c morales resume 2010
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Carlos Morales 35 Holly Street Clifton, New Jersey 07013 201 396 0480 [email protected]
EducationMA Special Education 2000 New Jersey City University
BA Psychology 1992 Montclair State University
CertificationsTeacher of English as Second Language 2003Teacher of the Handicapped 2000*Teacher of Bilingual/Bicultural Education 2000*Teacher of Spanish 2006**
* Recipient of U.S. Department of Education, Bilingual Special Education Scholarship ** Coursework completed / Certification process commencing
Teaching Experience
Teacher of English as a Second Language/Bilingual Point Person 2006 - 2009Paterson School DistrictDale Avenue School In a K-1 elementary learning center, thirty percent of over three hundred students were eligible for Bilingual Services as determined by the Home Language Survey. Subsequent assessments (WAPT & ACCESS) identified language proficiency and placement in four bilingual classrooms. As educator, these classrooms were supported with ESL program thrice a week, while, English language learners with push-in services and mainstream students were served. ACCESS was coordinated and administered. While teaching and learning, students were identified for Intervention, Referral and Services (IR&S). As liaison between school and district office, monthly reports were generated and database were updated. The use of multimedia enhanced projects in school movies for fund raising, department presentations, and student learning.
Teacher of Spanish 2004 – 2006School District of South Orange and MaplewoodMaplewood Middle SchoolIn a half-year Spanish program, seventh grade students communicated with the target language in context to ACTFL’s five C’s. Students with socioeconomic, ethnic, and learning differences exposed the teacher to meet the needs of a diverse community. Repeating the program twice a year allowed for curriculum enhancement and pedagogical development. Invitation to the Principal’s meeting, and subsequent departmental meetings, to present lesson and students’ work demonstrated instances where administrators gave support and commendation to teachers for incorporating curriculum with technology.
Inclusion Special Educator 2003 – 2004School District of South Orange and MaplewoodJefferson Elementary SchoolIn a third to fifth grade elementary school, nine third grade students received resource instruction in language arts, while others received mainstream support across all grades and subjects. In the spectrum of services rendered, exposure to curricula, academic benchmarks, student developmental stages, instructor styles and pedagogy, deepened my knowledge base and enriched my educational practice.
Inclusion Special EducatorGlen Ridge School SystemRidgewood Avenue Upper Elementary School 2002 – 2003
Carlos Morales 35 Holly Street Clifton, New Jersey 07013 201 396 0480 [email protected] two textually rich environments collaboration, support, and modifications of a fifth and sixth grade language arts curricula produced appropriate lessons and activities for the needs of all students. Collaborative team and team “quarterback” approach alternated the teachers’ roles while addressing, monitoring, and affecting the academic, behavioral and social performance of each student. Incorporating as a team, life experience, level of education, and teaching capacity of each educator contributed to language usage and modeling thus enhancing the literacy of each student. Both classrooms cultures were close in similarities to the home where language usage was modeled by both parents. All participants learned from each other in these inclusive environments.
Glen Ridge High SchoolOther daily assignments included instructions in three classes: Academic Development, three freshmen and one junior, all with special needs, were supported individually cross subjects; Academic Enrichment, five eighth grade students received basic skills enrichment; English as a Second Language, an eighth grade student with two years of English Language instruction continued developing in areas of lexical, semantics, speech production and knowledge of American culture. These areas were modeled and explained serving as comprehensible input in an interactive process while the usage of Spanish served as an alternative assessment for learning and comprehension.
Self-Contained Special Educator Belleville Elementary School Number Eight 2001 – 2002Responsible for a class of 10 students with specific learning, emotional, and behavioral disabilities. Taught skill-based curriculum on four grade levels (K-3) including eight Hispanic students with limited English proficiency. Provided a socially and textually rich environment emphasizing oral and written expression and utilizing phonics reinforcement as the groundwork for whole language. Utilized Spanish language to assess and determine linguistic versus special needs.
Resource Special Educator 2000 – 2001 Belleville Elementary School Number Five Responsible for a class of 14 students on four grade levels (K-4) administering individualized and cooperative treatment, support, and replacement in a resource center. Motivated students and made learning vivid with the implementation of many forms of media into target area instruction including computers, Internet, Microsoft Word, and MS PowerPoint.
Student Practicum 2000 Belleville Elementary School Number Eight Observed, assisted, and taught group and individualized instructions grades (4-6) in resource and inclusion settings Adapted daily lesson and unit plans, including the Five Modalities, according to individual needs Designed classroom exhibits, hallway demonstrations, including a weekly Vocabulary Game Attended and participated in numerous parent conferences, IEP meetings, and professional development seminars
Fieldwork Experience 1999A. Harry Moore School/School Number Sixteen Jersey City School District Provided individualized support for children with moderate to severe disabilities in intermediate grades Implemented classroom activities in order to assess cognitive and academic development Planned, organized, and participated in daily lessons and activities Conducted observations with regular and special education teachers and multidisciplinary team members
LanguagesFluent in English and Spanish
Technological ExperienceMacs and PCs Platforms, Microsoft Office Suite, Video Production, File Maker Pro 9, iMovie HD, iLife 09
InterestsGuitar/Sing, Travel, Video & Creation: Artist Portfolio can be viewed on YouTube Channel (Glassartiste) & Glassartiste.com