Résumé

Failure is simply the opportunity to begin again, this time more intelligently.

– Henry Ford

Dedicated Special Education Teacher with over 10 years of experience supporting diverse K-12 learners in high-needs, rural, and secure educational settings across Alaska, Hawaii, and Missouri. Proven expertise in developing and implementing IEPs for caseloads of up to 30+ students, delivering differentiated instruction in ELA, Math, and core subjects, and administering comprehensive assessments, including Woodcock-Johnson IV (Achievement Forms A & B and Cognitive).

Recognized for achieving the district-wide highest student growth on AK STAR and NWEA MAP assessments in a multi-grade rural classroom. Skilled in trauma-informed de-escalation, positive behavioral interventions, inclusive co-teaching, and preparing at-risk and adjudicated youth for successful academic and post-secondary transitions. Committed to fostering equitable access to education and promoting measurable progress in challenging environments.

National Rifle Association (Expiration 12/31/2025)

State of Alaska Professional Out of State Teacher (ATI 62582, License# 4129193, Expiration 6/30/2027)

  • K-12 Art
  • K-12 Special Education

State of Hawaii Teacher Standard License (License# 70755, Expiration 6/30/2028)

  • K-12 Art
  • K-12 Mild to Moderate Cross-Categorical

State of Missouri Educator’s Certificate CCPC (Expiration 7/20/2120)

  • K-12 Art
  • K-12 Mild to Moderate Cross-Categorical

Experience in Education:

Kenai Peninsula Borough School District, Alaska:

As the Special Education Teacher at Seward High School, I serve as the primary instructor and case manager for a caseload of 34 high school students in grades 9–12 with diverse learning disabilities, delivering specialized instruction in English Language Arts (ELA) and Mathematics within both resource and inclusive classroom settings in a small, rural Alaskan high school environment. 

I develop, implement, and continuously monitor Individualized Education Programs (IEPs) in full compliance with federal IDEA requirements, Alaska state standards, and each student’s unique academic, functional, and transition goals to promote post-secondary readiness. I adapt and differentiate core ELA and Math curricula using multisensory techniques, assistive technology, modified assignments, and scaffolded lessons to ensure equitable access to grade-level content and measurable student progress. 

I collaborate closely with general education teachers, paraprofessionals, counselors, administrators, and families to support effective co-teaching models, coordinate appropriate accommodations, and track student performance across academic and behavioral domains. 

During the second semester, a new colleague joined the team, co-teaching ELA classes and assuming direct oversight and case management responsibilities for 6 of the 34 students, which enhanced instructional capacity, allowed for more targeted support, and strengthened overall program delivery. 

Through ongoing progress monitoring, data collection, and quarterly IEP progress reporting, I analyze assessment results to refine instructional strategies and interventions for sustained improvement. I maintain a positive, structured classroom environment by implementing positive behavioral supports, de-escalation strategies, and individualized behavior intervention plans to foster safety, respect, and productivity. 

I also prepare students for successful transitions beyond high school by integrating career readiness, life skills, self-advocacy training, and Alaska-specific vocational and community resources into daily instruction and IEP planning, while maintaining accurate records, adhering to district policies and Alaska Department of Education guidelines, and actively participating in multidisciplinary team meetings, parent conferences, and professional development to advocate effectively for student needs and rights.

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Hawaii Department Of Education: (2 Years)

In 24-25, I serve as a dedicated Special Education Teacher for middle school students (grades 6–8) in a public school setting on the island of Kauaʻi, providing targeted instruction and support to students with diverse learning needs. Deliver specialized writing instruction to 6th-, 7th-, and 8th-grade students through dedicated courses focused on developing composition, grammar, and literacy skills. Teach a self-contained 7th-grade Language Arts and Mathematics class, adapting curriculum to meet individual IEPs while aligning with Hawaiʻi Common Core standards. Co-teach in inclusive Language Arts and Mathematics settings, collaborating with general education teachers to implement accommodations, modifications, and differentiated strategies that enable students with disabilities to access grade-level content alongside peers. Develop, implement, and monitor Individualized Education Programs (IEPs), conduct progress monitoring, collect data, and prepare reports to ensure compliance with IDEA and state guidelines while promoting academic growth and functional independence.

