G. Heather Wyatt

Demonstrate instructional knowledge of crisis intervention strategies, ability to apply a gradually progressive system of verbal and non-verbal strategies to effectively de-escalate potentially dangerous situations and demonstrate knowledge of applied behavioral analysis, behavioral principles and strategies.

Select contributions:

• Ability to conduct and interpret functional behavioral assessments to develop effective behavior intervention plans
• Serve as a resource to the campus in identifying and implementing effective research-based behavior management strategies for students
• Facilitate and organize problem-solving teams for early intervention.
• Provide personalized 1:1 support based on the goals and identified needs of both students and teachers.
• Assist in the development and implementation of academic and behavior IEPs
• Collaborate with peers to develop meaningful professional development in best practices for social and emotional learning based student needs
• Act as a point person for significant behavior disruptions

Additional contributions:

• PBIS Liaison
• RtI Coordinator
• Coaching Cycles-Behavior
• Foundations Team
• Branching Minds Manager
• Accelerated Learning Committee

· Prepared and facilitated DEI meetings

· Prepared BIPs

· Gauged instructor and learner achievement, identifying learning gaps

· Encourage professional peer feedback and provide data-driven instruction to drive achievement

· Integrated technology through videoconferencing, messaging, digital whiteboarding, file sharing, and virtual office hours

Created and facilitated multiple curricula and training programs for Montgomery ISD and NCTM. Administered assessments and analyzed data to form skill-based learning groups and extension activities. Cultivated strong working relationships with students, colleagues, and the surrounding community to create an extensive learning network.

Select contributions:

· Assessed students' existing knowledge through pre-assessments and informal assessments, including observations during peer-to-peer group interactions; compiled assessment data to form skill-based groups and extension activities

· Created whole group, small group, and individual inclusion classroom activities based on individual student learning needs; prepare individualized education plans (IEP) to define student needs and institute strategies to achieve educational goals

· Created and facilitated multiple curricula and training programs. Utilized a wide range of instructional techniques, including differentiated learning methodologies to increase students' motivation and retention

Select contributions:

· Mentored three student teachers from Sam Houston State University

· Facilitated after-school and enrichment programs.

· Planned and chaperoned Student Council projects and activities, while cultivating strong working relationships with parents, family members, and community to create an extensive learning network for students

· Communicated regularly with parents and teachers of students with special needs to ensure that their IEP goals and 504 plans were being met, and that their needs were being addressed in a timely and appropriate manner

· Reviewed curriculum and devised alternate approaches to presenting lessons to increase student understanding

· Worked collaboratively to ensure all students successfully progressed, and that parents had a central point of contact by supporting families with alternate strategies and providing additional assistance with daily assignments and projects

Mentored and counseled students with social adjustment and academic issues. Adapted teaching methods and instructional strategies to promote learning in students with differing ability levels.

Select contributions:

· Mentored first and second-year teachers on CHAMPS classroom management and best practices for inclusion classrooms

· Tutored 5-10 at-risk students weekly before and after school to enhance their knowledge and abilities

· Fostered relationships with students and parents to help them achieve personal and academic goals

· Managed consistent, learning-focused classroom environments by establishing and communicating clear student objectives

· Performed continual formal and informal assessments to ascertain learning deficiencies and strengths, created engaging student-centered lessons and hands-on learning opportunities based on student interests and needs.