Sarah Barnes

Lead Teacher Roles and Responsibilities

Inter-Agency Collaboration

• Act as liaison between Boards, schools, and day treatment agencies (CHEO and Crossroads)
• Liaise with ECPP navigators regarding services for ECPP students
• Collaborate with Special Education Departments from OCSB and OCDSB
• Maintain regular communication with M.F. McHugh administration

Student Support and Transition

• Coordinate student transitions, including discharge meetings, to specialized and regular programs in OCSB and OCDSB
• Provide regular updates on ECPP students' academic and social-emotional progress
• Consult with educators on program planning and Individual Education Plans
• Facilitate student integration into appropriate classroom programs and advocate for proper support and programming

Professional Development and Leadership

• Lead and plan Lunch and Learns with OCSB including DIBELS and MathUp
• Co-lead and co-plan PLCs, PD, and staff meetings for M.F. McHugh Education Centre
• Maintain current knowledge of Special Education practices and Ministry policies
• Advise teachers on assessment tools, testing methods, and result interpretation

Teacher and Staff Support

• Provide support for teachers on daily instruction, planning, and assessment
• Assist teachers and educational assistants as needed
• Consult with principals and teachers on student integration and support

Administrative Duties

• Oversee and administer the budget for site
• Maintain up-to-date calendar and documentation of school visits, emails, and phone calls
• Attend regular leadership meetings with treatment agency

Parent and Guardian Communication

• Provide appropriate information to parents/guardians regarding special education programs and services offered by OCSB and OCDSB

Transition Teacher Roles and Responsibilities

Pre-Transition Planning

• Review student records and prepare resource packages
• Support the development of the Student at Glance
• Make connections with students

Transition Meetings and School Visits

• Attend and coordinate meetings including Discharge, School Based, Case Conferences, and facilitate school tours
• Communicate clearly and collaborate with community school teams to develop and implement transition plans

Support for Receiving School

• Assist with developing an understanding of the students profile, including strategies, triggers, diagnosis, program modification and accommodation, and best practices and teaching strategies
• Provide professional development for staff and support plans

Knowledge and Expertise

• Stay informed about current and leading special education practices and technologies

Promoting Inclusive Practices

• Model and coordinate inclusive educational approaches through Collaborative Problems Solving, differentiated learning, and an openness to learn about different cultures, perspectives, and experiences

• Developed strong relationships with students, parents, and colleagues by maintaining open lines of communication and fostering a supportive learning environment
• Managed classroom behavior effectively by establishing clear expectations, modeling appropriate conduct, and consistently enforcing established rules and follow through
• Enhanced classroom engagement through the use of interactive teaching methods, such as group projects and hands-on activities.
• Maintained accurate records of student progress, attendance, and behavior to facilitate ongoing communication with parents about their child''s educational journey

• Grade 5 Language/Religion, Grade 6 Extended (2011/12), Grade 5 Language/Religion/ Grade 5 Extended (2010/11)
• work cooperatively with co-teachers to prepare, develop, and implement creative and engaging lessons for students with varying academic abilities
• integrate the teachings of Jesus Christ into classroom daily life through prayer, constant modelling of appropriate behaviour, and an emphasis on healthy relationships
• offer feedback and conferencing with students to ensure academic success and growth
• connect and communicate effectively with parents/guardians, colleagues, administration, other professionals
• strive to deliver individualized, needs based, trauma informed lessons

• Grade 4 – 6 (Sept 2009 – June 2010), Grade 1 -3 (Feb 2009 – June 2009)
• develop and deliver a balanced and creative curriculum
• create differentiated and modified lessons and teaching strategies based on IEPs for students with complex mental health challenges and needs
• work cooperatively with Child and Youth Workers, Social Workers, Teaching Assistants, Crossroads Family Services, Administration, parents/guardians, and students
• maintain a trauma-informed, strengths-based lens

• various schools in Ottawa, grades K-6
• delivered programming as per notes and direction from the teacher
• implemented classroom and behaviour management strategies as required

• deliver daily schedules, behaviour management tools and strategies, tailored to address specific needs of each student
• work collaboratively with classroom and resource teacher, other educational assistance, and administrators
• maintained a communication log that was shared with staff and student guardians

• Glasgow Academy Atholl Primary School – Grade 1 (36 days), Knoxland Grammar School – Grade 4 (36 days), Wisegroup Nursery – Pre Kindergarten (9 days)
• developed and delivered language arts, environmental studies, mathematics and religion units
• assessed students using formative assessment, rubrics and anecdotal notes