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This document provides Matilda Autiero's education background and teaching experience. She holds several New York State teaching certifications and earned a Master's degree in Education from Iona College. Her experience includes serving as a fourth grade special education teacher and third grade classroom teacher in the Public Schools of the Tarrytowns district. She has implemented various literacy and math programs, collaborated with colleagues, administered assessments, and participated in professional development activities.
This document provides Matilda Autiero's education background and teaching experience. She holds several New York State teaching certifications and earned a Master's degree in Education from Iona College. Her experience includes serving as a fourth grade special education teacher and third grade classroom teacher in the Public Schools of the Tarrytowns district. She has implemented various literacy and math programs, collaborated with colleagues, administered assessments, and participated in professional development activities.
This document provides Matilda Autiero's education background and teaching experience. She holds several New York State teaching certifications and earned a Master's degree in Education from Iona College. Her experience includes serving as a fourth grade special education teacher and third grade classroom teacher in the Public Schools of the Tarrytowns district. She has implemented various literacy and math programs, collaborated with colleagues, administered assessments, and participated in professional development activities.
Iona College, New Rochelle, New York~ Masters of Science in Education in Literacy and Special Education (2013) Iona College, New Rochelle, New York ~ Bachelor of Science in Education (History Concentration) (2011) New York State Teaching Certificate- Childhood Education, Professional (1-6) New York State Teaching Certificate- Literacy, Professional (Birth-6) New York State Teaching Certificate- Students with Disabilities, Professional (1-6) New York State Teaching Certificate- Early Childhood, Professional (Birth-2)
TEACHING EXPERIENCE Public Schools of the Tarrytowns (September, 2014-present) Washington Irving Intermediate School
Fourth Grade Special Education Teacher
15:1 Special Class setting servicing students with a variety of disabilities and classifications Implemented specially designed instruction and data-based decision making practices to support the growth and development of students Taught multisensory lessons and delivered specialized instruction based on Preventing Academic Failure (PAF) reading program, FUNDATIONS Wilson, Fountas and Pinnell Leveled Literacy Intervention (LLI), enVision mathematics program, BOCES Social Studies/ELA curriculum, and Science 21 Collaborated with general education teachers to modify lessons and assignments across subject areas Conducted Functional Behavioral Assessments (FBA) and developed behavior support plans for students Administered New York State Alternate Assessment (NYSAA) for Science using Measured Progress Profile and Mathematics and English Language Arts using KITE and Dynamic Learning Maps Developed Individualized Education Programs (IEPs) to reflect students’ strengths and pinpoint needs Administered and evaluated Woodcock Johnson IV Achievement Standard and Extended tests Piloted AIMSWeb and utilized AIMSWeb Plus as a universal screener and a tool for progress monitoring Served as the special education teacher representative for Washington Irving’s Response to Intervention (RTI) team and attended weekly meetings with classroom teachers to evaluate student progress and offer intervention strategies Supported Academic Intervention Support (AIS) staff and serviced fourth graders in Tier 2 and Tier 3 reading instruction; utilized DIBELS and SRI assessments to progress monitor student growth; entered data into RTIm Direct Selected to become a Wilson Certified Reading Specialist; Level I Certification anticipated in June 2018 Selected to be the K-5 representative on District’s Disproportionality Review; reviewed students’ files and completed a Self Review/Audit based on citation Active member of District Technology Committee; surveyed faculty members on needed devices for upcoming budget; began to develop plans and policy on District’s initiative for STEAM Active member of District Wellness Committee; organized annual health fair, assisted creating district wide policy on birthday celebrations, and presented to the Board of Education on social and emotional initiatives at Washington Irving School Active member of the Quality Improvement Process (QIP) as per Washington Irving’s designation as a Local Assistance Plan (LAP) School; completed a Self-Reflection Plan for 2015-2016, 2016-2017, and 2017-2018 school years; coached by Lower Hudson RSE-TASC School Improvement Specialists; participated in PLCs on Explicit, Direct Instruction; interpreted data from New York State Common Core English Language Arts Assessments Member of District’s Special Class K-5 Vertical Alignment Team; identified entering and exiting skills for each grade level in English Language Arts and Mathematics; discussed and planned Special Class structure for upcoming school years Member of District’s Technology K-12 Vertical Alignment Team; planned and led staff (K-12) development on Read&Write (Google Application) on Superintendent’s Conference Days Teacher in after school Learning Center Program; provided English Language Arts and Mathematics instruction to third graders Participated in Collegial visitations that included peer classroom observations Completed one year of mentorship
Third Grade Classroom Teacher (Leave Replacement 2014-2015 school year)
Effectively created and taught lessons across all subject areas based on EngageNY English Language Arts Modules, enVision Math, BOCES Social Studies/ELA curriculum, Science 21, and Fundations Wilson Language Basics Enhanced student academic and social growth by using differentiated teaching strategies and techniques, including whole group, small group, individual and teacher modeling to provide a solid academic foundation and positive attitude toward education Adapted the curriculum, providing appropriate modifications/differentiated instruction for ELLs Coordinated instruction and support services with reading specialists, language specialists, social workers, and other service providers within the school building Administered Fountas and Pinnell benchmark assessments Created and utilized Google classroom, documents, spreadsheets to communicate with students and to track assessment data Integrated Chrome books, Macs, and I pads into daily instruction Implemented Jacob Burns’ See, Hear, Feel Film curriculum Implemented Castle Learning and MobyMax for skill mastery Applied the Habits of Mind to guide students’ behavior Attended weekly grade level meetings to discuss, preview and revise curriculum Communicated with families via email blasts, newsletters, class webpage and telephone calls with updates and reminders Provided English Language Arts and Mathematics instruction in the after school program Active member of the Wellness Committee; organized district wide first annual Wellness Week, including a school-wide poster competition
Blind Brook-Rye School District (January, 2013 to June, 2014)
Bruno M. Ponterio Ridge Street School Third Grade Classroom Teacher (Leave Replacement) Effectively created and taught lessons across all subject areas based on Everyday Mathematics, BOCES Social Studies/ELA curriculum, Fundations Wilson Language Basics, and Science21/FOSS programs Piloted enVision math curriculum Developed and implemented Balanced Literacy curriculum rich with shared, guided, and independent reading and writing, conferences, and read alouds with literacy consultant Executed flexible and data drive small group instruction in all subject areas Taught in a consult teaching model, guiding teaching aides to help meet the needs of all students Collaboratively worked with special educators, speech pathologists, occupational therapists, and AIS teachers to progress monitor students’ growth and development Interpreted STAR assessment reports to look for patterns and areas of strength and weakness Communicated with parents via conference, echalk, and Microsoft outlook Organized grade level Chinese New Year celebration, class field trips, and Flamenco dancing residency Complete one year of New Teacher University (Mentoring Program) Received Olweus Bullying Prevention Program training