Summary
Overview
Work History
Education
Skills
Accomplishments
Certificates Licenses
Grants
Selected Presentations
Personal Information
Publications
Certification
Expertise in Teaching American Sign Language
Languages
Work Availability
Work Preference
Timeline
M. Lynn Woolsey, Ph.D.

M. Lynn Woolsey, Ph.D.

Professor
LaFollette,TN

Summary

Hard of hearing professional with experience in and using American Sign Language. Life-long interest and support of Deaf/Hard of Hearing students, their culture and the language. Experience with the language and specific strategies for teaching the language of hearing students.

Special education professional with a depth of knowledge about ADA and Special Education with proven ability to design and implement individualized education programs that foster student development. Known for collaborative approach and adaptability in dynamic environments. Skilled in curriculum development and behavior management, ensuring comprehensive support for diverse learning needs.

Overview

1
1

Passion for student growth and teaching

2
2

Variety of experience from classroom to university administrator

Work History

Special Education Coordinator

Campbell County Public Schools
07.2021 - 08.2025
  • Conducted Initial Referrals, Reevaluations. Administered formal testing for students. Conducted observations, and initiate d FBAs and BIPs for students in or recommended for special education. Mentored teachers for classroom management issues.
  • Facilitated IEP meetings by using family-centered, strength-based approach.
  • Maintained accurate records pertaining to student performance benchmarks aligned with regulatory requirements.
  • Trained faculty members on best practices for accommodating diverse learners, fostering inclusive school culture.
  • Collaborated with teachers to conduct behavioral assessments and intervention plans for students requested by families and administration.
  • Served as member of state IEP monitoring team and other duties as assigned.

Faculty With Concurrent Appointments

Emirates College for Advanced Education
08.2014 - 07.2021

I had two concurrent appointments during the seven years I worked at ECAE. I was a faculty member and from 2014-2015 I served as the Director of the Center of Policy and Practice, I led a research team of 14. There were three projects. All Centers were closed in 2015 when the administration decided to move toward another goal.

The second concurrent appointment was as the Division Head from 2015 - 2019. I was responsible for reports, student council, and evaluating the eight faculty members in the Division. My characteristics include

  • I am quite passionate about learning and committed to continual improvement.
  • I am self-motivated, with a strong sense of personal responsibility.
  • I am organized and detail-oriented with a strong work ethic.
  • I have excellent communication skills, both verbal and written.
  • I demonstrated strong organizational and time management skills while managing multiple projects.
  • I worked flexible hours across night, weekend, and holiday shifts.


Professor

University of the Cumberlands
08.2008 - 06.2014
  • Taught online graduate courses in synchronous model with work posted to Blackboard.
  • Taught undergraduate students for two years in a face-to-face model.
  • Coordinated online instructors in the Special Education program.
  • Promoted collaboration by developing group projects and fostering a positive learning environment.
  • Mentored and supervised graduate students, providing valuable guidance for thesis work, research projects, and professional development. I presented at conferences with students.
  • Provided students with constructive, encouraging and corrective feedback.
  • Created dynamic learning environment that valued instructor and student interaction.
  • Contributed to academic community by serving as peer reviewer for academic journals and as committee member for scholarly conferences.

Director of the Center on Deafness with Concurrent Appointment as Professor in Theory and Practice in Teacher Education

University of Tennessee
07.2006 - 07.2008
  • Wrote and received 5.5 million dollars in grants for the Center.
  • Managed the day-to-day operations of the grants and supervised center staff.
  • Taught Action Research to students.
  • Supervised Student Teachers.
  • Supervised Master’s students in their Capstone Project.
  • Cultivated a positive work environment that fostered employee engagement, increased retention rates, and boosted overall team morale.
  • Proactively identified potential risks and implemented mitigation strategies to minimize negative impacts on projects or business operations.
  • Enhanced data-driven decision-making by implementing advanced analytics and reporting tools.
  • Observed each employee's individual strengths and initiated mentoring program to improve areas of weakness.

Assistant Professor: Deaf Education

University of North Florida
08.2001 - 05.2006

Taught courses in Education of Deaf and courses in American Sign Language, wrote and secured one of four Initial Career Awards from the Department of Education.

