CLAUDIA VINUEZA BENEDETI

• Assisted teachers with instruction and provided clerical support for diverse needs.
• Supervised children and participated with children in activities.
• Established positive relationships with students, parents, fellow teachers and school administrators.
• Contributed to positive, educational setting by delivering gentle discipline and promoting student success.
• Observed children and recorded activities, and helped create safe environments during activities, meals and naps.

I was in charge of the three preeschool classrooms, the children, their teachers and parents. Each, of a different age group: Inicial 1 (2-3 year olds) , Inicial 2 (3-4 year olds) and First Basic (5 year olds).

• Backed up childcare providers with resources and support to successfully manage classroom environments.
• Trained childcare providers in instructional approaches to help young children develop foundational learning concepts.
• Set and enhanced program schedules to meet expected demands and enhance student learning opportunities.
• Worked with parents and staff to improve student behavioral and learning issues with proactive approaches.
• Achieved budgetary targets by monitoring expenses and resource utilization.
• Interviewed candidates for teaching positions

Supported the establishment by:

• Defining strategies and created plans to achieve operational objectives.
• Reviewing staff evaluations and determined promotions and realignments or reductions in workforce.
• Reviewing and discussing "Special-Cases" of students with different difficulties, from cognitive and physical, to financial and family issues.
• Interviewing Teaching candidates for Preschool.
• Co-Interviewing teaching candidates for English teaching positions.
• Identified difficulties in staff communication and interpersonal conflicts and drove a plan, which successfully had staff working as a team and not as individual competitors, by listening, finding common ground and building relationships. Motivated employees to share ideas and feedback.
• Managed company budget in excess of money through prioritizing safety and aligning expenses with the objectives of the school program.

• Engaged students and boosted understanding of material using focused instructional strategies and hands-on activities.
• Built and strengthened positive relationships with students, parents and teaching staff.
• Created and enforced child-based, hands-on curriculum to promote student interest and receptive learning.
• Encouraged student critical thinking and discussion using variety of teaching techniques.
• Scheduled and held parent-teacher conferences to keep parents up-to-date on children's academic performance.
• Supervised students throughout day, both in classroom and outside during breaks.
• Met with parents to discuss students' progress and review areas requiring improvement.
• Proposed and set specific dates (as well as an open calendar) to invite and involve parents in different activities, since they were not able to be an active part off their children's learning processes and activities in school.

Pre Kinder-3

• Learned the Regio Emilia Approach and applied it in the classroom.
• Worked as a team, with open communication, planning, suggesting through constructive criticism, and discussing together activities, special events, as well as special cases of students or any difficulties we had in the classroom, to achieve our professional goals to succeed as individuals in favor of the children and support each other.
• Engaged students and boosted understanding of material using focused instructional strategies and hands-on activities.
• Designed individualized curricula for academically underachieving students.

• PK-3
• Same responsibilities as the teacher, during the first year of the school, as founders of the campus un Guayaquil.

Children from 1.5 to 2 year olds.

• Created and implemented developmentally appropriate curriculum addressing learning styles.
• Implemented hands-on, play-based strategies for experiential learning.
• Identified children in need of extra support for emotional, health-related or developmental concerns and conceived improvement strategies.

• Performed assessments to check intellectual, behavioral and environmental well-being, as well as cognitive and physical development of the children. Based on the specific needs of the child and family preferences, created and implemented developmentally-appropriate instructional and activity plans to promote learning and development of different abilities through play.

Patients:

1.3 year old (Jan. 2012- Jan 2013)

8 month old twins (Jan.-June 2012)

• Work with Children with special learning needs, from 6 to 10 years old: Supported the Psycopedagogy specialists, by helping the patients, accomplish different activities and exercises, planned in advanced by the specialists, based on play, to develop skills the children had difficulties with and needed to succeed in their school programs.

• Assisted teachers with instruction and provided critical support for diverse needs and activities.

2007-2008: Maternal 1 (2 year olds)

2008-2009: Pre Maternal (1.3 year olds)

2009-2010: Maternal 2 (2.5 year olds)

2010-2011: Pre Kínder (3 year olds)

2011-2012: Pre Maternal (1.3 year olds)

February and March 2010: Internships and professional development guided by University Program.

• Intensive Professional Development Seminar (Seminario Tenconlógico): Detailed Observation and Early Stimulation sessions to children with dissabilities:

-Newborn with Down Sindrome (1- 2 months old)

- Infant with Encefalocele (3-4months old)

- Infant with Moebius Syndrome (3-4 months old)

• Oct.-Nov. 2010- Fasinarm (Fundación de Asistencia Sicopedagógica para Niños Adolescentes y Adultos con Retardo Mental): Shadow and observation to teachers and school program support yo children with dissabilities and learning difficulties, 1st.Grade.
• Jul.-Sept. 2011- Early stimulation to babies with dissabilities (Thesis graduation project)

• Detailed observation of the children in abandonment state in the orphanage, as well as detailed observation of their care-givers and the interactions between them and the children.
• Shadowed staff and learned advanced work.
• Early stimulation activities for children 0 to 5.
• Got to experience first hand how the development of children is directly affected by his/her environment and social and physical interaction.

• Engaged preschool children in arts and crafts, singing, hands on activities and games while maintaining safe environment, during the summer camp.