Kelli A. Hebert

• Performed all duties and responsibilities associated with classroom teacher position for 8 students who do not qualify for special education services, but whose significant behavior challenges interfere with learning in mainstream classroom.
• Received Boys Town Model for Specialized Classroom Management training and Crisis Prevention Institute certification.
• Collected and analyzed academic and daily behavioral data to inform instructional practices.
• Regularly communicated with guardians, including phone calls and 6-week progress monitoring meetings.

Performed all duties associated with classroom teacher position, including:

• Planning for and implementing direct instruction and learning opportunities (27 students).
• Maintaining classroom environment, routines, and procedures.
• Engaging in frequent collaboration with team members.
• Completing report cards.

• Provided small-group literacy instruction to kindergarten students (average caseload: 24 students) identified as requiring remedial reading intervention, as determined by baseline assessment data.
• Identified areas of need for individual students; crafting lessons to address specific needs and conducting ongoing assessment/data analysis to inform instruction.

Performed all duties associated with classroom teacher position at various grade levels, including:

• Planning for and implementing direct instruction and learning opportunities.
• Setting up classroom and establishing routines and procedures for school year.
• Maintaining classroom environment and routines/procedures to allow for smooth transitions between teachers.
• Regularly collaborating with team members, including planning for and engaging in co-teaching.
• Attending PPT/504/SRBI meetings, completing report cards, and conducting parent conferences.

• Performed all duties and responsibilities associated with classroom teacher position (average class size of 20).
• Collaborated with other team members in developing instructional practices and learning experiences, including developing center-based learning experiences in literacy.
• Used various models of co-teaching with remedial reading teacher in literacy, collaborating weekly to plan all lessons.
• Participated in various district and school-based committees, including School-Based Improvement Team, Response to Intervention Student Assistance Team, Good Teaching Task Force, and Anti-Bullying Task Force.
• Worked to align curricular standards to Common Core state standards.