Tricia Griffin

• Created and updated content for five courses under the umbrella of Skillfully Working With People With Developmental Disabilities
• Increased student motivation by developing engaging lesson plans that catered to various learning styles.
• Increased student participation via engaging lectures and assignments.
• Promote a positive learning environment by establishing clear expectations and maintaining consistent classroom management techniques.
• Track student progress, frequently checking in with struggling students and identifying root causes of problems.
• Boost student performance by providing individualized support and targeted feedback.
• Initiated new learning methods, eliminating instructional gaps and improving comprehension.

• Provide IEP process management for assigned caseload for students with disabilities
• Requests necessary student information and develops students' IEP team folders both online and hard copy
• Chairs approximately 80 IEP meetings per year as a .5 employee
• Reviews and monitors assessments for compliance with COMAR
• Reviews and prepares files of caseload for all meetings as appropriate
• Responsible for accurate and timely input of data in MD Online IEP Management System, including overseeing the data entry by other staff
• Submits Third Party Billing for students
• Ensure that parents, advocates and lawyers are informed of procedural Safeguards per COMAR and BCPSS guidelines
• Ensures timely implementation of IEP and all processes necessary to ensure compliance
• Provides training and assistance to to school personnel involved in the IEP process
• Provided training and informal assessments for teachers administering , scoring, writing and interpreting quality educational assessment reports.
• Administers educational assessments to students suspected of and students with disabilities when needed.
• Obtains, reviews and accepts assessments from various sources.
• Facilitates Professional Development for special education team

• Developed IEPs tailored to individual student needs, ensuring their academic success and personal growth.
• Created and managed IEPs to define student learning objectives and educational strategies, in addition to applying instructional knowledge and methods to support goals.
• Promoted a positive learning environment through the use of differentiated instruction and individualized support for diverse learners.
• Modified general education curriculum for special-needs students using various instructional techniques and technologies.
• Co-taught English Language Arts (grades 4,5 and 6) and math (grades 4 and 5)

• Partnered with principal to administer school program in alignment with vision and goals, providing positive, high-expectation academic environment.
• Supported a positive school culture by addressing student behavior concerns promptly and effectively.
• Enhanced teacher effectiveness through regular informal classroom observations and feedback sessions.
• Performed formal classroom observations to assess teacher strategies and effectiveness.
• Assured compliance with special education regulations
• Established intervention programs for struggling students (twilight school, saturday school), improving overall academic

achievement levels at the school.

• Built and maintained positive relationships with diverse stakeholders, such as parents, community members and outside agencies.
• Improved school performance by developing and implementing data-driven instructional strategies.
• Analyzed standardized test results to identify areas of improvement in instruction methods and curriculum content.
• Spearheaded professional development initiatives, fostering an environment of continuous growth for staff members.
• Coordinated special events such as parent-teacher conferences, open houses, and graduation ceremonies to promote a sense of community within the school.
• Oversaw curriculum design process to ensure alignment with state standards and best practices in education.
• Led school-wide initiatives focused on increasing attendance rates and reducing dropout numbers.
• Facilitated the 3+3 Advanced Placement Program to provide accessibility for students in neighborhood schools.

• Served as a role model for professionalism, integrity, and dedication within the school environment.
• Enhanced mentee performance by providing personalized guidance and support.
• Served as role model for mentees by demonstrating strong values and ethical standards as they relate to teaching.
• Guided mentees in overcoming classroom challenges by sharing personal experiences and offering practical advice.
• Offered constructive feedback on mentee observations, enabling them to refine their skills and enhance their potential.
• Monitored mentee performance consistently, identifying areas of improvement and adjusting mentorship approaches accordingly.
• Provided model lessons and co-teaching opportunities to promote best practices.
• Collaborated with teachers, counselors and administrators to foster access to resources and support.
• Adapted mentorship style based on individual mentee needs, enabling tailored interventions that provided improved results.
• Collaborated with fellow mentors to exchange best practices, ensuring continuous improvement of mentoring strategies.
• Addressed and resolved mentee concerns in timely and empathetic manner, maintaining positive and supportive mentor-mentee relationship.
• Provided ongoing, consistent professional development on a variety of subjects