Charlene Grant
Jamaica,New York
Summary
Qualified Special Education teacher versed and interested in working with students of all developmental levels. My approach is compassionate and tailored to support students’ individual needs, strengths, and interests while supporting their development in weaker areas. I regularly attend faculty meetings, professional development seminars, and parent-teacher conferences in order to remain connected to the needs of the children, parents, and colleagues. Special skills include helping students build upon their unique interests and needs and developing fun, engaging lesson plans that support the students’ development into capable, creative individuals. Accomplished teaching professional with solid leadership approach and passion for student learning. Implements successful and diverse lessons to enhance instruction and engage student interest. Organized problem-solver skilled at approaching educational issues and devising forward-thinking resolutions to promote student advancement.
Overview
21
21
years of professional experience
Work History
Lead Teacher
Early Childhood Head Start Development
Queens, NY
11.2017
- 3-4-year-olds
- I plan lessons that are engaging, age- appropriate, and hands-on
- Lessons are developmentally appropriate and addressed to suit each child’s individualized learning style
- Technological tools are incorporated to enhance core subjects in in a fun, creative, and interactive way
- Play is used to build language, physical, and social- emotional skills
- Lessons are designed to differentiate and embrace diversity to meet all the children’s learning abilities, preferences, and interests
- One-to-one interactions and small group activities allow children the opportunity to problem-solve, communicate, and master skills., Parents were asked to answer a questionnaire about their child and then given consent forms agreeing to allow their child to participate in the research study and to be recorded
- The participants were encouraged to pick an area in the classroom to explore, as an informal assessment
- As the students interacted with their peers, as a summative assessment, I observed what they said, how they manipulated the toys and materials in the classroom, and how they responded to open-ended questions asked by the teachers
- For several weeks, the students’ work time and social interaction were recorded and input into Teaching Strategies to measure the student's academic and social-emotional growth
- One particular week, I focused on a student with little expressive and receptive language
- Since the study began
- I observed him communicating with his peers as they played in the block area
- Later that day, he walked up to the me and called me by name
- I used this as the opportune time to ask him open-ended questions and engage him to find out the depth of his knowledge
- This information was put into Teaching Strategies to assess his weakness and strengths
- I watched the video several times to perform a summative assessment and collect the data and to determine if the study supported my views
- Afterward, the data was used to plan an individualized lesson and activities to help him in those areas he struggled in and the areas he was most strong was used to motivate him and encourage him to interact with adults
- I concluded that the research data supported and validated my hypothesis that the play-based approach used motivated this and other students.
Assistant lead
Why Children Should Play
04.2011
- Teacher in implementing activities and age appropriate lesson according to Creative Curriculum
- Unkept monthly theme bulletin boards
- Assistant lead teacher in maintaining health and safety guidelines
- Maintain student- teacher confidentiality
- Assist teacher with monthly parent- teacher conference
- Assist teacher in input data into teaching strategies
Paraprofessional
PS.312Q
Jamaica, NY
06.2021 - Current
- Delivered personalized educational, behavioral, and emotional support to individual students to enable positive learning outcomes.
- Tailored lesson plans for students with emotional and cognitive disabilities.
- Oversaw groups of students at school and off-site locations, maintaining optimal safety, and security.
- Assisted classroom teacher in supervising snack time and indoor and outdoor play.
Assistant Teacher
Early Childhood Head Start Development
Queens, NY
09.2015 - Current
- UPK 4-5-year-olds
- One-to one interaction with students
- Communicate with parents about their child progress
- Use positive reinforcement to minimize challenging behaviors
Substitute Paraprofessional
Ps.312Q
Jamaica, New York
10.2021 - 06.2023
- Assisted teachers with classroom management and document coordination to maintain positive learning environment.
- Documented student behaviors, interventions, and outcomes to enable lead teacher to address pertinent issues.
- Provided support during classes, group lessons, and classroom activities.
- Monitored student classroom and outdoors activities to promote student safety.
Assistant Teacher
Tompkins Children’s Center
Brooklyn, NY
04.2015 - 09.2015
- 3-4-year-olds
Assistant Teacher
Inner Force Tots Day Care Center
Brooklyn, NY
06.2010 - 04.2015
- 3-year-olds
- Responsible for the daily care and routine of infants and toddlers
- Followed health and safety rules while supervising students at all times
- Assisted and implemented indoor and outdoor infant and toddler activities and educational lessons
- Worked under head teacher and school administration to support instruction and social development of the students.
Research Experience, •Child
05.2010 - 06.2013
Assist teacher
The Family and Life Center of Mt. Ararat
Brooklyn, NY
09.2002 - 05.2010
- In toilet training
- Pamper changing
- Feeding infant and toddlers
- Read nursery rhythms
Education
Master of Arts - Early Childhood Education (Special Education
Ashford University
Bachelor of Arts - Early Childhood Education
Ashford University
Skills
Child development
undefinedAffiliations
New York State Core Body of Knowledge
June 2017
Preschool Module 2: Building relationships and Creating Supportive Environments
Effective Observations and Accurate Assessment
April 2017
February 2017
Academic and Professional Interests
Play-Based Learning
Differentiated Instruction
Early Childhood Education
Universal Design for Learning (UDL)
Affiliations/Memberships
Union DC 1707
June 2010 - Present
Work Availability
monday
tuesday
wednesday
thursday
friday
saturday
sunday
morning
afternoon
evening
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Timeline
Substitute Paraprofessional
Ps.312Q
10.2021 - 06.2023
Paraprofessional
PS.312Q
06.2021 - Current
Lead Teacher
Early Childhood Head Start Development
11.2017
Assistant Teacher
Early Childhood Head Start Development
09.2015 - Current
Assistant Teacher
Tompkins Children’s Center
04.2015 - 09.2015
Assistant lead
Why Children Should Play
04.2011
Assistant Teacher
Inner Force Tots Day Care Center
06.2010 - 04.2015
Research Experience, •Child
05.2010 - 06.2013
Assist teacher
The Family and Life Center of Mt. Ararat
09.2002 - 05.2010
Master of Arts - Early Childhood Education (Special Education
Ashford University
Bachelor of Arts - Early Childhood Education
Ashford University
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