Genevieve Dorsainvil

Montgomery County Public Schools / Oakland Terrace Elementary School|Silver Spring, MD.| AUG. 2013 – Present

I am responsible for supporting students, staff, and administration with the implementation of the MCPS literacy curriculum. I also provide intervention supports to students, as well as support the staff in selecting appropriate interventions based on students' needs.

• Implement the MCPS literacy curriculum for Pre-K through 5.
• Support the implementation of CKLA as the MCPS literacy curriculum for Pre-K through 5th grade.
• Participate in professional development activities related to best practices in literacy instruction and the implementation of the Two-Way Immersion (TWI) Program.
• Collect and analyze data to drive students' instructional programs.
• Participate in CORE Team discussions and decision-making.
• Present professional development or workshops at staff meetings regarding effective methods for teaching literacy skills.
• Provide one-on-one support or small group sessions to improve reading skills.
• Build relationships with students and guardians through active communication and positive feedback.
• Adapt existing curricula to meet the needs of diverse learners including emergent multilingual learners and special education students.
• Collaborate with other educational personnel to provide inclusive activities or programs for children with disabilities.
• Develop and deepen successful relationships with teachers in order to provide optimal support.
• Research current trends and developments within the field of reading education.
• Evaluate students' needs to provide helpful resources and support.
• Analyze student data, and prescribe remediation and enrichment to meet learning needs.
• Provide support and guidance to colleagues to maintain a collaborative work environment.

Book Selection and Evaluation

Montgomery County Public Schools / Oakland Terrace Elementary School.|Silver Spring, MD.|July 2019 – Present

As a book evaluator, I read a variety of texts at differing grade levels to determine their appropriateness for use with the newly adopted Benchmark Advance. Evaluators participated in collaborative discussions about the texts read, and provided feedback prior to approval and selection.

• Use the DAE system to enter book evaluations.
• Collaborate with a partner and the selection group for feedback.
• Cooperate with the Elementary Instruction and Curriculum Department.

Montgomery County Public Schools / Lake Seneca Elementary School.|Germantown, MD.|July 1999 – July 2013

I was responsible for supporting students, staff, and administration with the implementation of the MCPS math curriculum. I also provided intervention supports to students, as well as supported the staff in selecting appropriate interventions based on student needs. I provided professional development to the staff for mathematics.

• Created assignments that support math discourse for daily lessons.
• Responsible for planning and implementing the MCPS math advanced curriculum for a 3-5 population.
• Collected and analyzed data to drive students' instructional program.
• Participated in team discussions and decision-making.
• Used various classroom management strategies to promote student achievement.
• Responsible for attending the Curriculum 2.0 workshops and meetings to facilitate implementation
• Supported the administration of the local, district, and state assessments.
• Facilitated summer training for small group reading instruction implementation in grades 3-5 within MCPS schools.
• Responsible for coordinating, administering, and discussing the implications of the district assessments in classroom instruction.

Montgomery County Public Schools / Lake Seneca Elementary School.|Germantown, MD| Aug. 1999 – July 2013

Clearspring Elementary School.|Damascus, MD.| Aug. 1987 – July 1999

I was responsible for the implementation of the elementary MCPS, also provided intervention supports to students within my classroom, and served as the team leader for my grade level.

• Collected and analyzed data to drive students' instructional program.
• Participated in team discussions and decision-making.
• Used various classroom management strategies to promote student achievement.
• Created and implemented compliant IEPs, progress reports and state-specific special education documentation.
• Defined and communicated rules and enforced through approved disciplinary methods.
• Helped students learn to persevere with challenging tasks and build resilience for later educational efforts.
• Maintained accurate records of student assessment results and instructional interventions utilized.
• Facilitated small group instruction in literacy activities such as guided reading and literature circles.
• Encouraged self-advocacy among students by providing them with opportunities to express their own views about their learning needs.
• Offered hands-on learning opportunities to develop student self-esteem and life skills.
• Established positive relationships with families by communicating regularly about their child's progress.
• Instructed students in standardized subjects as well as general learning strategies and skills for social development and character.
• Collaborated with speech and language pathologists and other specialists in order to support student learning objectives.
• Prepared and utilized materials for one-on-one and group instruction.
• Evaluated student needs to provide helpful resources and support.
• Delivered tutoring sessions to help students grasp complex concepts in one-on-one settings.
• Attended IEP meetings as a member of the school's Special Education Team.
• Enhanced students' sensory- and perceptual-motor skills through hands-on activities.
• Designed and delivered personalized learning for each student and advocated for student inclusion and success in general education environments.
• Implemented instructional techniques to accomplish intervention goals.
• Conducted assessments of student performance in order to recommend appropriate instructional modifications.
• Coordinated parent involvement activities designed to promote literacy development at home.
• Collaborated with teachers to develop strategies for differentiating instruction based on the needs of individual students.
• Implemented evidence-based practices such as Response To Intervention models when delivering services.
• Offered counseling to students and parents to increase personal growth, self-understanding and behavioral management.
• Instructed students on how to use a variety of research strategies when studying content area material.
• Enhanced students' physical, behavioral and social skills through class activities.
• Utilized data from formative and summative assessments in order to analyze student progress towards meeting learning goals.
• Maintained student records in accordance with district standards.
• Formed deep relationships with parents and students by engaging groups through conferences, emails, texts and phone calls.
• Completed and reviewed assessments to developed customized improvement plans.
• Designed instructional materials that targeted specific areas of need identified through assessment data.
• Adapted instructional techniques to appropriate ages and skill levels of supervised students.
• Cultivated classroom environment focused on inclusion and growth, fostering both social and academic development.
• Developed and implemented reading intervention plans for struggling students.