Amanda Jakuboski-Amitia

SPECIAL EDUCATION TEACHER

• Created and managed IEPs to define individual student learning objectives and Specially Designed Instruction to meet the needs for academic success in the district's general curriculum.
• Applied supplemental instruction in a small group setting that supported and encouraged individual student goals as well as self-efficacy.
• Developed strong relationships with students, parents, and colleagues by maintaining open lines of communication and fostering a supportive and safe learning environment.
• Managed classroom behavior effectively by establishing clear expectations, modeling appropriate conduct, and consistently encouraging student motivation.
• Served as a mentor for new teachers, helping with IEP development, lesson planning, and offering guidance in classroom management techniques.

FIRST GRADE TEACHER

• Provided warm, supportive environment for developing academic, social, and emotional growth.
• Taught phonics/phonemic awareness using the UFLI program and Heggerty, Reading/English Language Arts using Journeys curriculum, and Math using Math in Focus.
• Assessed student progress regularly using formative assessments, such as iReady and piloting IXL to help modify instruction accordingly for optimal growth.
• Established strong relationships with parents through effective communication about their childs' academic progress and social-emotional development.
• Provided a warm and supportive classroom environment for developing academic, social, and emotional growth.

• Developed IEPs tailored to individual student needs, ensuring their academic success and personal growth.
• Promoted a positive learning environment through the use of differentiated instruction and individualized support for diverse learners.
• Modified general education curriculum for special-needs students using various instructional techniques and technologies.
• Taught students across multiple classifications and degrees of special needs.
• Fostered strong relationships with parents and guardians, maintaining open lines of communication to ensure student progress.
• Coordinated with general education teachers to develop accommodations or modifications necessary for successful inclusion of students with special needs in mainstream classrooms.

• Followed classroom plans left by class teacher to continue student education and reinforce core concepts.
• Upheld classroom routines to support student environments and maintain consistent schedules.
• Repeatedly requested as substitute teacher by teachers based on excellent past referrals and trusted performance.

• Improved student engagement by incorporating hands-on activities and visual aids into lessons.
• Actively participated in professional development workshops to stay current on educational trends and improve teaching techniques.
• Designed portfolios that measured student progress towards meeting curriculum goals.
• Established a positive classroom environment that promoted respect, inclusion, and cooperation among students.