Tracy Kelleher

In my current role as Dean of Students I collaborate closely with the administrative team to promote and sustain student success across behavioral, academic, and social-emotional domains. Utilize data-driven practices to monitor progress, ensure fidelity of interventions, and inform decision-making. Lead and support the implementation of innovative strategies to engage both students and faculty, fostering a positive and inclusive school culture.

• Developed and implemented student support programs to enhance academic success and well-being.
• Led initiatives promoting diversity, equity, and inclusion within school community.
• Collaborated with faculty to create policies addressing student behavioral issues effectively.
• Mentored staff in conflict resolution strategies to foster a positive school environment.
• Analyzed student data to identify trends and inform decision-making processes for interventions.
• Improved policies and procedures to maximize student safety.
• Developed and implemented student success initiatives to recognize and encourage achievement.

• Oversee daily operations at Crosby Academy, including staff coverage, scheduling, and coordination of program logistics
• Manage student behavior incidents, including documentation, intervention planning, and implementation of appropriate behavioral outcomes
• Collaborate with school adjustment counselor to support and strengthen the program’s social-emotional learning (SEL) framework
• Support a multidisciplinary team approach to promote student behavioral growth, engagement, and emotional regulation
• Develop and maintain partnerships with community organizations to expand student access to life skills programming and real-world learning opportunities
• Facilitate student participation in community-based experiences that reinforce independence, social skills, and vocational readiness
• Support an inclusion-based educational model focused on student growth, equity, and transition readiness for return to general education settings
• Monitor student progress and contribute to individualized supports that reflect academic, behavioral, and social-emotional needs
• Contribute to a flexible, student-centered educational environment that emphasizes continuous improvement and adaptive programming
• Developed and implemented student support programs to enhance academic success.
• Mentored staff in conflict resolution strategies to promote positive student interactions.
• Oversaw crisis management protocols, ensuring safety and support during emergencies.
• Served as a liaison between students, parents, faculty, and administration to facilitate communication and resolve conflicts.

• During the summer months, I taught within a therapeutic school-based program, where I was responsible for both academic instruction and social-emotional support. Beginning in 2020, I also served as a coordinator for the therapeutic program, ensuring that students’ IEP goals and services were appropriately implemented. In this role, I planned and collaborated closely with staff to create a structured, supportive environment that balanced academic and therapeutic needs while allowing students to engage in meaningful and enjoyable summer activities. My responsibilities included developing and delivering lesson plans aligned with individualized education plans (IEPs), setting and monitoring both student-specific and classroom-wide goals, and incorporating life skills instruction to support students’ overall development and independence.
• Fostered a positive classroom environment promoting student engagement and collaboration.
• Collaborated with parents and community members to enhance educational support systems for students.
• Enhanced classroom engagement through the use of interactive teaching methods, such as group projects and hands-on activities.
• Differentiated instruction to accommodate diverse learning needs, ensuring each student had an equal opportunity for success.

• I served as a Case Manager in the Adult Family Care department at UCP, where I conducted monthly and bimonthly home visits with families providing adult foster care to members. In this role, I ensured that high-quality, person-centered care is consistently delivered by assessing individual treatment needs and developing, monitoring, and evaluating care plans and progress. I collaborated with interdisciplinary teams to support comprehensive service delivery and continuously monitor caregiver performance to ensure compliance with program standards and best practices.
• Coordinated care plans to ensure comprehensive support for clients with diverse needs.
• Developed individualized goals and strategies to enhance client autonomy and well-being.
• Advocated for clients' rights and access to essential services within the community framework.
• Conducted thorough assessments of clients'' situations, identifying issues, goals, and necessary interventions.

As a Teacher of Deportment in Crosby’s Academy program, I provided targeted social-emotional learning support to some of the district’s most at-risk students. I developed and implemented Behavior Intervention Plans (BIPs) tailored to individual student needs, while also facilitating small group social skills instruction. My approach emphasized proactive support strategies to promote student success and emotional regulation.

