Summary
Overview
Work History
Education
Skills
Accomplishments
Timeline
Generic

Rachel Soufian

Brooklyn,NY

Summary

Self-motivated procurement and requisitions professional with years of relevant experience and related education. Detail- oriented individual who exemplifies professionalism, and an ability to manage multiple projects and tasks at any given moment. Demonstrated history of successful purchasing execution and quality document/correspondence production, while providing high-quality staff management and facilitating efficient department- and staff-level communications. Organized and dependable candidate successful at managing multiple priorities with a positive attitude. Willingness to take on added responsibilities to meet team goals.

Overview

25
25
years of professional experience

Work History

Special Education Teacher

NYCDOE- IS 223
09.2002 - Current
  • Self-motivated, with a strong sense of personal responsibility.
  • Skilled at working independently and collaboratively in a team environment.
  • Proven ability to learn quickly and adapt to new situations.
  • Worked well in a team setting, providing support and guidance.
  • Worked effectively in fast-paced environments.
  • Managed time efficiently in order to complete all tasks within deadlines.
  • Demonstrated respect, friendliness and willingness to help wherever needed.
  • Passionate about learning and committed to continual improvement.
  • Assisted with day-to-day operations, working efficiently and productively with all team members.
  • Paid attention to detail while completing assignments.
  • Organized and detail-oriented with a strong work ethic.
  • Learned and adapted quickly to new technology and software applications.
  • Strengthened communication skills through regular interactions with others.
  • Adaptable and proficient in learning new concepts quickly and efficiently.
  • Resolved problems, improved operations and provided exceptional service.
  • Mentored new teachers, sharing best practices and providing guidance for successful classroom management techniques.
  • Incorporated hands-on activities in lesson plans, promoting active learning and increased understanding of complex topics.
  • Established high expectations for all students, motivating them to strive for excellence in their academic pursuits.
  • Improved classroom management by implementing consistent routines and clear expectations.
  • Enhanced literacy skills through individualized reading instruction and targeted writing activities.
  • Facilitated parent-teacher conferences, communicating student progress and addressing concerns collaboratively for optimal success.
  • Provided constructive feedback on student work, guiding them towards improved performance and greater confidence in their abilities.
  • Developed strong relationships with students, fostering a positive learning environment that promoted academic growth.
  • Collaborated with colleagues to create interdisciplinary lessons, enhancing student engagement and retention of material.
  • Assessed student progress regularly, modifying instructional approaches as needed to ensure continued growth and achievement.
  • Contributed to a positive school culture by participating in extracurricular activities and supporting various initiatives within the school community.
  • Utilized data-driven instruction methods to pinpoint areas needing improvement, subsequently tailoring instruction accordingly for enhanced outcomes.
  • Promoted a deep understanding of subject matter through engaging lectures, interactive discussions, and real-world applications of concepts.
  • Implemented differentiated instruction strategies to meet the diverse needs of all learners in the classroom.
  • Created and developed lesson plans to meet students' academic needs.
  • Helped students explore concepts with engaging, learning-focused activities.
  • Communicated frequently with parents, students, and faculty to provide feedback and discuss instructional strategies.
  • Fostered student curiosity and interest through creative hands-on activities.
  • Modified lessons and curriculum to accommodate diverse learners by using strategies such as peer-assisted learning and group work.
  • Met with students, parents and administrators to address and resolve students' behavioral and academic issues.
  • Prepared quizzes, tests and examinations to gauge how well students were learning.
  • Shifted between formal and informal methods of teaching to keep students engaged.
  • Worked with staff members and teachers to design comprehensive and individualized plans to optimize student education.
  • Developed and implemented classroom routines to address varying student needs.
  • Participated in department meetings to provide input to colleagues about student achievement and improvement.
  • Scheduled conferences with parents to discuss students' progress and classroom behavior.
  • Completed student progress reports mid-term to notify students and parents of strengths and areas of improvement.
  • Designed detailed learning plans for struggling students based on test, homework and assignment records.
  • Increased educational expertise and knowledge by participating in instructor-oriented workshops.
  • Developed IEPs tailored to individual student needs, ensuring their academic success and personal growth.
  • Created and managed IEPs to define student learning objectives and educational strategies, in addition to applying instructional knowledge and methods to support goals.
  • Instructed students with physical and cognitive disabilities.
  • Collaborated with multidisciplinary teams to provide comprehensive support for students with special needs.
  • Provided targeted instructional support to struggling learners, identifying specific areas for improvement and designing effective intervention plans.
  • Fostered strong relationships with parents and guardians, maintaining open lines of communication to ensure student progress.
  • Coordinated with school counselors and other support staff to connect students with appropriate resources and services tailored to their unique needs.
  • Implemented differentiated instruction techniques, accommodating diverse learning styles and abilities of students within the classroom.
  • Utilized data-driven decision making to ensure instructional approaches aligned with individual student goals and objectives set forth in IEPs.
  • Enhanced student learning experiences by incorporating project-based and hands-on activities into the curriculum.
  • Developed collaborative partnerships with general education teachers, working together to create inclusive classrooms that met the needs of all learners.
  • Participated in ongoing professional development opportunities, staying current on research and trends in special education teaching methods.
  • Monitored student progress through regular assessments, analyzing results to inform instructional adjustments and improve outcomes.
  • Evaluated the effectiveness of curricular offerings within the special education program regularly, recommending changes as needed to optimize student achievement outcomes while adhering to state guidelines for content standards.
  • Established strong relationships with parents, conducting regular communication to provide updates on student progress and address any concerns.
  • Assisted students in developing self-advocacy skills, empowering them to take ownership of their educational experience and achieve success both academically and socially.
  • Designed lesson materials specifically targeted at reinforcing key concepts for struggling learners, boosting comprehension levels among those facing academic challenges.
  • Managed classroom behavior effectively, implementing positive reinforcement strategies to foster a safe and inclusive learning environment.
  • Redirected students using Positive Behavior Support (PBS).
  • Taught students across multiple classifications and degrees of special needs.
  • Taught multiple subjects to students with intellectual or emotional disabilities.
  • Modified general education curriculum for special-needs students using various instructional techniques and technologies.
  • Delivered effective and differentiated classroom instruction to range of neurodiverse students.
  • Partnered with standard education teachers from across academic departments.
  • Encouraged students to take ownership of learning by providing choices.
  • Assisted struggling students to maintain progress levels by designing individualized lesson plans focused on areas for improvement.
  • Arranged for special accommodations during examinations to lengthen test times and read instructions aloud.
  • Helped modify general education curriculum to accommodate students with mild to moderate learning disabilities.
  • Maintained accurate and complete student records to prepare reports on children and activities.
  • Designed and implemented Individual Education Plans (IEPs) for students with special needs.

