Mary Wise
Corona
Summary
Dedicated and adaptable K–6 education professional with experience across charter, private, public, independent, and faith-based schools. Skilled in 1:1 student support, classroom management, and delivering individualized accommodations for students with ADHD, autism, anxiety, trauma histories, and learning disabilities. Known for building quick rapport with students, maintaining calm and flexible leadership in fast-changing environments, and creating inclusive, equitable learning spaces. Experienced in implementing teacher plans or improvising lessons when needed, collaborating with school staff and IEP teams, and documenting observations to support student services. Committed to providing compassionate, strengths-based support that helps every student feel seen, safe, and capable.
Overview
2
2
years of professional experience
1
1
Certification
Work History
Substitute Teacher, K-12
Corona Norco Unified School District
10.2025 - Current
- Repeatedly requested by teachers based on strong referrals, trusted performance, and the ability to step into any K–12 classroom and maintain continuity of learning.
- Support equitable, inclusive learning by quickly assessing student needs, providing on-the-spot modifications, and creating a classroom environment where students from all backgrounds felt welcome, safe, and respected.
- Follow teacher's plans when available, and when plans are not provided, improvised age-appropriate lessons and activities, drawing on strong knowledge of K–12 standards, behavioral strategies, and classroom routines.
- Make effective, timely decisions in fast-paced classroom settings, managing transitions, large groups, and unexpected changes with calm, consistent leadership.
- Apply a student-centered approach that emphasized fairness, emotional regulation, and positive engagement, including offering brain breaks, sensory-friendly options, and differentiate instruction based on learning styles.
- Maintain strong classroom management using proactive strategies—clear expectations, continuation of routines put in place by the teacher, and positive reinforcement—to support academic engagement and smooth, safe classroom flow.
- At times, supervise out of classroom activities, such as field day, pickup/dropoff, and extracurriculars with a focus on safety, conflict prevention, and supportive peer interactions, helping students navigate social dynamics and encouraging inclusive play.
Substitute Teacher
Scoot Education
08.2025 - Current
- Adapt quickly to a wide range of school environments—including charter, independent, private, public, and faith-based settings—providing dependable instructional support wherever needed on short notice.
- Frequently placed as a 1:1 aide, supporting students with ADHD, autism, anxiety, learning disabilities, and behavioral or emotional needs through individualized accommodations, regulation strategies, and relationship-building.
- Maintained an equitable, student-centered classroom environment, ensuring each learner felt safe, respected, and supported, regardless of background or learning style.
- Demonstrated strong improvisation skills when classrooms lacked sub plans by creating developmentally appropriate, structured lessons and assessing my environment and consulting surrounding teachers for insight on routines and strategies aligned with school expectations and student needs.
- Asking for the school's mantra and mission when starting my day at new sites.
- Utilized proactive, strengths-based behavior-support strategies—including clear expectations, visual supports, brain breaks, and choice-making—to promote emotional regulation and sustained engagement.
- Collaborated with teachers, administrators, and support staff to ensure continuity of care for students receiving accommodations or additional behavioral support.
- Fostered positive student relationships that encouraged trust, empowerment, and skill-building, particularly in small-school environments where students’ individual needs were more visible.
- Actively managed classroom routines, transitions, and safety procedures with calm, timely decision-making and flexibility.
Applied Behavior Analysis Technician
Autism Behavior Services, Inc.
07.2025 - Current
- Creat and maintained clear, individualized notes and documentation for each client in order to track progress and support consistent care.
- Help develop and carry out treatment plans focused on improving gross- and fine-motor skills, adjusting activities to each client’s abilities and goals.
- Implement personalized treatment and behavior-support plans designed by supervisors who held BCBA certification, supporting clients with a wide range of developmental and behavioral needs.
- Provide in-home behavioral support, running sessions in clients’ home environments to promote skill-building, comfort, and generalization.
- Collect baseline data and followed approved programs using behavioral strategies consistently, calmly, and with an emphasis on accuracy and client safety.
Kids Zone Recreation Leader
Jurupa Community Services District, Parks & Recreation Department
06.2023 - 07.2025
- Supervised and supported 45+ K–6 students in a structured before- and after-school program, ensuring a safe, engaging, and developmentally appropriate environment.
- Planned and delivered daily lessons, enrichment activities, and academic support, adapting content to diverse learning styles and grade levels.
- Designed and facilitated hands-on crafts, fostering fine-motor skills, self-expression, and cooperative learning.
- Provided individualized support for students with disabilities, including those with ADHD, autism, anxiety, and learning disabilities, ensuring equitable participation through tailored accommodations, modified activities, and proactive behavior-support strategies.
- Collaborated with staff and families to maintain consistent routines, positive behavior expectations, and inclusive practices for all students.
- Used proactive behavior-management strategies (visual schedules, choice-making, positive reinforcement, structured transitions) to support emotional regulation and smooth group movement.
- Monitored student well-being and safety on playgrounds, classrooms, and activity areas, responding quickly and appropriately to behavioral or social-emotional needs.
- Coordinated classroom materials, attendance, and parent sign-in/out procedures.
Education
Bachelor of Science - Clinical Psychology
University of California, San Diego
La Jolla06-2024
Skills
Behavioral & Instructional Skills
- Individualized student support for ADHD, autism, anxiety, trauma histories, and learning disabilities
- Behavior-support strategies: positive reinforcement, visual supports, structured routines, brain breaks, and proactive regulation
- 1:1 instructional assistance and relationship-building with neurodiverse and high-needs students
- Interpreting student cues and adjusting in-the-moment accommodations to promote engagement
- Collecting objective notes and observational data to support IEP processes and team decisions
- De-escalation through connection, reframing, co-regulation, and proactive communication
- Lesson improvisation and activity creation when sub plans are unavailable
- Implementing teacher-provided curricula and adapting to multiple grade levels (K–12)
- Supporting inclusive, equitable learning environments across charter, private, public, and faith-based schools
- Helping students understand expectations, routines, and transitions through clear instruction
- Providing accessible explanations and differentiated instruction matched to student learning styles
- Supporting academic tasks, small-group learning, and large-group supervision (classroom, lunch, recess)
- Quick decision-making in dynamic classroom settings
- Strong adaptability across new schools, classrooms, ages, and learning environments
- Compassionate communication with teachers, administrators, families, and students
- Advocacy for students who are misunderstood or overlooked
- Collaborating with principals, assistant principals, IEP case managers, and classroom teachers
- Maintaining professional, student-centered documentation and communication
- Building trust with students through consistency, empathy, and genuine respect
- Deep commitment to equity, fairness, and inclusive educational experiences
- Highly responsive to student needs in real time
- Emotionally attuned, patient, and grounded under pressure
- Ability to manage multiple responsibilities smoothly in fast-paced school environments
- Motivation rooted in meaningful student relationships and helping students feel seen, supported, and encouraged
Certification
- Mental Health First Aid (Youth) | National Council for Mental Wellbeing | April 2024
- QPR Suicide Prevention Gatekeeper Training | Ohio State University | February 2023
Timeline
Substitute Teacher, K-12
Corona Norco Unified School District
10.2025 - Current
Substitute Teacher
Scoot Education
08.2025 - Current
Applied Behavior Analysis Technician
Autism Behavior Services, Inc.
07.2025 - Current
Kids Zone Recreation Leader
Jurupa Community Services District, Parks & Recreation Department
06.2023 - 07.2025
Bachelor of Science - Clinical Psychology
University of California, San Diego