Erin Porter

The Head of Student Support works with students, parents, and teachers to promote the success of all students by supporting access, equity and educational justice. They continually work to develop their own cultural competence and facilitate the development of the cultural awareness, knowledge, and skills of all school personnel. The Head of Student Support manages the process to support students with different learning systems and directly supports students with individual learning and social-emotional needs. This position supports teachers in their efforts to individualize instruction and offer differentiated support within the classroom. This position works with students, families, and other educational professionals in coordinating the support of student learning and social-emotional intervention. This position's broad area of responsibility is to ensure that each student may learn and flourish academically, socially and emotionally, in a nurturing and student-centered classroom and school environment as well as advocate for all students at ISP. This position reports to the Head of Elementary.

• Self-motivated, with a strong sense of personal responsibility.
• Worked effectively in fast-paced environments.
• Skilled at working independently and collaboratively in a team environment.
• Excellent communication skills, both verbal and written.
• Demonstrated respect, friendliness and willingness to help wherever needed.
• Passionate about learning and committed to continual improvement.

Used the techniques of the Viconic Language Method, aligned with the Neuro-Semantic Language Learning Theory, to offer interventions online for students identified with Language and Math challenges. Students ranged in age from five to seventeen, living across the U.S.

• Organized and detail-oriented with a strong work ethic.
• Adaptable and proficient in learning new concepts quickly and efficiently.

Managed multiple school sites for non-profit Reading Results who contracted into public schools to offer targeted reading intervention for Tier-2 students. Coached and supervised dozens of tutors, collected and analyzed student data, liaised with schools' administrators, and taught professional development workshops for all tutors.

• Conducted regular site meetings with team members, fostering open communication channels for efficient problem-solving and progress updates.
• Coordinated training programs for new hires, ensuring all team members were knowledgeable about company policies, safety practices, and job-specific skills.
• Evaluated performance metrics to identify areas for improvement in both individual employee performance and overall project management strategies.

Taught first and then third grade in a collaborative team; Literacy Specialist to first -fourth graders; Mentored student teachers in my classrooms;

• Enhanced student learning by collaborating with teachers to develop differentiated instruction strategies.
• Implemented research-based approaches such as guided reading groups to deliver differentiated instruction tailored to individual learner needs.
• Evaluated the effectiveness of literacy programs through ongoing data analysis, making adjustments as needed to maximize results.

• Uphold school mission statement; implement and ensure Ministry of Education guidelines are met; direct administration staff; prepare and oversee annual school budget and overview year-end statements; recommend and develop policies to the school Board; coordinate staff planning, hire teachers, write contracts and assessments; counsel students and parents in mediation of conflicts; promote school and communicate with local community; apply for grants; teach part time as needed;

• Teach in multi-age classrooms, write and implement extensive year plans to cover the B.C
• Curriculum’s learning outcomes, enhanced by Montessori lessons; develop Primary math program based on Montessori materials; team teach with colleagues; serve on various committees to support and enhance school programs; focus on literacy, math and science, with particular interest in environmental and multicultural education;
• Assessment of educational needs, in conjunction with classroom teachers; development and implementation of individualized learning assistance plans; communication with teachers and parents;

• Founded and operated a children’s bookstore for eight years before selling it; offered selection of high quality books for babies to teens, art and craft supplies; specialized in multi-cultural, environmental, and educational resources;

• Taught grade one and two multi-age classes; implemented curriculum regulations for all subjects; collaborated with group of four elementary teachers; developed an environmental club with students for the whole school; named Colorado Environmental Teacher of the Year, 1994