Julie Wayman

Established an all encompassing program for k-5 Resource Room that serves students with learning and cognitive differences.

Led school-wide professional development to support the advancement of knowledge to support students with disabilities and incorporate inclusion techniques in the general education classroom

Built a classroom with positive behavioral supports

Part of

• Cultivated connections and strong student rapport to foster classroom engagement, in addition to recording student progress to inform parents and school administration.

Designed and managed a program for expelled high school students

Build relationships with students and families to support behavioral and academic growth so they could return to traditional high school

Worked closely with general education teachers from two urban high schools to support students in continuing to earn high school credits

Built a classroom environment where students felt supported emotionally and academically

Worked with probation officers and other community leaders to establish support for the students and the advancement of the program.

• Partnered with standard education teachers from across academic departments.
• Cultivated connections and strong student rapport to foster classroom engagement, in addition to recording student progress to inform parents and school administration.
• Modified general education curriculum for special-needs students using various instructional techniques and technologies.
• Taught students across multiple classifications and degrees of special needs.
• Redirected students using Positive Behavior Support (PBS).
• Created and managed IEPs to define student learning objectives and educational strategies, in addition to applying instructional knowledge and methods to support goals.
• Led activities that developed students' physical, emotional, and social growth.
• Delivered effective and differentiated classroom instruction to range of neurodiverse students.
• Taught multiple subjects to students with intellectual or emotional disabilities.
• Assisted struggling students to maintain progress levels by designing individualized lesson plans focused on areas for improvement.

• Developed overall yearly curriculum for teaching English-language learners based on school and national requirements.
• Led textbook adoption committee for [Year] to evaluate and make recommendations for new language arts textbooks and materials.
• Developed and taught ESL curriculum to improve students' conversational abilities.
• Created and delivered engaging lesson plans to accommodate different learning styles.
• Supported students holistically to achieve academic success.
• Used positive reinforcement and provided clear feedback to help students succeed.
• Encouraged students to deepen knowledge with additional learning opportunities.
• Facilitated class discussion to help students work through questions and expand understanding.
• Supplemented instruction and increased student understanding with use of audio-visual equipment and other technology.

• Collaborated with administrators on classroom policies, management strategies, and discipline.
• Prepared materials for lessons, assignments, and assessments, and evaluated, corrected and graded student performance to identify gaps in skills or knowledge and set realistic goals.
• Helped students develop self-esteem and life skills by fostering healthy conflict-resolution, critical thinking, and communication.
• Worked one-on-one with students to determine strengths, weaknesses, and learning patterns.
• Communicated student progress, academic difficulties, or behavioral concerns to parents, guardians and administration using tact and professionalism to improve student academic performance.
• Drove student learning by establishing clear classroom plans and group objectives, as well as actionable strategies to achieve each goal.
• Created supportive and inclusive learning environments, fostering positive classroom atmospheres supporting student growth and learning.