Kristen Hughes Heal
Professional Development Facilitator at AIM Academy- Claim this Profile
Click to upgrade to our gold package
for the full feature experience.
Topline Score
Bio
Credentials
-
Supervisor of Curriculum and Instruction
Pennsylvania Department of EducationJan, 2016- Oct, 2024 -
Reading Specialist
Pennsylvania Department of EducationJan, 2008- Oct, 2024 -
Special Education K-12
Pennsylvania Department of EducationJan, 2004- Oct, 2024 -
Wilson Reading System Levels 1 and 2
Wilson AcademyJan, 2002- Oct, 2024 -
Elementary K-6
Pennsylvania Department of EducationJan, 2001- Oct, 2024
Experience
-
AIM Academy
-
United States
-
Education Management
-
1 - 100 Employee
-
Professional Development Facilitator
-
Aug 2021 - Present
Pathways to Proficient Reading is designed as a blended learning professional development opportunity introducing the Science of Reading to educators, special educators and reading specialists looking to incorporate evidence-based practices for language and literacy instruction. Responsibilities: Deliver virtual and in-person training and coaching to cohorts of client educators and school administrators in evidence-based literacy instruction using the AIM Pathways digital platform and other technology tools. Facilitate virtual community of practice sessions for client educators which will serve to help participants deepen their knowledge of evidence-based early literacy teaching and learning through real-time scenarios, problem-solving, coaching, and sharing experiences across membership.Maintain accurate records of all training and coaching interactions.
-
-
Upper School Literacy Specialist
-
Oct 2019 - Present
* Engage the unique characteristics of children who learn differently* Utilize visual, auditory, kinesthetic and tactile senses to help kids make connections between sounds and words. * Reach children with language based learning differences
-
-
-
Springfield School District-Delaware County
-
Springfield, PA
-
High School Literacy Strategies and English Language Learner Instructor
-
Aug 2018 - Oct 2019
* Assess students’ skills to determine their needs and to develop teaching plans. * Adapt lessons to meet the needs of students. * Develop Individualized Education Programs (IEPs) for each student. * Plan, organize, and assign activities that are specific to each student’s abilities. * Teach and mentor students as a class, in small groups, and one-on-one. * Implement IEPs, assess students’ performance, and track their progress * Discuss student’s progress with parents, teachers, counselors, and administrators. * Legal, ethical, and professional practices in compliance with federal and state mandates, as well as local policies concerning performance.
-
-
-
Springfield School District
-
Springfield, PA
-
Building Reading Specialist
-
Aug 2014 - Aug 2018
* Identify the literacy learning needs and appropriate instruction for individuals and small groups. * Participate on the Child Support Team as needed to offer suggestions and methods for implementing accommodations. * Support classroom teachers and students through strategic planning, modeling and teaching along with small group instruction which included guided reading in addition to skill focused lessons. * Provide small group and individual reading/writing support support to meet individual needs. * Communicate with parents regarding "support students" and other literacy matters via emails, phone calls, and conferences as needed. * Consult and collaborate with staff as needed. Use evidence-based decision making and accountability. * Create a classroom environment that is conducive to learning and appropriate to the maturity, interest, and ability of students. * Guide the learning process toward the achievement of established curriculum goals, establish and communicate clear objectives to the students for all lessons, units, and projects. * Assess the accomplishments of students on a regular basis, provide progress reports as required, and communicate with parents as directed by the principal. * Administer in depth reading assessments as needed. Screen new students using approved instruments and assess students as needed. * Maintain accurate, complete and correct records as required by law, school policy and administrative regulation. * Assess reading level of texts and written materials as needed. * Participate in and offer Professional Development opportunities both in and outside the school in differentiated literacy instruction. * Serve on communities throughout the school.
