Erin Fallon
Jackson
Summary
Instructional leader with 15+ years of experience improving student achievement across general education, ICT, NEST, 12:1 self-contained, and special education settings. Expertise in structured literacy, MTSS, assessment systems, STARS data management, intervention design, and schoolwide systems leadership. Proven success leading major initiatives—including structured literacy implementation, universal dyslexia screening, MTSS cycles, and schoolwide data compliance—while strengthening teacher capacity, improving instructional consistency, and fostering collaborative, equity-driven school culture. Dedicated to advancing rigorous instruction, early intervention, restorative/behavior systems, and strong family partnerships.
Overview
16
16
years of professional experience
1
1
Certification
Work History
Special Education Teacher, 12:1 Self-Contained
P.S. 59 – The Harbor View School
01.2025 - Current
- Provide individualized academic and behavioral instruction for students with complex needs using research-based practices.
- Develop, implement, and monitor BIPs; lead crisis response and restorative practices frameworks for the grade.
- Conduct frequent progress monitoring aligned to IEP goals using DIBELS, phonics inventories, and teacher-made assessments.
- Collaborate closely with behavior specialists, ENL, SETSS, and related services to implement cohesive supports.
- Contribute to schoolwide conversations on behavior systems, safety, incident tracking, and staff capacity-building.
Special Education Teacher, Kindergarten NEST
P.S. 59 – The Harbor View School
01.2023 - 01.2025
- Led implementation of SOR-aligned structured literacy routines, improving foundational reading outcomes in K NEST classrooms.
- Supported schoolwide rollout of the K–2 dyslexia screening pilot; trained teachers, aligned MTSS interventions, and supported data interpretation.
- Facilitated collaborative planning cycles with general education staff, cluster teachers, and related service providers.
- Delivered multisensory reading instruction using Orton-Gillingham, SPIRE, REWARDS, and UDL principles.
- Strengthened SESIS/IEP compliance using systematic progress monitoring, child study collaboration, and aligned interventions.
- Served on Testing Committee (2024–2025), ILT (2024–present), and SLT (2024–present); contributed to data-driven decision-making and instructional planning.
Data Specialist (Schoolwide Leadership Role)
P.S. 295 – The Studio School
01.2013 - 01.2023
- Managed all STARS data, including grades, programming, marking periods, course codes, transcripts, attendance, and accountability.
- Ensured compliance with all DOE/state reporting requirements (ELA, Math, NYSESLAT, MOSL, Running Records, assessments).
- Created and led the School Data Team, facilitating inquiry cycles, trend analysis, and assessment calendar development.
- Advised administration on programming, scheduling, data validation, and continuous improvement systems.
- Partnered with Safety and Attendance Teams to improve communication, documentation, and crisis response efficiency.
Substitute Teacher
NYC Department of Education
01.2010 - 01.2013
- Provided instructional continuity across general education, ICT, and special education settings while maintaining classroom routines.
Education
M.S. - School District & Building Leadership
The College of St. Rose
Albany, NY01.2024
Advanced Certificate - School Building Leadership
The College of St. Rose
Albany, NY01.2023
M.S. - General & Special Education
Touro College
New York, NY01.2012
B.B.A. - Business Management
Berkeley College
New York, NY01.2010
Skills
- Instructional Leadership
- Structured Literacy (SOR/OG/SPIRE)
- MTSS/RTI Systems
- Assessment Coordination (ELA, Math, MOSL, NYSESLAT, Running Records)
- Special Education Compliance (IEPs, SESIS)
- STARS Data Management & Programming
- Professional Development & Coaching
- Data Cycles & Inquiry Teams
- Restorative Practices & Behavior Systems
- Crisis Response & Safety Protocols
- Collaborative Leadership (ILT, SLT, Hiring Committee)
- Family & Community Engagement
- Orton-Gillingham
- SPIRE
- REWARDS
- Sound Sensible
- Science of Reading
- UDL
- MTSS
- ABA
- ADHD/Autism/LD Interventions
- STEM
- Flipped Classroom
- Growth Mindset
- NEST Training
- Crisis Response
- De-escalation
- Restorative Practices
Certification
- NYS School Building Leader (SBL)
- NYS School District Leader (SDL)
- NYS Professional: Childhood Education (1–6)
- NYS Professional: Students with Disabilities (1–6)
- NYS Professional: Students with Disabilities (PK–12)
Timeline
Special Education Teacher, 12:1 Self-Contained
P.S. 59 – The Harbor View School
01.2025 - Current
Special Education Teacher, Kindergarten NEST
P.S. 59 – The Harbor View School
01.2023 - 01.2025
Data Specialist (Schoolwide Leadership Role)
P.S. 295 – The Studio School
01.2013 - 01.2023
Substitute Teacher
NYC Department of Education
01.2010 - 01.2013
Advanced Certificate - School Building Leadership
The College of St. Rose
M.S. - General & Special Education
Touro College
B.B.A. - Business Management
Berkeley College
M.S. - School District & Building Leadership
The College of St. Rose
LEADERSHIP INITIATIVES (P.S. 295)
- Structured Literacy Implementation: Led schoolwide rollout of SOR-aligned routines; developed fidelity tools; facilitated PD.
- Universal Dyslexia Screening Pilot: Coordinated testing for all K–2 students; developed protocols; aligned MTSS interventions.
- Data Team Creation & Leadership: Designed inquiry cycles; built assessment calendars; led staff analysis of trends.
- Behavior Systems Team: Developed expectations matrix, restorative systems, incident reporting, tracking structures, and staff PD.
- Safety & Attendance Leadership: Supported crisis procedures, protocols, and cross-team communication.
- Hiring Committee, ILT, SLT: Participated in schoolwide decision-making, instructional planning, and community engagement.