Stephanie Quinn

Planned and delivered engaging, standards-based reading, writing, and social studies instruction in a 5th grade classroom, addressing a wide range of academic abilities and learning styles. Created a positive and inclusive classroom environment that supported student growth, encouraged critical thinking, and promoted social-emotional development while differentiaing instruction to meet individual needs. Collaborated with colleagues, specialists, and families to support student achievement and implement effective classroom strategies.

Responsible for working closely with core academic teachers and specialists to ensure that all students were able to access the curriculum and learn at all levels. I effectively managed a caseload of 6 students with Autism, Down's Syndrome, ADHD, and SLD's while providing specialized instruction that allowed students to progress academically and socially, assuring documented accommodations and modifications were delivered with consistency. Most importantly, I employed a belief in the ability of all students to reach their full potential.

Responsible for working closely with core academic teachers and specialists to ensure that all students were able to access the curriculum and learn at all levels. I effectively managed a continuous caseload for students in grades 6 -8 with Autism, Dyslexia, ADHD, SLD's, ODD , etc. including providing specialized instruction that allowed students to progress academically and socially, assuring documented accommodations and modifications were delivered with consistency. Most importantly, I employed a belief in the ability of all students to reach their full potential.

Assisted teachers in grades 2, 3, and 5 in creating a classroom environment favorable to inclusive learning by employing a variety of appropriate teaching strategies, curriculum standards, and classroom management techniques to allow all students to reach their full potential.

Provided direct individual, small group, and large group differentiated instruction to address students’ IEP goals/objectives. Most importantly, I prepared cognitively-demanding lessons, assignments, and enrichment activities while establishing a productive learning environment and classroom culture in which all students are engaged and respected.

Served as an elementary school substitute teacher in both general and special education classrooms across grades 1–5. Delivered instruction based on existing lesson plans while adapting to meet diverse academic and behavioral needs. Maintained a positive, inclusive classroom environment, supported students with IEPs, and collaborated with school staff to ensure continuity of learning and student success.