Hamida Shirin

• Subject I teach:
• Math
• Science
• Social Science

Grade Level:

Middle school and High School Level Student

Type of students:

• Students are in self-contained School with Special needs
• Students are in self contained-classroom
• Regular public schools students

Classroom Management:

• Part of Classroom management, substitute teacher has to manage Instructional Assistant/s and Students behaviors, anagoge students with their activities in positive manner
• Respecting each other boundaries.
• Followed classroom plans left by class teacher to continue student education and reinforce core concepts.
• Upheld classroom routines to support student environments and maintain consistent schedules.
• Kept students on-task with proactive behavior modification and positive reinforcement strategies.
• If lesion plan is missing, substitute teacher is to provide appropriate assignments to the students in respect to subject matter, grade label and school environment
• 
  

• Same as my current positions above

• For Life Skills and Transition Program Classroom
• My classroom was in combination of :
• Middle School— 6th-8th grade, — 9th -12th grade
• Transition program— 18-21 years of age group students
• Most of the student's had multiple disabilities
• That includes, Autism Spectrum Disorder (severe to moderate)
• Cerebral Palsy, Down syndrome and more, K-5 grade teacher and Case manager for the Life Skills Program.
• Created and managed IEPs to define student learning objectives and educational strategies, in addition to applying instructional knowledge and methods to support goals.
• Modified general education curriculum for special-needs students using various instructional techniques and technologies.
• Cultivated connections and strong student rapport to foster classroom engagement, in addition to recording student progress to inform parents and school administration.
• Taught students across multiple classifications and degrees of special needs.
• Instructed students with physical and cognitive disabilities.
• Redirected students using Positive Behavior Support (PBS).
• Partnered with Pera_Educators and standard education teachers from across academic departments.
• Worked with students with moderate to severe autism to increase life skills.
• Encouraged students to take ownership of learning by providing choices.
• Coordinated special education students and teacher assistant schedules with master schedule.
• Provided life skills programming for students with moderate to severe Intellectual Disabilities
• Collaborated with other educators to develop instructional strategies.
• Facilitated small group instruction to address individual learning needs.
• Planned daily activities to keep students engaged and on track with learning goals.
• Designed individual education plans to encourage student growth according to different learning abilities and needs.
• Maintained accurate records of student progress and attendance.
• Helped students with special needs integrate into general classroom environments by advocating for individual requirements and helping teachers solve problems.
• Implemented behavior modification techniques to improve student social and academic performance.
• Worked closely with parents and guardians to address students' issues on multiple fronts.
• Coordinated regular meetings to share and analyze student performance data and success plans with colleagues and parents.
• Developed Individual Education Plans for students with special needs.
• Improved behavior by modeling positive choices and teaching socially-acceptable options.
• Utilized technology to create meaningful lessons that engage students.
• Provided emotional support to students and families.
• Promoted memory, cognition and language development with hands-on activities and individualized instruction.
• Applied proven strategies to improve students' sensory- and perceptual-motor skills.
• Mentored new teachers on student progress monitoring and legal document preparation.
• Provided professional development training to educate faculty and staff on laws and regulations governing special education.

• Created and managed IEPs to define student learning objectives and educational strategies, in addition to applying instructional knowledge and methods to support goals.
• These group of Students had profound Emotional and behavioral needs. They required Self Contained School with Intensive Therapeutic environment.
• Modified general education curriculum for special-needs students using various instructional techniques and technologies.
• Delivered effective and differentiated classroom instruction to range of neurodiverse students.
• Taught multiple subjects to students with intellectual or emotional disabilities.
• Cultivated connections and strong student rapport to foster classroom engagement, in addition to recording student progress to inform parents and school administration.
• Assisted struggling students to maintain progress levels by designing individualized lesson plans focused on areas for improvement.
• Partnered with standard education teachers from across academic departments.
• Taught students across multiple classifications and degrees of special needs.