Hilary Shanahan-Scharneck

Delivered appropriate learning activities & modified curriculum to students with physical and emotional disabilities. Planned, organized, and implemented daily lessons in accordance with the approved curriculum to fulfill their potential for intellectual, emotional, physical, and social growth. Crafted Individualized Education Plans (IEPs) to meet all student needs while ensuring compliance with state, federal & local requirements. Functioned as a teacher leader within the special education teaching unit. Provided leadership in program development and evaluation for the district's special education program. Adapted curriculum and learning environment to virtual operations to accommodate health & safety concerns.

• Encouraged and supported effort to ensure best practice programming, high-quality instruction, and ever-improving student outcomes the development of innovative instructional programs by mentoring and guiding 15 teachers to pilot such efforts when appropriate
• Facilitated 12 sessions, per year, to improve educators’ well-being and resiliency for the New Teachers Thriving program over a three-year period
• Participated in the City of Boston’s New Teacher Developer program for 5 years to assist with mentoring and coaching first year teachers

Performed duties as a part-time administrator and part-time teacher. Collaborated with general education teachers to co-teach engaging lessons that aligned with the rigorous, state-mandated curriculum. Planned and provided special education teacher support services. Contributed to the development, tracking, and implementation of IEP goals and objectives. Actively participated in the annual, initial and re-evaluation meetings for students with academic disabilities.

• Co-created, implemented, and supported the development of curricula to develop budding scholars as analytical and critical thinkers
• Streamlined the curricula with a special focus on students of color that involved establishing and maintaining strong relationships with students and families
• Utilized formal and informal assessment data such as Massachusetts Comprehensive Assessment System (MCAS) to drive instruction and ensure student proficiency in standards

Facilitated curriculum development based on Engage NY’s Curriculum for 7th grade requirement and adapting it to fully include all populations (diverse learners with specific learning disabilities, emotional impairments, hearing impairments, English language learners, and general education students). Steered the process of creating a multi-sensory classroom to meet diverse student needs. Oversaw student teachers in the History, Special Education, and English content areas.
Functioned as an instructional team leader for 5 college and graduate student learning volunteers to improve understanding of school district policies and procedures during each year of service.

• Led school based Restorative Justice efforts to reduce student disciplinary incidence (20% reduction in the first year, 24% reduction in the second year 32% reduction in the third year) and shift school culture away from punitive, archaic disciplinary systems
• Led school based and select district staff in planning restorative justice circles to explore content and discuss community-based problems
• Coached 75 students and 40 teachers in using Restorative Justice (RJ) approaches and circles to explore social/emotional development and trauma informed practices.