Elizabeth Hasson

Key Responsibilities:

• Built meaningful relationships with students and their families
• Implemented differentiated curriculum to meet individual needs of diverse learners in all content areas
• Established a classroom community based on relationships by fostering inclusivity, diversity, and belonging through Social Emotional learning
• Administered pre, formative, and summative assessments
• Used data to drive instruction
• Open communication with students, families, and communities
• Collaborative planning with fellow educators and specialists
• Executed Whole Brain Teaching based active engagement strategies in daily instruction
• Co-taught with English for Speakers of Other Languages (ESOL) teachers
• Performed interventions based on student need

Key Roles:

• Instructional Team Leader
• Diversity, Equity, and Inclusion Liaison
• New Educator Orientation Presenter
• Dialogic Discussion Leader

• Built relationships and rapport with each individual student
• Used scaffolding, modeling, and direct instruction to present engaging lessons for Math, Language Arts Reading, Writing, Science, and Health
• Used and incorporated HCPSS Canvas curriculum into the classroom while differentiating and meeting learners’ needs (ASL/Special Education)
• Collaborated with first grade team and special educators to plan instruction
• Incorporated use of visual, audio, and hands on learning through manipulatives, technology, and various curriculum materials
• Completed observations, recorded data, and assessments
• Observation, Documentation, and Assessment

• Evaluated, taught, and updated IEP goals and objectives, supported lead instructor, and assisted students with activities of daily living (cooking, cleaning, feeding, food prep, etc.) for students with disabilities

• Observed and learned from an early childhood educator in a three year old, preschool classroom;
• Planned and delivered a science unit on animal wants and needs.

• Supported the lead instructor and assisted students with educational needs during the summer RECC program

• Assisted special education students in a 1:1 setting
• Supported students’ educational needs as well as activities of daily living (feeding, changing, toileting, etc.).