  • Evaluated student performance through comprehensive assessments, identifying areas of improvement and providing targeted feedback for growth.
  • Maintained an up-to-date knowledge of subject matter by attending conferences, workshops, and webinars relevant to the field of study.
  • Evaluated and supervised student activities and performance levels to provide reports on academic progress.
  • Built strong rapport with students through class discussions and academic advisement.
  • Elevated student satisfaction rates with accessible office hours, thorough explanations of complex topics, and consistent positive reinforcement.
  • Supported weekly silent lunch sessions, contributing to student engagement, comprehension and learning objectives.
  • Was the faculty sponsor to ASL Club.
  • Performed research to serve as basis for academic writing for publication. Was one of four individuals nationwide, who received an Initial Career Award from the Department of Education for more than $200,000.

Teacher of the Deaf Then Supervising Teacher

Washington School for the Deaf
08.1994 - 06.1998
  • Taught first grade students who were Deaf.
  • Identified struggling students early on and provided additional support through tutoring sessions and modified lesson plans.
  • Assessed student performance regularly using both formative and summative assessments to inform future lesson planning.
  • Maintained accurate records of student progress, attendance, behavior and ensure IEP compliance.
  • Enhanced classroom engagement through the use of interactive teaching methods, such as group projects and hands-on activities.
  • Fostered student curiosity and interest through creative hands-on activities.
  • Managed classroom behavior effectively by establishing clear expectations, modeling appropriate conduct, and consistently enforcing established rules and consequences.
  • Developed strong relationships with students, parents, and colleagues by maintaining open lines of communication and fostering a supportive learning environment.
  • Identified struggling students early on and provided additional support through tutoring sessions and modified lesson plans.
  • Served as a mentor for new teachers, sharing expertise and guidance in navigating the challenges of the teaching profession successfully.

Upper Primary Mainstream Teacher: Deaf Education

Evergreen School District
Vancouver, WA
08.1993 - 06.1994

This was a one-year contract position. I taught in a school that included two resource rooms for D/HH students. I taught the older students. I supervised and evaluated the interpreters. As a teacher I:

  • Ensured students had appropriate and legal IEPs.
  • Coordinated with special education staff to ensure appropriate accommodations for students with disabilities in the ASL classroom.
  • Developed strong relationships with students, parents, and colleagues by maintaining open lines of communication and fostering a supportive learning environment.
  • Managed classroom behavior effectively by establishing clear expectations, modeling appropriate conduct, and consistently enforcing established rules and consequences.
  • Assessed student performance regularly using both formative and summative assessments to inform future lesson planning.
  • Enhanced students' critical thinking and problem-solving skills through project-based learning.

American Sign Language Teacher

Hudson’s Bay High School
01.1986 - 07.1991
  • Taught American Sign Language as a foreign language.
  • Developed curriculum materials that incorporated various learning modalities, enhancing the effectiveness of lessons for all learners.
  • Promoted a safe and welcoming classroom environment where all students felt comfortable expressing themselves through American Sign Language.
  • Boosted overall student engagement by creating interactive activities and group exercises focused on ASL communication.
  • Enhanced student comprehension by incorporating visual aids and real-life examples in lessons.
  • Organized field trips to deaf cultural events, exposing students to authentic sign language usage and fostering cultural understanding.
  • Served as a resource for other teachers seeking advice or support in integrating sign language elements into their classrooms or curricula.

Education

B.S. - Education of the Hearing Impaired

Illinois State University, Normal, Illinois

(NCATE approved program)

M.Ed. - Infant-Family Specialization

Lewis And Clark College, Portland, Oregon

Also took courses to license me to be a Program Coordinator and Principal.


Ph.D. - Education: Emphasis Special Education and Applied Behavior Analysis

The Ohio State University, Columbus, Ohio
01.2001

Dissertation: The use of ecobehavioral analysis to identify the critical behavioral variables in two types of residential classrooms for students who are Deaf.

Skills

  • Special Education Law
  • De-escalation strategies
  • Functional behavior assessment/Behavior Intervention Plan
  • Inclusion strategies
  • Problem-solving abilities
  • Data-driven decision making
  • Collaborative leadership
  • Leadership training

Accomplishments

I have a variety of skills related to teaching, research and grant writing. My passion is teaching. My passion is igniting students with meaningful lessons. I create safe learning environments using myself as an example of the myriad of mistakes I've made. I commit to students and am proud to say some work at schools for the Deaf and several have their Ph.D.s in Deaf Education. They represent my commitment to teaching.