In 23-24, I supported inclusive education as an inclusion teacher across multiple core academic classes in grades 6–8. Co-taught three Language Arts classes (6th, 7th, and 8th grade) and both 7th- and 8th-grade Mathematics classes, partnering with general education instructors to deliver differentiated instruction, provide real-time accommodations, scaffold lessons, and facilitate small-group or one-on-one support within the mainstream classroom environment. Led after-school special education classes for the final three quarters of the year, offering targeted remediation, skill-building, and homework assistance to reinforce daily learning objectives and address individual student needs outside regular school hours.

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Iditarod Area School District, Alaska: (1 Year 9 Months)

Served as a K-12 itinerant special education provider traveling to five remote school sites across the vast Iditarod Area School District in rural Alaska, delivering specialized support, evaluations, and services to students with disabilities in compliance with IDEA and Alaska Department of Education guidelines. Administered the Woodcock-Johnson IV Tests of Achievement (WJ-IV ACH) to assess academic skills in reading, mathematics, and written language, informing eligibility determinations, IEP development, and instructional planning. Conducted hearing and vision screenings at seven district sites to identify potential sensory impacts on learning and facilitate appropriate referrals and accommodations. Collaborated with site-based teachers, administrators, paraprofessionals, and families to implement IEPs, provide consultative support, adapt curricula, and monitor student progress in inclusive and resource settings across K-12 grade levels.

  • Math Teacher in Algebra, McGrath School
    • McGrath, Alaska, June 2022

Designed and taught an intensive Algebra-focused math summer camp open to students district-wide, providing targeted remediation and enrichment to build foundational algebraic skills, problem-solving abilities, and confidence in mathematics for incoming high school students in a rural Alaskan setting.

Served as the sole classroom teacher in a small, multi-grade K-6 school in remote rural Alaska, delivering comprehensive instruction in core subjects (English Language Arts, Mathematics, Science, Social Studies) and approved extracurricular courses aligned with Iditarod Area School District standards. Differentiated lessons for diverse learners in a single classroom environment, incorporating hands-on activities, cultural relevance, and individualized support to meet varied academic and developmental needs. Achieved district-wide recognition for the highest student growth in the 2021-2022 school year on AK STAR summative assessments and NWEA MAP Growth interim measures, demonstrating exceptional instructional impact and effectiveness in promoting academic progress across all grade levels.

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State of Missouri: (2 Years 7 Months)

Served as a Special Education Teacher in a low-security juvenile justice facility, providing comprehensive educational and therapeutic support to up to 12 male residents ages 13–17 (grades 8–12) who were adjudicated youth with diverse academic, behavioral, and emotional needs. Delivered core academic instruction, special education services, and elective classes aligned with Missouri state standards, while integrating targeted treatment interventions to promote positive behavior, self-regulation, focus on education, personal growth, and life skills development aimed at improving life trajectories and reducing recidivism risk. 

Adapted curricula and instructional strategies for individualized learning plans, incorporating differentiated teaching methods, positive behavioral supports, motivational techniques, and trauma-informed practices to engage at-risk students in a secure environment. Administered the Woodcock-Johnson IV Tests of Achievement (Forms A and B) to evaluate academic skills in reading, mathematics, and written language, as well as the WJ-IV Tests of Cognitive Abilities to assess cognitive strengths and needs, informing educational programming, progress monitoring, eligibility for special education services, and compliance with IDEA requirements in a correctional education setting. 

Collaborated with facility staff, juvenile justice officers, counselors, social workers, and families to support holistic youth rehabilitation, track academic and behavioral progress, and prepare residents for successful reintegration into community schools or post-release opportunities.

Taught in a high-security juvenile justice facility as a Special Education Teacher, serving up to 12 male residents ages 13–17 (grades 8–12) who were adjudicated youth with significant academic, behavioral, emotional, and special education needs in a structured, secure environment focused on accountability, rehabilitation, and public safety.

Delivered comprehensive core academic instruction, specialized special education services, and elective classes aligned with Missouri state standards, while incorporating an enhanced therapeutic component (“extra dose of treatment”) through trauma-informed practices, positive behavioral interventions, motivational strategies, and life-skills coaching to encourage positivity, educational engagement, self-improvement, personal accountability, and long-term positive life trajectories to support successful community reintegration and reduce recidivism.

