Summary
Overview
Work History
Education
Skills
Interests
Languages
Authored Curriculum
Crystal Apple Award for Teaching Excellence, 2016
Certification
Timeline
Generic

Patricia Wigandt Condon

Stoneham,MA

Summary

Dedicated and results-driven educator with 25+ years of experience teaching Special Education and English at the middle and high school levels. Skilled in fluidly teaching a diverse range of courses—from a substantially separate 6th-grade program to AP English Literature and AP French IV—while effectively differentiating instruction to meet the unique needs of all learners. Proven ability to design and implement engaging, standards-aligned curriculum across all four core subjects in substantially separate settings, including multi-grade classrooms (grades 6–8). Committed to empowering at-risk youth through innovative instruction that fosters motivation, resilience, and academic growth. Passionate about creating safe, respectful, and supportive learning environments centered on student-driven goals and transition planning. Thrive in inclusive, collaborative school communities aligned with equity, student achievement, and whole-child development.

Overview

22
22
years of professional experience
1
1
Certification

Work History

English Teacher, Eighth Grade, Language-Based Team

Marshall Simonds Middle School
08.2024 - Current
  • Designed and delivered standards-based instruction aligned with the Massachusetts Curriculum Frameworks to build students' skills in literary analysis, reading comprehension, argumentative and narrative writing, grammar, and vocabulary.
  • Taught a variety of genres, including novels, short stories, poetry, and nonfiction texts, emphasizing close reading and textual evidence.
  • Guided students through the writing process—from brainstorming to publishing—using mentor texts and conferencing to support skill development.
  • Integrated speaking and listening activities, such as Socratic seminars, debates, and presentations, to strengthen communication and collaboration.
  • Used formative and summative assessments to track progress, inform instruction, and provide targeted feedback.
  • Differentiated instruction to meet diverse learning needs, including English learners and students with IEPs or 504 plans.
  • Provided specialized, language-based instruction in alignment with IEP goals to support students with diagnosed language-based learning disabilities.
  • Designed and adapted the curriculum to support reading comprehension, written expression, and vocabulary development.
  • Collaborated with colleagues and The Landmark School to support interdisciplinary learning and school-wide literacy goals.
  • Utilized Universal Design for Learning (UDL) and assistive technology tools to make content accessible and engaging for all learners.
  • Fostered a respectful, inclusive classroom environment that encouraged critical thinking, creativity, and student voice.

Special Education Teacher of Severe Disabilities

Marshall Simonds Middle School
08.2022 - 06.2024
  • Lead a substantially separate classroom for students with severe special needs, fostering a safe and supportive environment that promotes academic, functional, and social-emotional growth.
  • Created and managed IEPs to define student learning objectives and educational strategies, in addition to applying instructional knowledge and methods to support goals.
  • Design and deliver individualized instruction in English, Math, Science, and Social Studies aligned with IEPs, DESE Entry Points, and life skills development.
  • Plan and supervise community-based learning experiences to support functional skill acquisition.
  • Collaborate with general and special educators to ensure inclusive practices and maximize student outcomes.
  • Maintain effective communication with families and service providers.
  • Utilize data-driven insights to inform lesson planning, monitor progress, and support continuous program improvement.
  • Promoted a positive learning environment through the use of differentiated instruction and individualized support for diverse learners.

Teacher English Language Learners

High Expectations, English Language School
08.2020 - 06.2021
  • Delivered targeted instruction in English language proficiency—speaking, listening, reading, and writing—tailored to the goals and needs of adult learners, fostering language development and real-world communication skills.
  • Enhanced classroom engagement through the use of interactive teaching methods, such as group projects and hands-on activities.

Special Education Teacher of Moderate Disabilities

Stoneham High School
01.2003 - 01.2021
  • Created and managed IEPs to define student learning objectives and educational strategies, in addition to applying instructional knowledge and methods to support goals.
  • Established and maintained safe and nurturing learning environments where students with disabilities thrived and reached milestones according to their IEPs.
  • Modified core and elective curricula based on thorough assessments of students’ abilities and needs, leveraging new lessons and diverse learning models to achieve optimal learning outcomes.
  • Built and maintained a network of support by coordinating efforts with general and special education service providers, administrators, faculty, and parents to ensure resources were in place that fostered ongoing growth and development.
  • Coordinated and oversaw IEP team meetings to determine appropriate programs and services that supported student success.
  • Tracked student progress using data to inform lesson planning, curriculum development, and school improvement strategies.
  • Assisted colleagues in integrating differentiated instruction to enhance outcomes for students with disabilities in inclusive classrooms, supporting the school’s co-teaching model.
  • Partnered with transition specialists and the Massachusetts Rehabilitation Commission to prepare students for graduation and post-secondary life.
  • Administered, scored, and generated academic evaluation reports for assessments such as the WIAT-III, TOWL, and QRI.