-
-
-
-
Title 1 Literacy Specialist
-
Aug 2012 - Jul 2014
* Consult and collaborate with staff as needed. Use evidence-based decision making and accountability. * Create a classroom environment that is conducive to learning and appropriate to the maturity, interest, and ability of students. * Guide the learning process toward the achievement of established curriculum goals, establish and communicate clear objectives to the students for all lessons, units, and projects. * Assess the accomplishments of students on a regular basis, provide progress reports as required, and communicate with parents as directed by the principal. * Administer in depth reading assessments as needed. Screen new students using approved instruments and assess students as needed. * Maintain accurate, complete and correct records as required by law, school policy and administrative regulation. * Assess reading level of texts and written materials as needed. * Participate in in-service and staff development activities and staff meetings as required or assigned. * Attend established traditional school-sponsored activities. * Participate in curriculum related and programmatic activities that are a part of the regular program. Attend IEP, Section 504, or other related retinas necessary for student assessment and/or compliance with federal and/or state law and consults with teachers in establishing reading goals. * Establish partnerships with the community as appropriate in support of the academic program. Legal, ethical, and professional practices in compliance with federal and state mandates, as well as local policies concerning performance.
-
-
4th Grade Teacher
-
Aug 2011 - Jul 2012
* Use evidence-based decision making and accountability. * Create a classroom environment that is conducive to learning and appropriate to the maturity, interest, and ability of students. * Guide the learning process toward the achievement of established curriculum goals, establish and communicate clear objectives to the students for all lessons, units, and projects. * Assess the accomplishments of students on a regular basis, provide progress reports as required, and communicate with parents as directed by the principal. * Administer in depth reading assessments as needed. Screen new students using approved instruments and assess students as needed. * Maintain accurate, complete and correct records as required by law, school policy and administrative regulation. * Assess reading level of texts and written materials as needed. * Develop a code of conduct for the classroom which is consistent with established administrative policies and develops rules of classroom behavior which are enforced in fair and just manner. * Seek the support of district specialists when concern regarding student progress arises. * Manage allotted learning time to maximize student achievement. * Participate in in-service and staff development activities and staff meetings as required or assigned. * Attend established traditional school-sponsored activities. Participate in curriculum related and programmatic activities that are a part of the regular program. Attend IEP, Section 504, or other related retinas necessary for student assessment and/or compliance with federal and/or state law. * Establish partnerships with the community as appropriate in support of the academic program. Legal, ethical, and professional practices in compliance with federal and state mandates, as well as local policies concerning performance.
-
-
-
-
3rd Grade Teacher
-
Aug 2004 - Aug 2011
* Consult and collaborate with staff as needed. * Use evidence-based decision making and accountability. * Create a classroom environment that is conducive to learning and appropriate to the maturity, interest, and ability of students. * Guide the learning process toward the achievement of established curriculum goals, establish and communicate clear objectives to the students for all lessons, units, and projects. * Assess the accomplishments of students on a regular basis, provide progress reports as required, and communicate with parents as directed by the principal. * Maintain accurate, complete and correct records as required by law, school policy and administrative regulation. * Ensure the classroom is attractive, healthful, safe, and conducive to learning and that materials are in good condition and accessible to students.
-
-
-
Wissahickon School District
-
United States
-
Education Administration Programs
-
200 - 300 Employee
-
Special Education Teacher
-
Aug 2001 - Aug 2004
Special Education K-6 Special Education K-6
-
-
Education
-
2017 - 2019
DCIU/Immaculata University
Teaching English as a Second or Foreign Language/ESL Language Instructor -
2018 - 2018
Next Generation Kids Yoga
Yoga for Kids 2-13, Kids Yoga -
2018 - 2018
Yoga Alliance
Adaptive Yoga for Diverse Populations, Adaptive Yoga -
2017 - 2017
Svadyaya Yoga Teacher Training
200 hr Yoga Teacher Training, Vinyasa style yoga -
2014 - 2016
Saint Joseph's University
Post Master's Degree, Educational, Instructional, and Curriculum Supervision -
1997 - 2008
Chestnut Hill College
Bachelor's and Master's Degrees, Elementary, Special Education and Reading Specialist
Community
