JILLIAN BRIMIGION

B.A Early Childhood Education

M.A Deaf Education
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CONTENTS
JILLIAN BRIMIGION
# 5 0 3 8 0 0 F LOR IDA A V E . WA S H IN G TON , DC 2 0 00 2 | ( 34 7) 7 5 3-3 8 42 |
J I L L I A N . B R I M IGI O N @ G MA I L .COM

EDUCATION

ASSOCIATES DEGREE | 2017 | COLLEGE OF THE CANYONS

Major: Deaf Education
Dean’s List & Summa Cum Laude
GPA of 3.95

BACHELORS OF ARTS | MAY 2020 | GALLAUDET UNIVERSITY

Major: Early Childhood Deaf Education
Dean’s List & Summa Cum Laude
GPA of 3.95

MASTERS IN DEAF EDUCATION | MAY 2021 | GALLAUDET UNIVERSITY

Major: Deaf Education K-12
Current GPA: 4.0

WORK EXPERIENCE

AMERICAN SIGN LANGUAGE INTERPRETER | PURPLE COMMUNICATIONS | JAN 2020 - CURRENT

American Sign Language Community Interpreter and Video Relay Service Interpreter. Certified in
Video Relay Service Interpreting and Community Interpreting. Experience working in the Deaf
community. Interpreted in Washington DC for government events, university forums, protests, and
more intimate interpreting settings such as doctor appointments and educational settings.

GRADUATE ASSISTANT| GALLAUDET UNIVERSITY | DEC 2019 - CURRENT

Graduate Assistant for the Department of Student Success at Gallaudet University. Responsibilities
include overseeing Peer Leaders and training them to work with first-year Gallaudet students.
Responsible for developing campus-wide events, running Gallaudet staff tasks and meetings.
Responsible for designing the curriculum and overseeing the teachers of Gallaudet’s First Year
Experience Class, GSR 101.

PEER MENTOR & ORIENTATION TEAM LEADER | GALLAUDET UNIVERSITY | MAY 2018 - DEC 2019
Mentor freshman and first-year college students at Gallaudet University as they adapt to college life.
Responsible for teaching Gallaudet’s First-Year Experience class and hosting campus-wide events
that cater to the needs of the Gallaudet student population. Designed and ran Gallaudet University’s
New Student Orientation. Work directly with Gallaudet Faculty and Staff planning a campus-wide
orientation.

TEACHERS ASSISTANT | ILEAD PACOIMA | MAY 2015- AUGUST 2017

Worked for two years as a Teacher’s Assistant with students Kindergarten-Twelfth grade.
Responsible for developing lesson plans, leading lessons, and running centers outside of the
classroom. Taught classes including American Sign Language, Dance, and Yoga. Worked one on one
with students out to receive their Special Education instructional minutes, including one on one
work on American Sign Language. Organized and supervised games and other recreational
activities to promote physical, mental, and social development.
INTERNSHIP EXPERIENCE

MARYLAND SCHOOL FOR THE DEAF | 2021

Worked with preschool-three students. Had a class of seventeen three-year-olds.
Responsible for working one on one with students. Assessing students daily.
Supporting the teacher's lesson. Working with students who need extra support.
Actively assessing students' IEP goals. Supervising recess and choice time in the
classroom. Designing classroom displays and cleaning the classroom. Preparing
lesson or activity materials. Leading lessons. Teaching mini-lessons to small groups.

TWO RIVERS PUBLIC CHARTER SCHOOL | 2020

Teaching school remotely. Teaching a class of nine 1st grade students. Taught ELA,
Social Studies, and Math. Working one on one with students. Modeling lesson for
the teacher. Finding new technology-friendly resources. Supporting IEP
development. Assessing students. Taking over the teacher's lessons. Preparing
bilingual materials with ASL. Checking in with students and assisting when
necessary.