Education

Masters of Special Education - Moderate Disabilities

Salem State University
Salem, MA
01.2008

Master of Arts - English

Simmons University
Boston, MA
01.2001

Bachelor of Arts - English, French and Secondary Education

Merrimack College
North Andover, MA
01.1999

Skills

  • Differentiated content across disciplines to ensure equitable access for all learners
  • Deep understanding of diverse disability classifications and their educational and behavioral impact
  • Created safe, supportive, and trauma-responsive learning environments that foster student well-being and engagement
  • Designed curriculum and standards-aligned lesson plans across multiple subjects to meet varied academic needs
  • Developed data-driven IEPs, conducted academic assessments, and monitored student progress to ensure effective and compliant special education services
  • Applied Universal Design for Learning (UDL) principles to enhance student engagement, representation, and expression
  • Collaborated in co-teaching settings across all subjects to support inclusive instruction
  • Implemented targeted strategies and scaffolds to support English Language Learners (ELLs)
  • Developed individualized transition plans to prepare students for postsecondary education, employment, and independent living through goal setting, skill development, and community resource coordination
  • Served as a liaison between parents, schools, and outside agencies to promote consistent communication and student-centered decision-making
  • Demonstrated thorough knowledge of special education law to ensure legal compliance and advocacy for student rights
  • Designed and adapted curriculum to meet diverse learner needs, ensuring accessibility and meaningful progress through personalized and modified instructional approaches

Interests

Literacy and Curriculum Development
  • Literacy & Curriculum Development (general focus)
  • Keys to Literacy
  • Lexia Core5 Reading
  • Renaissance STAR Assessment Suite (Reading and Math)
  • Landmark Outreach: Written Expression: Scaffolded Strategies for Beginning Writers
  • Making Poetry Relevant to Students
  • Teaching Grammar and Improving Writing
  • John Collins: Writing Across the Curriculum
  • Wilson Just Words Introductory Workshop
Instructional Strategies and Inclusive Practices
  • Universal Design for Learning and Inclusive Practices
  • The Differentiated Classroom
  • Teaching to All Learners
  • Person-Centered Learning
  • Building Bridges: Facilitating Courageous Conversations with Students
  • What’s in a Grade?
Special Education
  • Teaching Learners with Language-Based Learning Disabilities
  • SLD Determination: Discrepancy Analysis and WIAT-III
  • ADD/ADHD: Strategies & Interventions
  • Understanding Asperger’s Syndrome
  • Helping Students with Autism in the Inclusive Classroom
  • 4 Essential Beliefs for Success for Students Who Are Wired Differently
  • The Trauma-Informed Learning Environment
  • Writing Measurable Goals and Benchmarks for the IEP
  • The Blume Method: The New IEP
Behavioral Support and Classroom Management
  • Restraint Training, Crisis Prevention Intervention
  • Strategies for Working Effectively with Angry, Adversarial & Avoidant Students
  • Managing Oppositional Behavior: Essential Communication Skills
  • The Impact of Gender, Culture & Media on Female Aggression
  • Classroom Management for Middle and High School Teachers
  • Safety Care and ALICE Training (Alert, Lockdown, Inform, Counter, Evacuate)
Transition Services and Postsecondary Readiness
  • The Transition Process and Role of the Transition Specialist
  • Triangle Pre-ETS: Work-Based Learning Experience and Self-Advocacy
  • Empowering People for Inclusive Communities
  • Personal Pathways to Success: Career and Training Collaboration
  • Massachusetts Rehabilitation Commission Transition Services for Students and Youth
  • College and Career Readiness
Testing, Mentoring and Compliance
  • MCAS Proctor Training, Grades 5–12
  • Simon Youth Foundation Mentor Training
  • Cyber Safety and Bullying Prevention
  • Protecting God’s Children, CCD Education

Languages

French

Authored Curriculum

Middle School (Grades 6–8)

  • English Language Arts, General Education with Specialized Instruction for Language-Based Learning Disabilities (Grade 8)
  • Foundations Program (Substantially Separate):
    English (Grades 7–8)
    Mathematics (Grade 6 and Grades 7–8)
  • Connections Program (Substantially Separate):
    English, Social Studies, Science, and Mathematics (Grades 6–8)

High School (Grades 9-12)

  • English Language Arts:
    AP English Literature (Grade 12)
    English Literature and Writing Workshop (Grade 10)
    Alternative Education English (Grades 9–10 and 11–12)
  • French Language:
    AP French IV: Language and Literature
    French II
    French I

Targeted Intervention

  • MCAS ELA Academy (Grade 10)

Crystal Apple Award for Teaching Excellence, 2016

The Crystal Apple Award is a recognition given to outstanding educators, often highlighting their dedication to students and their positive impact on education.

Certification

DESE Teacher Certificate Number 356515

  • Teacher of Moderate Disabilities (5 – 12); Professional; 6/2/2009 - 5/31/2029
  • Teacher of English (9 – 12); Professional; 4/20/2004 - 5/5/2029
  • Teacher of English (5-12); Initial; 4/10/2024 -
  • SEI Endorsed

Timeline

English Teacher, Eighth Grade, Language-Based Team

Marshall Simonds Middle School
08.2024 - Current

Special Education Teacher of Severe Disabilities

Marshall Simonds Middle School
08.2022 - 06.2024

Teacher English Language Learners

High Expectations, English Language School
08.2020 - 06.2021

Special Education Teacher of Moderate Disabilities

Stoneham High School
01.2003 - 01.2021

Master of Arts - English

Simmons University

Bachelor of Arts - English, French and Secondary Education

Merrimack College

Masters of Special Education - Moderate Disabilities

Salem State University

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