I am a teacher at heart. I have the ability to excite students about learning ASL. I add unpredictable and surprising elements to lessons. Once a safe space is present, I add role-playing teaching strategies that work in a face-to-face context. I work diligently to support students willing individuals to access Deaf culture.

In terms of being a professor, I have proven success in writing and securing national and international grants. I try to involve students, as much as possible, in research, if interested.

Certificates Licenses

  • Teacher of the Hearing Impaired, P-12, TN
  • Principal, WA, might be able to be reinstated
  • Program Coordinator, WA, might be able to be reinstated

Grants

  • Co-PI: GP-050-2020 Towards a better education for all students, A cross-cultural pilot study of effective application of quality research evidence in schools, AED 40,000
  • PI: GP-05 ECAE grant: Hearing the Deaf, Perspectives on communication, education, access and their vision for the Deaf in the UAE, 30,000 AED
  • PI: 2017: PI-ADEK Award for Research Excellence, Assessing the functional outcomes of children with hearing loss in Abu Dhabi, 54,560 AED
  • Co-PI : 2016-ADEK Award for Research Excellence, Beyond ABC’s and 123’s: A two-year longitudinal study of the impact of Kindergarten education on child outcomes in Abu Dhabi, 170,000 AED
  • PI: 2014 An ecobehavioral assessment of Emirati student teachers, Emirates College for Advanced Education, 8,520 AED
  • PI :2008-PI: Rehabilitation Services Training Grant, Long-term training for rehabilitative counselors with a focus on working with individuals who are deaf or hard of hearing, $500,000, 2008-10-01, 2013-09-30
  • PI: 2008- Improving teacher quality grant, A Visual Phonics program for deaf education professionals: Examining teacher knowledge of reading and the associated student outcomes, 69,500, 2008-01-01, 2008-08-30
  • CO-PI: 2006 U.S. Department of Education, Office of Special Education and Rehabilitative Services, Postsecondary Education Programs Network South (PEPNet South), $5,000,000, 2006-10-01, 2011-09-20
  • 2PI: 2002-U. S. Department of Education, Office of Special Education Programs, Initial Career Award, $216,812, 2002-05-01, 2005-04-30