AWARDS

Award for Exceptional Acceleration in American Sign Language College of the Canyons 2015)
Outstanding Citizenship Award Academy of the Canyons 2015)
Governors Board Award Southern California (2016)
Honors Society Academy of the Canyons (2012-2016)
Gallaudet University Dean’s List (2017- current)
Gallaudet University Maguire Scholar (2017-Current)
Gallaudet University Charlotte Newcombe Scholarship (2017-2020)
Gallaudet University Dorothy Jordan Scholarship (2020)

SKILLS

Strong communicator
Creative
Organized
Fast learner
Skilled multi-tasker
GALLAUDET STUDENT
EDUCATIONAL CONFERENCES 2020
FOR PEER OUTREACH EFFORTS
INTRODUCTION
Working as a Peer Leader at
Gallaudet University I participated
in student outreach conferences
during the COVID-19 Pandemic.
The purpose of the meeting was to
check-in and see how students
were doing with the pandemic and
the remote learning environment.
I was assigned to work with thirty
Gallaudet Students freshman
through senior.
MEETING PROCESS
Introductions
Check-In
Offer Support
Connect with Resources
Recap the Meeting
Schedule for the next VP/Zoom
appointment(s) if they request
for a follow-up or check-in.
G
U
MENTEE REPORT
EXAMPLE
(Students name has been changed due
to FERPA)
Tell me about yourself.
My name is Amanda, and I am from
Ohio. I just transferred to Gallaudet this
semester. I attended Baylor before. I can
go to Gallaudet to study Deaf Education.
Now I am at home, and I miss signing with
everyone because my family does not
sign.
What classes are you taking this
semester?
The student is taking GSR 103, GSR 104,
GSR 110, and DST 101. I helped the
student plan which course should be
taken next semester. We discussed the
Education Department and how to
declare your major. The student said
she wants to declare her major in Early
Childhood Education. I gave her contact
information for teachers in the
department.
Do you have a laptop or computer
for your classes online?
Yes, she does have a computer, but
she is being concerned that I may
not have a computer for much
longer. My computer is on a
payment plan , and now that I do
not have a job, I will
 The Student Success office developed this Virtual Meeting Checklist at Gallaudet
University. I was Peer Mentor, and I was asked to be part of the outreach program to
contact students during COVID 19. I was assigned over forty-five students to contact and
check on. I contacted students through email, text, and Zoom meetings. I work with staff
and faculty at Gallaudet University and other Peer Mentors; we reached out to students to
check their well-being, needs, and progress in school. I met with many students through
Zoom meetings and discussed their needs. Figure 1 is an example of my anecdotal notes
from a Zoom meeting with one Gallaudet student. I have anecdotal notes like figure one on
all forty-five students. In the meeting, I addressed students' needs, questions, and concerns.
I also provided guidance and feedback to students. My job as a Peer Mentor requires me to
be knowledgeable about connected to the resources at Gallaudet. Some students required
multiple attempts to reach them before they would answer. Gallaudet University wanted to
ensure that all students were fine and have the resources needed to continue with school
remotely. During these meetings, I learned a lot about students' home situations. Some
students that I met with told me that they did not have an adequate place in their house to
do school online. One of my students told me that the only place in her house that is quiet
is the bathroom. These meetings help to show me what plan of action Gallaudet needed to
take to help students succeed. All the information I collected about students was reviewed
by staff and faculty at Gallaudet. As a whole, Gallaudet staff and faculty collaborated to allow
for students to keep learning online.
 MY HOUSE CONSTRUCTIONS

"My house is an “This is my house see

apartment" the people inside”

“I live on floor number “This is the path to my

2” house”

“My house has three “I built my mommy’s

doors” house”
 When I taught, my Lesson Plan cycle students were interested and excited to
construct our homes. All of the students enjoy working with blocks, and they had also
recently made construction paper representations of their homes. My lesson helped
them build on that activity. The students actively discussed what our houses look like
and how they were different from each other. Many of the students lived in apartments.
One thing I wish I had before teaching this lesson was photos of the student’s houses. If
it were my class II would have asked students to bring a photo of their home before I
taught that lesson. While the students observed the photos of different houses, they
demonstrated respectful behavior and value for what each person was sharing. I
needed to extend the time they were given to look at the photos of different houses.
They were thoughtfully observing to figure out which photo resembled their house. One
issue that I faced while the students participated in the lesson was that they would
accidentally knock down each other's blocks. Or, they would get too close to each
other's structures. If I were to teach this lesson again, I would set up a designated
workspace for each student to discuss proper behavior and respect others’ work. When
one student's home creation got knocked down, other students volunteered to help
her rebuild it. I liked seeing them demonstrate this behavior. They were supporting
their friend, who was very upset. If I were to teach this lesson again, I would also add
the option to work in pairs or work in a group. I noticed some students wanted to work
independently, but some worked better when they had the input of others. I added to
the lesson to take observational notes of the student’s descriptions of their structure. I
added quotes to pictures of the student’s structure. The students really enjoyed having
me take photos of their work. They were very proud and wanted me to take pictures of
each step in the building. When students worked in a team, I noticed they deepened
their play and made a town of sorts where each building connected. They built paths
and stairs and different buildings.
Date: Feb 11th, 2021
Date: March 5th, 2021