Differentiated instruction and adapted curricula for individualized education plans in a challenging setting, utilizing small-group and one-on-one methods to build academic skills, foster focus, and promote emotional regulation amid facility security protocols.

Administered the Woodcock-Johnson IV Tests of Achievement (Forms A and B) to measure academic proficiency in key areas and the WJ-IV Tests of Cognitive Abilities to evaluate cognitive processing and strengths/weaknesses, using results to inform special education eligibility, IEP development, progress monitoring, instructional adjustments, and compliance with IDEA in a correctional education context.

Collaborated intensively with juvenile justice officers, counselors, treatment staff, social workers, and external stakeholders to integrate educational goals with overall rehabilitation plans, track multifaceted youth progress, and advocate for educational rights and supports that prepare residents for transition to community schools, vocational pathways, or independent living.

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Wentzville School District (1 Year 6 Months)

Provided targeted behavioral and emotional support as a Teacher Assistant in a K-6 elementary setting, specializing in de-escalation and regulation strategies for students experiencing trauma-related dysregulation. Skillfully assisted dysregulated students in transitioning from heightened emotional states to calm, regulated readiness through trauma-informed techniques, including maintaining a calm presence, active listening, positive reinforcement, sensory supports, and individualized coping strategies, enabling successful reintegration into the general classroom environment with minimal disruption to learning. 

Developed expertise in managing In-School Suspension (ISS) students by supervising assigned students in a structured, supportive setting; implemented behavior monitoring, conflict resolution guidance, academic work completion assistance, and motivational interventions to promote accountability, positive decision-making, and academic engagement while reducing recidivism to ISS placements. Collaborated closely with classroom teachers, counselors, administrators, and support staff to align interventions with student IEPs or behavior plans, document observations and progress, and contribute to a safe, inclusive school climate focused on student well-being and academic success.

Served as a versatile Substitute Teacher across K-12 grade levels in diverse school settings, delivering instruction in all core subjects (English Language Arts, Mathematics, Science, Social Studies) and electives while seamlessly stepping into various classroom environments on short notice. Effectively implemented and followed detailed teacher lesson plans provided by absent instructors, ensuring educational continuity, accurate delivery of curriculum objectives, and alignment with district standards to maintain student learning momentum without interruption. 

Demonstrated excellent classroom management skills by establishing clear expectations, employing positive behavioral interventions, de-escalation techniques, and consistent routines to foster a safe, respectful, and productive learning atmosphere for groups ranging from small elementary classes to larger high school settings. 

Adapted quickly to different grade levels, student needs, school policies, and classroom dynamics, including supporting diverse learners such as those with IEPs, English language learners, or behavioral challenges, while promoting student engagement, participation, and academic progress. Maintained accurate attendance records, supervised transitions and activities, communicated effectively with school staff and administrators, and provided detailed end-of-day reports to facilitate smooth handoffs and support ongoing student success in dynamic, fast-paced educational environments.

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ITT Tech (6 Months)

  • Adjunct Professor
    • Earth City, Missouri, December 2007 – May 2008

Served as an Adjunct Professor in the Design Program, teaching semester-long undergraduate courses to classes of 40+ students per course, fostering creative thinking, technical proficiency, and professional skills in visual and interactive media. Developed and delivered engaging curriculum for Rapid Visual (a fast-paced visual communication and ideation course emphasizing quick sketching, concept development, visual storytelling, and rapid prototyping techniques to build foundational design fluency) and Gaming Management (a specialized course exploring the business, operational, leadership, and industry aspects of gaming, including casino/gaming operations principles, responsible gaming practices, guest service, regulatory compliance, marketing, finance, and event management in the gaming sector).

Designed course syllabi, lectures, hands-on projects, assignments, and assessments aligned with program learning outcomes and industry standards; incorporated real-world applications, group critiques, guest speakers from the design and gaming industries, and collaborative projects to promote active learning, critical analysis, and practical problem-solving. Managed large-enrollment classes effectively through structured classroom facilitation, timely feedback on student work, office hours for individualized support, and the use of learning management systems to track progress and communicate expectations. Promoted an inclusive, dynamic learning environment that encouraged creativity, professional development, and preparation for careers in graphic design, visual communication, game development support, gaming operations, or related creative industries.