Selected Presentations

  • Language equity for Deaf and hard of hearing students, 2021-04-01, 46th Arab Deaf Week, Virtual Conference
  • Access to counselors and support for Deaf and hard of hearing adults in the UAE, 2020-11-01, Abu Dhabi International Mental Health Conference, Abu Dhabi, UAE
  • Update: Assessing the functional outcomes of children with hearing loss in Abu Dhabi, 2020-05-01, Abu Dhabi Education and Knowledge, ADEK Research Award Virtual Conference, Cancelled due to COVID-19
  • Assessing the functional outcomes of children with hearing loss in Abu Dhabi, 2019-05-01, Abu Dhabi Education and Knowledge, ADEK Research Award Conference, Abu Dhabi, UAE
  • From Sweden to South Africa: 14,500 km of diversity in special education teacher training programs, 2019-03-01, 2019 International Conference on Educational Neuroscience, Abu Dhabi, UAE
  • Assessing the functional outcomes of children with hearing loss in Abu Dhabi, 2019-02-01, Abu Dhabi Education and Knowledge, ECAE Research Forum
  • Abilities Day! American Sign Language in the workplace, 2018-04-01, Euler Hermes Insurance, Dubai, UAE
  • American Sign Language in Abu Dhabi; A series of workshops for parents and caregivers, 2018-02-01, Zayed Higher Organization for Humanitarian Care & Special Needs, UAE
  • Emirati pre-service teachers in mathematics and science: An ecobehavioral assessment, 2017-11-01, 10th Annual International Conference of Education, Research and Innovation, Seville, Spain
  • Integrating students with disabilities into mainstream schools: Learnings and opportunities from a study by the Emirates College for Advanced Education, 2016-04-01, Bett Middle East Leadership Forum, Abu Dhabi, UAE
  • Role of special needs centers in facilitating inclusion in Abu Dhabi, 2015-04-01, The Gulf Comparative Education Society (GCES) Symposium, Dubai, UAE
  • The Inclusion Show!, 2016-03-01, The International Conference on Inclusive Education: Education for Diversity, Abu Dhabi, UAE
  • Increasing student achievement through low-tech, easy to implement, research-based strategies!, 2015-02-01, GCES Conference, Dubai, UAE
  • Using an ecobehavioral assessment tool, Mainstream Code for Instructional Structure and Student Response (MS-CISSAR) as a data collection tool for pre-service teachers, 2015-02-01, GCES Conference, Dubai, UAE
  • UAE: From center-based schools to inclusion, 2015-01-01, 13th Annual Hawaii International Conference on Education, Honolulu, HI
  • The effects of time in clinical experiences on the scores on the PRAXIS II Principles of Learning and Teaching Measurement of Teacher Effectiveness, 2015-01-01, 13th Annual Hawaii International Conference on Education, Honolulu, HI
  • Harassment and the implications for special populations, 2015-10-01, International Conference on the Protection of Children from Sexual Harassment, Dubai, UAE
  • Inclusion classroom math: The story starts here!, 2014-03-01, Kentucky Teachers of Mathematics Conference, Lexington, KY
  • Problem-based learning + exceptionalities = student success, 2014-03-01, Kentucky Teachers of Mathematics Conference, Lexington, KY
  • Planning and implementing measurable IEPs, 2014-09-01, The Future Center, Abu Dhabi, UAE
  • An afternoon of measurement and making connections, 2013-02-01, A presentation for the special education staff at Oneida School District, Oneida, TN
  • Equity invited Session: Using video to help teachers learn to teach science to special needs and culturally diverse students, 2012-01-01, ASTE 2012 Conference, Clearwater Beach, FL
  • The teaching of science for deaf and hard of hearing students, 2012-01-01, ASTE International conference, Clearwater Beach, FL

Personal Information

There are people who work to live. There are also people who live to work. I fall into the category of those who live to work. I love teaching. I love students and working with them as they walk their academic growth path. I can write grants and see them through. I can conduct research and publish the findings. Much of my research has been with D/HH students. I am committed to supporting D/HH individuals with the skill set they need. In order to help, students want to be able to communicate with their peers. Learning ASL is the beginning of that path. I like to be there for that journey.

Publications

Al Shawabkeh, A., Woolsey, M. L., Kharbat, F., 2021-01-01, Using online information technology during COVID-19 for Deaf Students: A closer look 

      from experience, https://doi.org/10.1016/j.heliyon.2021.e06915.

Kharbat, F., Al Shawabkeh, Woolsey, M. L., 2020-01-01, Identifying gaps in using artificial intelligence to support students with Intellectual 

     Disabilities from education and health perspectives, ASLIB Journal of Information Management, https://doi.org/10.1108/ajim-02-2020-0054. 

Harrison, T. J., Woolsey, M. L., 2020-01-01, Three teaching strategies for students who are Deaf or Hard of Hearing, Support for Learning, 35, 3, 

     346-357, https://doi.org/10.1111/1467-9604.

Woolsey, M. L., Rashad, F. F., Tennant, L., Kelly, M. P., 2017-01-01, Emirati pre-service teacher behaviors in mathematics classrooms, Journal of 

     Educational Practice, 18, 24, 1-10.

Tennant, L., Al Jafari, H., Woolsey, M. L., 2017-01-01, Special needs center facilitating inclusive education in the Emirate of Abu Dhabi, 

     International Journal of Advanced Research, 5, 4, 25-32.

Woolsey, M. L., Kelly, M. P., Rashad, F. F., Tennant, L., 2016-01-01. An ecobehavioral assessment of Emirati pre-service science teachers,   

     International Journal of Contemporary Applied Sciences, 3, 3, 143-157. 

Erannpalo, T., Jorgenson, C. K., Woolsey, M. L., 2016-01-01, The Abu Dhabi school model: Effective delivery of the curriculum, International 

     Journal of Humanities and Social Sciences, 8, 6, 24-35, http://aajhss.org/index.php/ijhss. 

