services Guide
• Provide training and transition support including school entry, grade to grade as well as high school
• Prior experience providing intake informal assessments (DP-3, ASRS, Essential Play Skills) and follow up to pre registered students and new students to the board to support the transition to school
• Contributor on committees including but not limited to World Autism Awareness Day
• Coach and mentor school base and central staff
• Clear and concise writing skills for preparing reports
• Knowledge and proficiency using software applications including IOL and other relevant data base system
• After School Social Skills Development ( ASSDP) March 2018 - June 2021
• Co- Facilitated Art Of Play Social Skills pilot during the school day at Trillium Public School
• Co-facilitated social skills development program at Henry Munro Middle School
• Co- Facilitated Art of Play at York Street Public School
• Co- Facilitated Peers virtually to OCV, Brookfield and Hillcrest High School

• Supported students in the adapted program
• Facilitated social skills groups
• Literacy committee

• Taught English to Federal government employees with the aim of preparing them for taking the language tests of the Public Service of Canada ( all levels)
• Developed and implemented lesson plans to incorporate hands-on experiences and other learning methods
• Delivered speaking, writing, reading and listening assignments to enhance language learning.

• Supported students JK-grade 8
• Developed and facilitated social skills programming
• Taught remedial literacy to grade 7&8 students in an afterschool program through Continuing Education

• Provide care and treatment to youth in live-in treatment programs
• Established and maintains supportive, professional working relationships with other team members, coordinators and representatives from other agencies

• Life skills/vocational coaching for adults with Autism in a day program setting
• Utilise evidence-based practices including ABA, to plan and teach activities to increase independent living, communication and pre-vocational skills
• Responsibilities included but not limited to; medication administration, designing and facilitating activities/programming, implement behaviour/treatment plans and work with multidisciplinary team
• Advocated for client needs within larger healthcare systems by collaborating with social workers, medical professionals
• Established rapport with family members/guardians by creating a welcoming atmosphere that promoted open communication.

• Taught English conversation, grammar to Korean students and teachers (Public School System)
• Developed teaching materials related to English language acquisition
• Communicated regularly with parents or guardians about student progress and areas for improvement
• Maintained accurate records of student attendance, grades, and other relevant information for reporting purposes
• Coached and organised extracurricular activities including track and field