-
Date: March 12th, 2021
Date: April 16th, 2021
 I participated in four two-hour professional
developments provided by the IRIS Center. I expanded my
knowledge on reading monitoring, transition planning,
developing high-quality IEP's and using Functional Behavior
Assessments during each event. During the Reading
Monitoring PD, I learned about new techniques to assess
and support students reading development. This PD gave
me many ideas I plan to apply while reading with Deaf
students. The transition planning PD helped me develop
skills to support students in their transition to a new school
or transition from school to the real world. I learned how to
develop high-quality IEP's, identify biases in IEP planning,
assess IEP effectiveness, and collaborate with families.
During the Functional Behavior Assessment PD, I learned
how to monitor and assess students' behavior and work
with service providers and families to develop a behavior
intervention plan or provide other
accommodations/services a student requires to have
success in the classroom.
 MARYLAND SCHOOL FOR THE DEAF PROFESSIONAL DEVELOPMENT

Professional Development Event Overview

Presenter Charity Jackson worked at Clerc Center Gallaudet for 10 years
Guest Speaker Andrea Sonnier PHD Deaf Education Gallaudet

Reflection
Shared video from Kendall Demonstration
Elementary School “Brown Girl, Brown
Girl.”
Poem from students about their
experience, their strength
Black history month
Grounding
Transformative justice: can’t change the system; replace the system
Celebrate caring for each other
Recognize privilege Healing
Deaf students still facing oppression Accountability
Developed a curriculum and training for
teaching the gaps she identified in Transformation
education. White supremacy culture
Self-care
Community care Microaggression
Freedom Do not use the term Microaggression makes it seem like nothing.
Watch telling people their behavior
isn't good enough
Trauma or Aggression is more appropriate.
Be careful with pushing English so Follow the guide of those inside each marginalized community
much
Self-reflection
Social justice
Diversity White supremacy culture inDeaf Education
Equity
Inclusion
Date: Feb 16th, 2021

Professional Development Event Overview

Presenters: Julie Mitchner, Rosalie Reyes, Hakai Kellogg

Reflection:
I learned about the effects of privilege and how individuals
develop biases. I was given ideas of activities to bring to my
students to begin a self-reflection process. The Black Lives Matter
13 Guiding Principles gave me a clear guide on what needs to be
addressed in my classroom and how to teach social justice and
empower students to make social change. As a white teacher, I am
always seeking the guidance of the POC community. I want to learn
how I can best support my students. This professional
development helped me feel more comfortable discussing social
instances with my Early Childhood Education students.
Date: Jan, 11th, 2021

Date: Feb, 6th, 2021

Date: March 8th, 2021

Reflection on CAST PD's:

Through the CAST professional development seminars, I
gained stronger skills in developing literacy in a remote
environment. I also gained ideas for developing literacy in ELL
and Deaf students. I also learned how to develop students'
executive function, and self-regulation skills in the remote
environment void presented me with many new challenges. I
wanted to seek professional development to strengthen my
skills and make sure my students could succeed with online
learning. I typically work with very young students, and online
school has proved particularly challenging for these groups.
 Parent Interview

Date: Feb 7th, 2020

 Student Interview

Date: Feb 7th, 2020

 I conducted interviews with a student and parent about their
Individualized Education Plan experience. First, I observed a student's
IEP meeting, and then I interviewed the student and the student's
parent. I reflected on their answers to my questions. Through observing
this IEP meeting, I learned a lot about the process of developing an IEP.
The student whose IEP meeting it was is a student who has Autism
Spectrum Disorder. Through my interview with the student, I
understood what it is like to be a student who has an IEP. I also learned
about what it is like to be a parent involved with the IEP process.
Conducting these interviews showed the roles parents, teachers, and
students play in an IEP meeting. From the student, I learned that the
environment determines disability. He encouraged me to become more
conscious of the privilege you have and how those things could be
barriers for others. The parent gave me excellent advice on becoming a
special education teacher. She encouraged me to make sure that I see
the child first and not their diagnosis. Students are so much more than
the label they may have. Listen intently to the student. Do not say you
understand unless you do. Make sure that all services promised are
followed through with. Make sure you meet with that child regularly, not
only in the required IEP meetings. It would be best if you were making
sure that a child is fully supported every day. Participating in this
meeting made me feel more confident in my abilities to be part of the
IEP process.
Hello! My name is Jillian Brimigion. I am a Masters's
Program Student pursuing a degree in Deaf Education. I
currently hold a Bachelors's degree in Early Childhood
Education. I will be working with your child for ten
weeks. I am excited to meet you!

