Katherine Susan Van Eede

• Applied a developmental and pedagogical approach to teaching, integrating relationship-building strategies to support students' academic and emotional growth
• Developed and implemented individualized education plans (IEPs), ensuring alignment with pedagogical principles and students' unique academic needs
• Taught core academic subjects, including math and literacy, using differentiated instruction and evidence-based pedagogical methods to cater to diverse learning styles
• Utilized multisensory teaching strategies, such as Numicon, to enhance understanding of mathematical concepts like addition, subtraction, and number recognition
• Designed and delivered literacy lessons with a focus on phonics, reading comprehension, and writing, using scaffolding techniques to build student confidence and mastery
• Applied constructivist teaching methods to encourage critical thinking, problem-solving, and active engagement with academic content
• Incorporated pedagogical approaches to fine motor and visual perception skills, using activities like 3D puzzles and drawing to support handwriting and academic performance
• Integrated music and movement to reinforce academic learning, improve focus, and enhance memory retention through active, embodied learning experiences
• Collaborated with parents, therapists, and educators, applying a pedagogically informed, holistic approach to student development that balances academic achievement with personal growth

Trauma-Informed Teaching: Expertise in recognizing and addressing impacts of trauma on students' learning and behaviour, using strategies that promote emotional safety and resilience

• Developmental, Individual-Difference, Relationship-Based (DIR) Approach: Proficiency in implementing DIR model, focusing on emotional intelligence and tailored interactions to support each student's developmental needs
• Positive Relationship Building: Skilled in fostering strong, trusting relationships with students, creating foundation of respect and trust that enhances both emotional well-being and academic engagement
• Individualized Education Plans (IEPs): Experience in developing and executing IEPs that are personalized to meet the unique academic, social, and emotional needs of each student
• Inclusive Classroom Environment: Adept at creating a safe, supportive, and inclusive learning environment where dignity and individuality of each student are respected and nurtured
• Collaborative Family Partnerships: Strong ability to work closely with families to understand the broader context of each student's life, ensuring that educational strategies are aligned with family dynamics and student needs

Behavioural Intervention with Empathy: Proficient in managing classroom behaviour using positive reinforcement and other strategies that consider t emotional and psychological needs of student

• Life Skills Development: Expertise in designing and implementing programs that help students develop practical life skills, supporting their independence and self-esteem in trauma-sensitive manner

• Employed Diverse Pedagogical Teaching Techniques: Promoted active learning through individualized instruction and small group activities, applying differentiated teaching methods to meet each student's learning style
• Planned and Implemented Educational Programs: Designed and executed educational programs that align with the school curriculum and pedagogical best practices
• Managed Student Records and Data-Driven Instruction: Maintained accurate and ongoing records of student progress through assessments, which informed data-driven instruction
• Implemented the STAR Program: Applied the STAR (Strategies for Teaching based on Autism Research) program, utilizing structured teaching methods like discrete trial training and visual supports to enhance the learning experience for students with autism and developmental disabilities
• Exercised Classroom Flexibility and Differentiation: Adapted teaching methods to meet diverse student needs by modifying instructional materials and classroom activities
• Collaborated with Classroom Professionals for Student Success: Actively worked with teaching assistants, occupational therapists, and speech therapists to enhance student outcomes
• Consulted on Instructional Modifications and Strategies: Collaborated with teachers and support staff to recommend instructional strategies and modify teaching materials
• Assisted Specialist Staff in Lesson Planning: Partnered with specialist staff to design lesson plans that target specific developmental needs
• Promoted Behavioural, Social, and Academic Development: Fostered student development by encouraging positive behaviour and social interaction

I have taught varying ages and ability levels

• Employ positive interaction with students to develop a rapport, gain respect and trust
• Familiarise myself with school / classroom Positive Behaviour Plans
• Follow and implement classroom lesson plans as per classroom teacher's instructions
• Provide a productive and supportive learning environment
• Stimulate learning through several teaching practices with clear directions and relevant examples
• Exercise flexibility and adapt lessons to meet individual student needs
• Prepare and implement lesson plans when required
• Provide detail notes to classroom teacher of the day's activities
• Actively assist specialist staff in lessons

• Employed Diverse Teaching Techniques: Promoted active learning through individualized instruction and small group activities, catering to the unique needs of each student
• Exercised Classroom Flexibility: Adapted teaching methods to address students' needs through individualized learning plans
• Supported Teaching Professionals: Actively collaborated with teaching aides, occupational therapists, and speech therapists to enhance classroom support and student outcomes
• Consulted on Instructional Modifications: Worked with teachers and support staff to recommend and implement instructional adjustments
• Assisted Specialist Staff in Lesson Planning: Collaborated with specialist staff to develop and execute lesson plans and activities
• Promoted Behavioural, Social, and Academic Development: Supported students in their behavioural, social, and academic growth
• Created and Implemented ‘Learn to Play' Program: Designed and introduced a school-wide ‘Learn to Play' program
• Organized and Presented Professional Development on ‘Autism and Play': Delivered a professional development session to the junior department
• Established School-Wide Positive Behaviour Plans: Created and maintained positive behaviour plans that were implemented school-wide
• Developed Visual Aids and Provided Clear Instructions: Created visual aids and ensured consistent, clear instructions were provided