Susannah Hall

Full-Time / Part-Time / Substitute
Elementary, Middle, and High School — 2025–2026, Ongoing

• Supported diverse student populations across general education, resource, and moderate-to-severe special education classrooms at multiple grade levels, enhancing access to tailored instructional strategies and support models.
• Delivered one-on-one and small-group academic support aligned with individual learning needs, implementing IEP accommodations and modifications under the guidance of lead and resource teachers to promote student success.
• Assisted with classroom management, behavior support, and daily routines, applying consistent strategies to help students stay engaged and on-task.
• Built strong relationships with students and staff, cultivating trust, safety, and continuity of care across general education, resource, and special education settings.

Waterford Junior High and Waterford High School — 2025–2026, Ongoing

• Managed front office operations, including student check-in/check-out procedures, front desk communications, and support for staff, students, and families as needed.
• Acted as a point of contact for students, staff, and visitors, maintaining a welcoming and organized front office environment during substitute coverage.
• Supported daily school operations by tracking attendance, managing phone communications, and facilitating coordination between office staff and classroom teachers.

• Reviewed and analyzed mentor teachers' lesson plans, noting how learning objectives were structured, how inquiry-based methods were incorporated, and how complex scientific concepts were scaffolded for middle school students.
• Assisted mentor teachers with classroom management, including maintaining student focus during lab work, facilitating smooth transitions between activities, and supporting group collaboration among junior high learners.
• Delivered short lectures and led instructional segments on select science topics, applying observed teaching strategies to communicate concepts clearly and engage students in whole-class discussion.
• Built rapport with students and teachers through consistent presence in the classroom, one-on-one check-ins during independent work, and approachable support during labs, fostering trust and encouraging active participation.