Kahn, S., Wild, T., Woolsey, M. L., Haegle, W., 2014-01-01, Let’s get physical: Making Science accessible for children with physical disabilities, 

     Science & Children, 51, 5, 37-43.  

DeWitz, J., Woolsey, M. L., Walsh, W. B., 2008-01-01, College student retention: An exploration of the relationship between self-efficacy and 

     purpose in life among college students, Journal of College Student Development, 50, 1, 19-54. 4

Woolsey, M. L., Satterfield, S. T., Roberson, L.,   2006-Visual Phonics: An English code buster?, merican Annals of the Deaf, 151, 4, 452-457,.4

Roberson, L., Woolsey, M. L., Seabrooks, J., Williams, G., 2004-01-01, Data-driven assessment in the evaluation of teacher candidates during 

     their internship experiences in deaf education, American Annals of the Deaf, 148, 5, 403-412. 

Roberson, L., Woolsey, M. L., Seabrooks, J., Williams, G., 2004-01-01, An ecobehavioral assessment of teacher candidates during their internship

      experiences, Teacher Education and Special Education, 27, 3, 264-275. 

Woolsey, M. L., Harrison, T. J., Gardner, R. III, 2004-01-01, A preliminary examination of instructional arrangements, teaching behaviors, levels of 

     academic responding of deaf middle school students in three different settings, Education and Treatment of Children, 27, 3, 263-279. 

Gardner, R. III, Cartledge, G., Seidl, B., Woolsey, M. L., Schley, G. S., Utley, C. A., 2001-01-01, Mt. Olivet after-school program: Peer mediated 

     interventions for at-risk students, Remedial and Special Education, 22, -22, https://doi.org/10.1177/074193250102200104. 

Schirmer, B. R., Woolsey, M. L., 1997-01-01, Effect of teacher questions on the reading comprehension of deaf children, Journal of Deaf Studies, 

     2, 1, 47-56, https://doi.org/10.1093/oxfordjournals.deafed.a014309.

Adnerson, A., Feng, S., Interlandi, F., Melkonian, M., Parezanovic, V., Woolsey, M.-L., Habak, C., King, N., 2020-01-01, Building a socio-cognitive 

     anevaluation framework to develop enhanced aviation training concepts for Gen Y and Gen Z pilot trainees, A framework for human system 

     engineering projects, Wiley, https://doi.org/10.1002/97811196998821.ch 8.

Woolsey, M. L., 2012.  Success stories: Harrison Michael Oberg, Council for Exceptional Children, Arlington, VA

Certification

I hold a TN Special Education Hearing P-12. 000729383



Expertise in Teaching American Sign Language

I am absolutely devoted to teaching. Those "teachable moments" come to me so frequently. I work diligently to recreate a really safe environment for my students. I celebrate success. I use research-based teaching strategies that can be adapted to working withing a second language. I donate my time to foster connections between students and individuals who are Deaf. The first thing I do is to begin to create individual relationships as well as try to create an environment for learning. I have been a Special Educator Coordinator for the last four years, and I sincerely miss teaching.



Languages

ASL
Full Professional

Work Availability

monday
tuesday
wednesday
thursday
friday
saturday
sunday
morning
afternoon
evening
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Work Preference

Work Type

Full TimePart Time

Work Location

On-SiteRemoteHybrid

Timeline

Special Education Coordinator - Campbell County Public Schools
07.2021 - 08.2025
Faculty With Concurrent Appointments - Emirates College for Advanced Education
08.2014 - 07.2021
Professor - University of the Cumberlands
08.2008 - 06.2014
Director of the Center on Deafness with Concurrent Appointment as Professor in Theory and Practice in Teacher Education - University of Tennessee
07.2006 - 07.2008
Assistant Professor: Deaf Education - University of North Florida
08.2001 - 05.2006
Teacher of the Deaf Then Supervising Teacher - Washington School for the Deaf
08.1994 - 06.1998
Upper Primary Mainstream Teacher: Deaf Education - Evergreen School District
08.1993 - 06.1994
American Sign Language Teacher - Hudson’s Bay High School
01.1986 - 07.1991
Illinois State University - B.S., Education of the Hearing Impaired
Lewis And Clark College - M.Ed., Infant-Family Specialization
The Ohio State University - Ph.D., Education: Emphasis Special Education and Applied Behavior Analysis

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