Fluent Essays

The purpose of this assignment is to present yourself professionally for employment in the field of special education through the development of a resume and cover letter. A cover letter serves as the specific introduction to a resume for each separate recipient, while the resume contains consistent, professional information regarding your professional background, education, and experience, no matter the recipient. A resume should be updated often as information changes or is added. Instructions: Using these sources as a guide: Create your own cover letter. Create your current resume.  You will not need a title page for this assignment, as your one-page cover letter will function as your title page. The Developing a Strong Resume and Cover Letter  Must be one page in length (not including cover letter and references page)  It must include the following: Personal information Career title and objective Experience Education Community involvement Skills In the place of a separate title page, this assignment requires a professional cover letter with the following: List your contact information List the information for the employer you are contacting Address a person by name whenever possible Tell them why you are writing and demonstrate some knowledge of their company Using your three skills and examples, tell them why you are qualified for the position Thank them for their time and tell them what you want to happen next Consider using additional scholarly sources in addition to citing the two required provided sources (must cite Career Services at the University of Arizona Global Campus sources). The Scholarly, Peer Reviewed, and Other Credible Sources (Links to an external site.) table offers additional guidance on appropriate source types. Kyerra A. Martin 202-815-5691 [email protected] Objective: Seeking a challenging position in a dynamic, career oriented company to enhance my current skills and knowledge while proving to be a vital contributor towards the growth and success of the organization. Experience: Head Coach, District of Columbia Public Charter School (Thurgood Marshall Academy) Washington, D.C. 09/2017-Present · Follows and maintains knowledge of all District policies and procedures. · Instructs and demonstrates skill sets and techniques necessary for individual and team achievement in the sport. · Enforces discipline policies and emphasizes sportsmanship and healthy lifestyles. · Plans and sets-up activities, practices and games. · Maintains a safe environment and facilities for student athletes at all times. · Develops appropriate training programs and practice schedules. · Supervises students in locker rooms at home and away games and ensures appropriate behavior. · Travels with student athletes on the team bus both to and from games. · Ensures that proper cleaning, storage, and maintenance of all athletic equipment and uniforms and updated inventories are adhered to. · Arranges transportation for athletic participants. · Makes recommendations regarding the purchase of uniforms, equipment and supplies. · Works with the athletic director in preparing practice and game schedules. · Maintains necessary records and completes required paperwork in a specified time and manner. · Ensures that proper form(s) (insurance, attendance, medical) obtained and current. · Ensures that all student athletes are eligible, insured and have paid fees. · Ensures that appropriate rules and regulations regarding the conduct of athletic activities and athletes are followed. Special Education Teacher, District of Columbia Public Charter School (St. Coletta of Grater Washington) Washington, D.C. 09/2017-Present · Provide direct and indirect instructional support to students in a positive environment. · Employ special educational strategies and techniques during instruction to improve the development of sensory- and perceptual-motor skills, language, cognition, and memory. · Instruct students in academic subjects using a variety of techniques such as phonetics, multi-sensory learning, and repetition to reinforce learning and to meet students' varying needs and interests. · Teach socially acceptable behavior, as determined by the students’ individualized education programs (IEPs) by employing techniques in an overall positive behavioral support system. · Modify the general education curriculum for students with disabilities based upon a variety of instructional techniques and technologies. · Plan and conduct activities for a balanced program of instruction, demonstration, and work time that provides students with opportunities to observe, question, and investigate. · Establish and enforce rules for behavior and procedures for maintaining an environment conducive to learning for all students. · Meet with parents to discuss their children's progress and to determine priorities for their children and their individualized educational needs. · Confer with parents, administrators, testing specialists, social workers, and other professionals to develop individualized education programs (IEPs) designed to promote students' educational, physical, and social/emotional development. · Perform related work as required. Teachers Assistant, District of Columbia Public Charter School (St. Coletta of Grater Washington) Washington, D.C. 03/2017-09/2017 · Teacher aides provide support for full-time teachers, helping them with clerical work and classroom activities. · This can involve providing individual attention to students in need of extra assistance or monitoring students while the teacher is out. · This can include going over lessons with students individually, answering questions or grading assignments. · A teacher's aide may be asked to supervise the students outside of the classroom on the playground, during bathroom breaks, at lunch time and on field