JENNA O’HARA

• Completed a long-term kindergarten assignment for the 2025–2026 school year, supporting students’ academic, social-emotional, behavioral, and developmental needs.
• Completed long-term kindergarten assignment for 2025–2026 school year, enhancing students’ academic, social-emotional, behavioral, and developmental growth.
• Completed long-term ICR assignment, addressing diverse learning needs and fostering individualized educational goals for first-grade students.
• Maintained classroom routines and continuity of instruction during long-term and daily assignments, collaborating with classroom teachers, support staff, and families to support student success.
• Use instructional technology and differentiated strategies to increase student engagement and provide multiple pathways for learning.

• Delivered 1:1 behavioral and developmental support to preschool and school-aged children with autism and other developmental needs, fostering growth and progress in their development.
• Provide 1:1 behavioral and developmental support to preschool and school-aged children with autism and other developmental needs.
• Collect and monitor behavioral and skill-acquisition data and adjust support strategies based on student progress.
• Collaborated with families and providers to ensure consistency in routines and communication, enhancing social-emotional development and daily living skills.

• Delivered individualized academic instruction tailored to each student's developmental level and learning goals, enhancing their educational experience.
• Modified instruction, pacing, and materials for individual learners, ensuring effective engagement and providing families with regular updates on progress and recommendations.
• Assessed student learning styles to tailor individualized tutoring plans
• Reinforced subject mastery through targeted homework support and guided practice
• Adapted lesson strategies to improve comprehension across varied academic levels

• Taught elementary students in grades 2–4, delivering tailored instruction and assessments while fostering effective classroom routines and behavior support.
• Taught elementary students in grades 2–4, managing daily instruction, assessment, classroom routines, behavior support, and family communication.
• Built strong relationships with students and families, enhancing engagement and support within a structured classroom environment.
• Collaborated with grade-level colleagues on instructional practices and student-support strategies, mentoring the fourth-grade team to improve student outcomes.

• Delivered classroom instruction, established predictable routines, and ensured continuity of learning across elementary grade levels.
• Modified classroom-management and instructional strategies to address diverse student learning needs in various environments.
• Adapted lesson delivery to maintain continuity across core subjects and classroom routines.
• Managed classroom behavior using positive reinforcement and established school procedures.
• Implemented lesson plans, assignments, and instructional materials left by classroom teachers.

New Jersey Elementary Education Certification (K–6)