I regularly analyzed behavior logs and student data to identify patterns, inform interventions, and adjust support plans accordingly. Through thoughtful planning and data-driven decision-making, I worked to create structured, supportive environments that fostered both academic and behavioral growth.

• Fostered a positive learning environment that encouraged student participation and collaboration.
• Assessed student progress using various evaluation methods to ensure academic growth.
• Collaborated with colleagues to enhance instructional strategies and share best practices.
• Organized extracurricular activities that promoted student engagement and community involvement.
• Developed strong relationships with students, parents, and colleagues by maintaining open lines of communication and fostering a supportive learning environment.
• Managed classroom behavior effectively by establishing clear expectations, modeling appropriate conduct, and consistently enforcing established rules and consequences.
• Implemented classroom management plan that reduced disruptions, creating more conducive learning environment.

• Provided in-home therapy using Applied Behavior Analysis (ABA) methods to support individuals on the autism spectrum. Collected and documented daily data and case notes to monitor client progress and inform treatment decisions. Collaborated closely with the supervising BCBA to assist in program development and ensure individualized needs were consistently met. Maintained a structured, supportive environment focused on skill development, behavior management, and overall client success.
• Implemented individualized behavior intervention plans to support client progress and skill acquisition.
• Monitored behavioral data and documented observations to track client improvements effectively.
• Conducted assessments of client behavior to identify patterns and inform strategic interventions.
• Promoted positive behavior change by utilizing reinforcement strategies, token economies, and behavior contracts.
• Prevented instances of maladaptive behavior escalation using de-escalation techniques while maintaining a safe environment for both staff members and clients alike.

• I worked as a Registered Behavior Technician (RBT) in a community school serving students in grades K–5, supporting a caseload of students with diverse behavioral challenges and disabilities. In this role, I implemented individualized behavior intervention plans, conducted daily data collection and observations, and adjusted supports to meet each student’s unique needs. My work focused on promoting positive behaviors, increasing student engagement, and contributing to a supportive and structured learning environment.
• Collaborated with multidisciplinary teams to develop comprehensive treatment strategies tailored to students needs.
• Improved student behavior by implementing individualized plans and tracking progress.
• Managed crisis situations with professionalism, ensuring the safety of all individuals involved while adhering to established protocols.
• Intervened with clients' challenging behaviors by reinforcing therapeutic alternatives and coping mechanisms.
• Empowered students to self-advocate by teaching them effective communication strategies and adaptive coping mechanisms.

• I was able to work with children in a multi-level, therapeutic classroom K-1. I assisted students with challenging behavioral issues to develop and harness skills to become successful participants in a classroom setting. As well as the schools after school program. Assisting students with homework as well as overseeing activities over all grade levels.

• Provided life skills instruction to youth in a residential program, fostering independence and personal growth in a safe, structured environment
• Delivered individualized one-on-one support in a day school setting to meet diverse academic and behavioral needs
• Developed and reinforced social, community-based, and daily living skills through targeted interventions
• Collaborated with team members to ensure consistency in care, behavior support, and skill development across settings
• Monitored client progress, adjusting interventions based on behavioral observations and feedback.
• Provided crisis intervention services, effectively resolving conflicts and maintaining a safe environment for all youth.

• I actively substituted in the school's mainly elementary setting. I performed the duties delegated by the teacher.

• I was able to permanently sub in the summers at all of Berkshire Children and Families different sight locations including such places as Morningside, Redfield, West St.ect. I also assisted in the winter as well when needed. My duties included such things as morning meetings and table time guided activities.

• As a counselor for the Rec. Therapy program I was able to survive several students with various different abilities such as non verbal, visually disabled, wheelchair able ect.as a group and on an individual basis. I was able to touch on various life skills as well as coping skills. I also provided the group with the ability to access this such as swimming, boating, waterfront activities including fishing. I provided a safe environment for tubing, sailboating and pontoon boat rides. This experience helped lead me further into the education field as it survived many of our Pittsfield Public school students directly.