trips. · When class is not in session, a teacher's aide might assist by entering grades or typing up class summaries. · A teacher may give the answer key to a particular test or work assignment to the teacher's aide, allowing them to grade papers. · A teacher's aide helps with the integration of technology into the classroom, helping set up computers and projectors, for example. · A teacher's aide may also organize the classroom and put supplies in order. Paraprofessional Aide, District of Columbia Public Charter School (St. Coletta of Grater Washington) Washington, D.C. 10/2016-03/2017 · Special Education · Work under the overall supervision of their building · Required to assist special needs or related services for a class and/or to provide direct assistance to students. · Depending upon the age of students served as well as the nature and severity of the student’s disabilities. · Assist in the educational and social development of students under the direction and guidance of the facilitator and classroom teachers. · Assist in the implementation of Individual Education Plans for the students and monitor their progress. · Provide support for individual students inside and outside the classroom to enable them to fully participate in activities. · Work with other professionals, such as speech therapist, social worker, occupational and physical therapists. · Assist classroom teachers with maintaining student records. · Support students with emotional or behavior concerns and assist them in developing appropriate social skills. Security, Distict of Columbia (Falcon Defense Security, Sandovan security, Guild solutions security) Washington D. C. 6/2015-Present · Secures premises and personnel by patrolling property; monitoring surveillance equipment; inspecting buildings, equipment, and access points; permitting entry. · Obtains help by sounding alarms. · Prevents losses and damage by reporting irregularities; informing violators of policy and procedures; restraining trespassers. · Controls traffic by directing drivers. · Completes reports by recording observations, information, occurrences, and surveillance activities; interviewing witnesses; obtaining signatures. · Maintains environment by monitoring and setting building and equipment controls. · Maintains organization's stability and reputation by complying with legal requirements. · Ensures operation of equipment by completing preventive maintenance requirements; following manufacturer's instructions; troubleshooting malfunctions; calling for repairs; evaluating new equipment and techniques. · Contributes to team effort by accomplishing related results as needed. Education: Graduated: 05/2016 Bowie State University, Bowie MD Bachelor of Science in Sociology, and Criminal Justice Concentration in Forensic Science Certificates: · Focus Award (February 27, 2017) St. Coletta of Greater Washington Kyerra Martin (202) 815-5691 [email protected] To Whom It May Concern: Over the years I have developed skills that have made me successful in several different work environments. I believe that the skills and trainings that I have obtained will be beneficial. I am writing to apply for the position of Specialist and or teacher. I possess with the comprehensive skill set and hands-on understanding necessary to affect positive, overreaching outcomes in this role. In my role as a special education teacher at St. Coletta of Greater Washington, I am responsible caring and supporting students with physical and mental disorders. However, this involves developing personalized support programs and managing various household and personal care tasks, including cooking shopping, administering medication, cleaning and assisting with mobility, hygiene and feeding. Provide direct and indirect instructional support to students in a positive environment. Employ special educational strategies and techniques during instruction to improve the development of sensory- and perceptual-motor skills, language, cognition, and memory. Instruct students in academic subjects using a variety of techniques such as phonetics, multi-sensory learning, and repetition to reinforce learning and to meet students' varying needs and interests. Teach socially acceptable behavior, as determined by the students’ individualized education programs (IEPs) by employing techniques in an overall positive behavioral support system. Modify the general education curriculum for students with disabilities based upon a variety of instructional techniques and technologies. Plan and conduct activities for a balanced program of instruction, demonstration, and work time that provides students with opportunities to observe, question, and investigate. I possess a caring and sensitive personality, as well as a genuine interest in helping others to become more independent. I am comfortable working one-on-one with students of all ages and varying levels of ability, and I apply my varied life experience and a non-judgmental approach to identifying and analyzing training needs of the individuals I support. Working at St. Coletta has given me a greater passion and determination to help support the needs and quality of life of the disabled. It has also helped me with verbal and non-verbal communication skills with culturally diverse students and those for whom communication is challenging. I am a very patient person with great empathy and a genuine desire to help. I look forward to the opportunity learn more about this opportunity and to discuss how I can contribute my strengths at Professional Learning systems and DCPS. I appreciate you taking the time to review my credentials and experience. If there are any questions regarding the information presented in this cover letter, please feel free to contact me by phone or email which is both printed above. Sincerely yours, Kyerra Martin