Early Intervention Service Coordinator

Yeled Veyalda
09.2000 - 08.2002
  • Promoted family involvement in decision-making processes, empowering families to take an active role in their child''s development.
  • Served as a liaison between families and school districts during transition planning meetings, advocating for appropriate support services within educational settings.
  • Enhanced family engagement by conducting thorough assessments and developing individualized service plans.
  • Maintained detailed case records, ensuring compliance with state regulations and confidentiality guidelines.
  • Streamlined communication between families, therapists, and other service providers to ensure a coordinated approach to care.
  • Expedited the referral process for early intervention services, ensuring timely evaluations and interventions for at-risk children.
  • Conducted regular home visits to monitor service delivery, providing feedback on therapist performance when needed.
  • Improved child outcomes by closely monitoring progress and adjusting intervention strategies as needed.
  • Collaborated with multidisciplinary teams to develop comprehensive therapeutic plans tailored to each child''s unique needs.
  • Supported families in navigating complex systems of care, providing information and resources tailored to their unique needs.
  • Provided ongoing support and guidance to families throughout the early intervention process, fostering trust and rapport.

Day Habilitation Counselor

Hasc Center
09.1999 - 08.2000
  • Empowered clients to achieve personal goals through consistent encouragement and guidance.
  • Documented achievements and outcomes of habilitation plan to guide intervention and action toward client goals.
  • Improved clients'' daily living skills through tailored training sessions and support.
  • Assisted in the development of behavior management plans to reduce maladaptive behaviors and increase adaptive skills.
  • Coordinated community outings to promote social integration and enhance quality of life for clients.
  • Led skill-building groups focused on topics such as self-care, communication, or problem-solving to foster independence among clients.m

Education

Master of Science - Special Education

Adelphi University
Garden City, NY
09.2002

Bachelor of Science - Psychology

Touro University
Brooklyn, United States
08.2000

Skills

  • Public policy background
  • Exceptional organizational skills
  • Attention to detail
  • Documentation skills
  • Computer skills
  • Demonstrated the capacity to develop and maintain comprehensive administrative process that improve the efficiency of day to day operations
  • Perform analytic reviews of contracts
  • Teamwork and Collaboration
  • Friendly, Positive Attitude
  • Problem-Solving
  • Time Management
  • Computer Skills
  • Excellent Communication
  • Attention to Detail
  • Dependable and Responsible
  • Flexible and Adaptable
  • Decision-Making
  • Active Listening

Accomplishments

  • Interactive Learning - Introduced and encouraged debate-style classroom setting to increase student active participation and critical thinking.
  • Targeted Development - Met with parents and guardians to discuss children's progress and to determine priorities and resource needs.
  • Student Motivation - Developed materials for after-school program to motivate student to read and increase literacy among middle school students through Science and STEM.
  • Curriculum Implementation - Taught reading, language arts, social studies,and science, to pupils utilizing course of study adopted by the Board of Education.
  • Student Progress Conferences - Conducted conferences with parents, administrators, testing specialists and social workers to discuss educational plans designed to promote students' educational/social development.
  • Technology Integration - Participated in technology training courses and trained colleagues in new technology concepts and practices applicable for the classroom.

Timeline

Special Education Teacher

NYCDOE- IS 223
09.2002 - Current

Early Intervention Service Coordinator

Yeled Veyalda
09.2000 - 08.2002

Day Habilitation Counselor

Hasc Center
09.1999 - 08.2000

Master of Science - Special Education

Adelphi University

Bachelor of Science - Psychology

Touro University

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Rachel Soufian