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Lindenwood University (1 Year)

Served as an Adjunct Professor in the Education Program, teaching semester-long undergraduate and/or graduate courses to classes of 25+ students per course, preparing future educators with practical knowledge of instructional design, pedagogical foundations, and alignment to state standards. 

Developed and delivered engaging curriculum for Lesson Planning (a hands-on course focused on constructing effective, standards-based lesson plans, including objective writing, instructional sequencing, differentiation strategies, assessment integration, and reflective practice) and Teaching Foundations (an introductory course exploring core principles of teaching and learning, classroom management, student development, diversity and equity in education, and the professional roles and responsibilities of educators). 

Both courses examined current trends and best practices in instructional programs commonly implemented in K-12 schools, with particular emphasis on alignment to the State of Missouri Lesson Plan Standards (including components such as learning goals, alignment to Missouri Learning Standards, anticipatory sets, modeling, guided practice, independent practice, closure, and formative/summative assessment strategies). 

Designed syllabi, lectures, interactive discussions, collaborative group projects, lesson plan development assignments, peer reviews, micro-teaching demonstrations, and assessments to promote critical thinking, reflective practice, and readiness for teacher certification and classroom success. Maintained an inclusive, supportive learning environment through timely feedback, office hours, use of learning management systems, and facilitation of professional dialogue to help pre-service teachers build confidence and competence in planning and delivering high-quality instruction aligned with state expectations and contemporary educational research.

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Sanford-Brown College (4 Months)

  • Adjunct Professor
    • Fenton, Missouri, January 2004 – April 2004

Served as an Adjunct Professor in the Business Program, teaching a quarter-long undergraduate course in Business Management to a class of 15+ students, delivering comprehensive instruction on essential principles and practices for effective organizational leadership and operations. 

Developed and presented curriculum covering key areas including accounting fundamentals (financial statements, budgeting, cost analysis, and managerial accounting applications), business operations (process optimization, supply chain management, quality control, and strategic planning), human resources (recruitment, employee development, performance management, compensation, and workplace diversity), and labor relations (collective bargaining, union-management dynamics, employment law compliance, conflict resolution, and grievance procedures). 

Designed engaging lectures, case studies, group projects, real-world simulations, and assessments aligned with current business practices and industry standards to build students’ analytical, decision-making, and leadership skills. Facilitated interactive class discussions, provided individualized feedback, held office hours for student support, and utilized learning management systems to track progress and communicate course expectations. Fostered a collaborative, professional learning environment that prepared students for careers in business management, operations, human resources, or related fields by emphasizing practical application, ethical considerations, and adaptability in dynamic organizational settings.

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Roosevelt High School (1 Year 4 Months)

  • Art Teacher
    • Saint Louis, Missouri, March 2001 – June 2002

Served as an Art teacher, teaching a 9th-grade Introduction to Art course as part of a dual enrollment, concurrent, or adjunct high school/college program, managing a large roster of 90+ students and fostering foundational artistic development through creative expression, technical skill-building, and interdisciplinary connections. Guided students in cultivating an understanding of core elements such as textures, shapes, and colors while developing their artistic abilities through hands-on, project-based learning in ceramics, drawing, origami, painting, sculpture, and mixed media techniques. 

Integrated cross-curricular concepts by associating art techniques with principles from History (e.g., art movements and cultural contexts), Math (e.g., geometry in shapes, proportions, symmetry in origami and sculpture), and Science (e.g., observation skills, organic forms, and microscopic structures), creating meaningful bridges between disciplines to enhance deeper learning and real-world application. 

Designed and facilitated innovative, engaging projects that emphasized observation, experimentation, and creativity; notably, implemented a monocular drawing exercise (using a paper tube for one-eyed viewing with the dominant hand) to train focused, accurate perceptual skills—resulting in students outperforming peers in scientific illustration tasks, such as drawing detailed cell structures observed through a microscope in Science class. Promoted an inclusive, supportive studio environment by providing individualized feedback, encouraging risk-taking in artistic exploration, managing large-group dynamics and materials distribution effectively, and assessing progress through portfolios, critiques, project rubrics, and reflective assignments aligned with educational standards to prepare students for advanced art studies and lifelong creative engagement.

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Education:

Lindenwood University

Master of Business Administration, MIS 2003

Master of Art in Teaching, Education 2002

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Kansas City Art Institute

Bachelor of Fine Art, Sculpture 1998