Tammy Anderson

Taught and case managed in the most restrictive self-contained setting focusing on the academic, social-emotional and behavioral supports for those students who require it. Learning is impacted significantly by their disabilities. Supported student learning by creating curriculum that was individualized per their IEPs and partnering with other teachers, education technicians/BHPs, LCSWs, and administration to ensure student success.

As Co-Coordinator to ensure that the mission of Medomak Valley High School’s Multi-Tiered System of Support Team inspired all students to achieve success by collaboratively identifying and utilizing available resources to provide academic, behavioral, and social /emotional support for our entire school population. This was done with a collective team of professionals covering various positions in the building. Our intent was to use a multi-disciplinary approach that had the following key components of communication, teamwork, diligence, accountability, resource awareness, documentation of our goals and processes, and clarity about confidentiality.

Committed collaborator and partnered with varied professionals in the building to ensure student success, tracking students who needed additional assistance, responsible for tracking truancy and ensuring the legal process was followed including reporting data so it was shared with the board, making DHHS referrals as needed, maintaining minutes of meetings, monitoring staff hours who participated, and corresponding with parents/teachers.

Collaborative member of a team that discussed the history of drop outs, HISET candidates, truancy numbers and the many pathways that Medomak Valley High School attempts to aid students to avoid drop-out/withdrawal. Connected to the MTSS and for SAT Team this meeting was guided and led by the principal, but included varied members of the school of which I was one.

Administrated IEPs when school or district administrators were unavailable to do so. Often these were asked of me last minute, but time was made to do them. I oversaw the meetings to ensure that must dos were followed and that appropriate decisions were made that regard the use of school funds such as transportation. Oversaw special education teachers paperwork per request of special education director/assistant director; utilized SCMS GemCare as both administrator and teacher. Created district brochure of programming and created exemplars for both Written Notices and IEPs.

• Coordinated academic schedules, ensuring alignment with institutional policies and student needs.
• Developed and maintained efficient communication channels between faculty, students, and administration.
• Managed special education professional learning community enhancing and encouraging staff goals, promoting student engagement in classes, and guiding leadership team expectations.
• Managed enrollment processes, streamlining registration procedures for those who required special education programming who were new to the district.

Collect and evaluate data to cover the areas of our district's and schools' core values, beliefs, and expectations as they promote student learning. Guide the team in professionally writing reports to be shared with the NEASC committee and participate in interviews with the NEASC team when they visited.

Supporting new and beginning teachers and school counselors and helping these educators navigate the initial stages of their career and develop their professional practices. This included weekly meetings, observations, and follow-up to discuss improvement.

Responsible for attending monthly meetings and sharing the credentials of teachers and other school staff with the team for initial and final approval. This included reminding staff of their timelines for fulfillment and submitting their materials for approval.

Focused on tailoring training experiences for teachers to meet their individual needs and help them implement differentiated instruction effectively in their classrooms. This was done by holding a two-day workshop. It focused on tailoring content, providing diverse learning paths, utilizing varied modalities, considering content, building teacher capacity, promoting reflective practice, providing ongoing support, and fostering collaboration. This was done as requested by administration.

Collaborated with other district professionals and members of the DOE on assessment and planning for the mid-coast. We focused on identifying and administering transition assessments to be used as a basis for post-secondary and annual IEP goals and to increase and foster student participation in the transition process for college and career preparation.

Assist teacher in academic instruction in all core subjects, assist in the preparation of instructional materials, provide classroom management functions, supervise groups of students, develop and maintain trust and rapport with students, accept direction of lead teacher, promote a positive environment, respect and advocate for students in a self-contained program plus additional duties such as documenting progress on individualized goals per their Individual Treatment Plans and IEPs.