Elaine Barrett

Lead K-5 replacement mathematics classes, delivering tailored instruction to meet diverse learning needs. Provide targeted support to K-3 students in language arts and mathematics, fostering foundational skills and academic growth, while collaborating with classroom teachers.

• Designed curriculum materials for special education students, facilitating inclusive learning.
• Utilized data-driven instruction to tailor lessons for improved academic performance.
• Created and developed lesson plans to meet students' academic needs.
• Developed and implemented classroom routines to address varying student needs.

• Substitute teacher for grades K-6.
• Developed adaptive skills as I taught in many different workspaces and classrooms.
• Followed classroom management and lesson plans.
• Repeatedly requested as a substitute teacher by teachers based on excellent past referrals and trusted performance.
• Continued to learn new teaching methods and techniques by teaching in the modern classroom.
• Collaborated with teaching staff to share resources and strategies, enhancing overall teaching quality.

• Classroom teacher.
• Participated in parent-teacher conferences.
• Designed a center based classroom.
• Developed and delivered developmentally appropriate lesson plans to preschool aged children.
• Led and encouraged classroom team members.
• Collaborated with fellow teachers on the development of a play based program for 2 year olds and their significant others.
• Fostered reasoning and problem solving through active exploration games and activities.
• Monitored students' educational progress with individual charts and files.
• Mentored new teachers, sharing effective teaching strategies and providing support as they acclimated to the school culture.

• Home based teacher.
• Had significant experience administering play based assessments to young children.
• Wrote IFSPs (Individual Family Service Plans).
• Collaborated closely with team members.
• Taught parenting skills and an overview of early child development to families of young children with developmental delays, while implementing IFSPs.
• Planned lessons and brought them to young children in their homes.
• Maintained compliance with all state and federal regulations related to early intervention services, ensuring the highest quality of care for children and families.
• Established strong relationships with families, fostering trust and open communication for effective collaboration.

• Teacher of children, ages 5-12, who had severe developmental disabilities.
• Wrote IEPs (Individual Education Plans).
• Worked closely with team members.
• Gained knowledge of Assistive Communication Devices.
• Developed lessons and designed a classroom, in collaboration with team, to best meet the needs of these children.
• Monitored students' educational progress with individual charts and files.
• Nurtured a supportive learning environment that was often used as a model for other classrooms.