Melissa Hogg

-adapted lessons to support a variety of learners

-created and modified IEPs and ALPs to support students

-maintained open communication with parents and other specialists within the school

-served as a mentor to beginning teacher(s)

-created hands on learning experiences to engage students

-provided a warm and engaging learning environment

-managed a variety of academic and behavioral needs

-maintained records for each student regarding academics

-taught students to use a variety of assistive technology

-taught all subject curriculums

-evaluated students' academic growth and maintained up to date records

-used a variety of teaching techniques to maximize learning

-used workshop model as part of Language Arts

-adapted the curriculum to meet the needs of EAL students

-met the individual needs of students as outlined on their ALPs/IEPs

-created individualized work for students working at a lower level

-facilitated small group instruction in reading and writing

-implemented a variety of literacy interventions such as Wilson Reading Program, Phonographix, AbeCeDarian, and Rewards

-administered KTEA assessments and completed follow-up reports to share with parents/school

-kept up to date records of students' progress

-maintained contact with many outside agencies such as SLP, OT, and PSB consultants

-created materials for special needs students when needed

-worked closely with other members of the Elm Street Student Services team

-attended meetings with parents, teachers, and administrators when needed

-provided daily instruction to students who required extra literacy support

-gathered data (daily) to measure students' progress and determine their explicit needs

-created individualized lessons for each day

-communicated with parents and classroom teachers

-met regularly with parents to review their child's progress

-demonstrated lessons to colleagues and parents

-attended meetings to develop new skills/teaching methods

-worked as a classroom teacher in various grades (2,3,4,6)

-maintained positive relationships with co-teachers

-built positive relationships with students and parents

-modified learning materials for students (when needed)

-worked closely with other grade level teachers to learn new skills

-met the needs of students on IEPs, and adapted/modified programs

-frequently communicated with parents to keep them informed