Robert Dickens

• Taught students in self-contained and resource environments.
• Cultivated connections and strong student rapport to foster classroom engagement, in addition to recording student progress to inform parents and school administration.
• Led activities that developed students' physical, emotional, and social growth.
• Modified general education curriculum for special-needs students using various instructional techniques and technologies.
• Delivered effective and differentiated classroom instruction to range of diverse students.
• Created and managed IEPs to define student learning objectives and educational strategies, in addition to applying instructional knowledge and methods to support goals.
• Maintained accurate records of student progress and attendance.

● Collaborated with the Assistant Principal for addressing schoolwide minor/major school behaviors. Modified minor behavior interventions of classroom support to reduce minor administrative behavior referrals by 15%.

● Effectively supported the framework of RTI for all Tier II behavior interventions by collaborating intervention strategies with MTSS. Used ongoing results of behavior progress monitoring to support data driven decisions of MTSS referrals for Special Education.

● Present behavior intervention data, during grade level team meetings, to evaluate implementations of school PBIS intervention strategies in addressing student behaviors in reinforcements and positive school climate. Targeted student interventions have decreased major discipline data overtime compared to prior years by 25%

● Collaborated with all homeroom teachers to provide scheduled proactive opportunities for access to administrative support for repeated student classroom behaviors such as routine cycles of classroom check-ins across all grade levels and one on one social emotional learning activities to build positive student relations and academic support. These actions effectively decreased students learning outside of class for the year by more than 20%.

● Effectively carried out the leadership of PBIS school implementations to advance in the district school recognition of operational to distinguished practices as well as the recognition of behavior intervention effectiveness with 25% of decreased discipline data compared to prior years, during the district collaborative calibration visit (CCV) by Executive Administrator for Horizon Schools.

Assembled tutorial team of 7 certified teachers

• Developed and implemented afterschool tutorial programs to support 65 students across 2-5th grades in improving academic performance
• Monitored student progress and conducted assessments to measure growth and effectiveness of tutorial interventions and reported back to Principal for all updates
• Communicated with parents to provide updates on student performance and involve them in tutoring process
• Ensured student safety by establishing effective process for afterschool dismissal
• Managed payroll time sheets completion and submissions for all teachers
• Improved 65 students readiness for end of grade Georgia Milestones test in 3 month time span
• Contributions of tutorial program focus standards and skills practice made 1st time successful passing rates of 7 out of 12 4th grade students and 11 out of 17 5th grade participating students.

● Led 2 schoolwide cycles of professional learning communities (PLC) for effective co-teaching strategies in standard based classrooms, which increased observable effective co-teaching collaborations in team teaching, communication, lesson planning/delivery, and classroom management.

● Provided modeled training for 10 new teachers in best practices for case managing, procedures of IEP process, progress monitoring, and requirements of annual reviews or reevaluations, which provided opportunities for support in professional development goals towards TKES performance.

● Managed facilitating special education departmental budget, where interrelated teachers were allocated funds to purchase supportive instructional materials/ items to enhance instructional delivery and student mastery.

● Developed over 25 compliant written IEPs and followed all processes and procedures of services for identified students that positively impacted student placement, parent relations, and student advocacy.

● Recognized as Region 1 Sped Co-taught Teacher Leader Presenter for 2 summer sessions of professional development to over 50 participants of region teachers and principals. In addition, I was recognized as candidate for Teach of the Year.

● Provided differentiated methods of instruction to ensure quality and leveled student instruction which impacted student growth in MAP assessments that ranged from 15–30-point gains in RIT scores.

● Effectively utilize special education instructional resource of Reading for Mastery to close reading comprehension and fluency gaps of 5 out of 8 resource students.

● Instructed students individually or in small groups to reinforce skills and content previously taught by general education teacher which supported success rate of student benchmarks and IEP goal mastery of 75 to 80 percent.

● Developed compliant written IEPs and followed all processes and procedures of services for identified students that positively impacted student placement, parent relations, and student advocacy.

● Recognized as “Change agent” teacher leader

● Effectively utilized co-teaching models of team, parallel, station, and alternative teaching in classroom, which provided better outcome of success for over 60% of student engagement in lessons and behavior management.

● Managed planning for effective academic small group interventions that successfully helped students to master IEP progress monitoring goals with 80% or more in academic as well as behavior.

● Developed over 25 compliant written IEPs and followed all processes and procedures of services for identified students that positively impacted student placement, parent relations, and student advocacy.

● Collaborated with general education teacher with developing differentiated lesson plans and next step strategies from assessment of student growth data, which supported skill reinforcements, targeted small groups, and high achievement/low growth student recognition.

● Carried out PBIS teacher leadership roles to support school improvements. Contributed to increase of schools CCRPI score (75% to 92%). In addition, recognized as candidate for Teacher of Year.

● Established and maintained positive working relationships with students, teachers, faculty, and other supporting staff members. Increased positive teacher and student relations.

● Support classroom teachers with various student behavioral and emotional disturbance occurrences. Increased student engagement and class management support.

● Assisted in collection of student data and projection of student goals.