I currently attend Gallaudet

University in a MA program, jillian.brimigion@gallaudet.edu
and my BA degree was
When am I in the Classroom?:
earned from Gallaudet. 9:00 am - 3:00 pm
I will shadow Joyce to gain M-TH
experience in teaching.
I will lead teaching for one
week to gain experience for
my degree.
Hola! Mi nombre es Jillian Brimigion. Soy un estudiante
del programa de maestría que desea obtener un título
en educación de sordos. Tengo una licenciatura en
Educación Infantil. Trabajaré con su hijo/a durante diez
semanas. ¡Estoy muy emocionado de conocerte!

Asisto a la Universidad de
Gallaudet en un programa de jillian.brimigion@gallaudet.edu
maestría y mi licenciatura la
obtuve ahí Cuando estoy en la clase?
Seguiré a Joyce para ganar 9:00 am - 3:00 pm
experiencia en la enseñanza. Lunes - Jueves
Dirigiré la clase durante una
semana para ganar experiencia
para mi programa de maestría.
CLASS ACTIVITY

Family Interview
Family Interview/Entrevista familiar
1. Pick a family member
2. Ask if you can interview them.
3. Read each question with your family
member.
4. Work together to add their answers
to the template
5. Submit your interview!
Later, we will use this interview page to
compare you and your family members!

1. Elija un miembro de la familial

2. Pregunte si puede entrevistarlos.
3. Lea cada pregunta con su familiar.
4. Trabajen juntos para agregar sus
respuestas a la plantilla. 5. Envíe su
entrevista! Más adelante, usaremos esta
página de entrevistas para compararlo
con los miembros de su familia.
Student Responses
Student Responses
CLASS ACTIVITY

Family Photo
 Family Collaboration was a challenge
during the 2020-2021 school year. Many families
were experiencing hardships in the home, and
communication online became difficult. I made
efforts to communicate with families and send
home fun activities that students and their
families could do together. It seemed many
families did not have time for these activities
because they had situations of higher priority. I
highly value family collaboration and often seek
families' input and feedback about the class. I
hope as we return to school, the family
collaboration will become a bit easier, and I will
have more opportunities to deepen my
relationships with students and their families.
 ACTION PLAN

The two areas that I would like to continue to develop our Collaboration
and Leadership. For collaboration, the first step that I will do is to ensure that
all materials and lessons include students, families, other classrooms, and our
school/local community. I want my students to collaborate with others within
the school and invite students to come to my classroom to present
themselves and their experiences. I would like for my classroom to be
internationally connected to other classrooms to collaborate with students in
other states and countries. I would also like to collaborate with other teachers
in my field through workgroups. I plan to seek out communication with
teachers from other countries, learn about their approaches to education
and figure out how to adapt their approaches to my teaching. I will emphasize
multiculturalism in my classroom and collaborate with students’ families to
bring resources into the classroom. Resources in the classroom will reflect
diverse identities and experiences. I will add materials to my class that reflect
each student's identities and shows the identities of others. I would also like
to attend further professional development workshops to learn more about
early childhood education and the development of students who are Deaf. I
believe there are also many teachers at Gallaudet University whom I would
benefit from collaborating with. I plan to ask professors and administrators in
my department to meet and discuss their experiences.
To develop my leadership, skills I would like to seek out more
opportunities to lead. In the future, I would like to develop a summer camp
program or afterschool program for students. I want to design a program
where deaf students and hearing students can come together to learn, play
and socialize. I want to lead more so that I become more confident in my
leadership skills. Another way for me to lead is to present information to
other teachers and staff and volunteer to lead projects within the school. I
could also research new curriculum approaches and present them to other
staff at the school. I think there are many creative opportunities for me to be
a leader coming in the future.