CONTACT
(516) 998- 5480
samhare82@gmail.com
881 County Road 30, Afton, NY,
13730
OBJECTIVE
An effective, creative, and passionate
inclusive special education teacher well
versed in teaching students with diverse
needs. Offers an array of skills to create
an environment where all students can
maximize their learning potential.
EDUCATION
State University of New York at Cortland
September 2015- May 2019
Bachelor of Science in Inclusive
Childhood Enducation
New York State Initial Teaching
Certificates Students with Disabilities
(Grades 1-6) and Childhood Education
(Grades 1-6)
GPA of 3.51, Dean's List, Member of Phi
Beta Delta Honors Society Fall 2017
SKILLS
Skilled in IEP writing, progress monitoring,
and data-driven instruction.
Demonstrates the use of good judgement
for decision-making, is flexible, and has
strong interpersonal skills needed for
effective collaboration.
Creates a positive learning environment,
demonstrates effective classroom
management skills, and is proficient in
conflict resolution strategies.
Differentiated instruction, increases
student engagement, curriculum
modifications, and advocacy for students.
Proficient in Microsoft Office programs
and utilizes other online educational
programs.
PROFESSIONAL
DEVELOPMENT
Project WET - Fall 2017
Project WILD - Fall 2017
40-Hour Registered Behavior Technician
Training - Spring 2020
Samantha Hare
SPECIAL EDUCATION TEACHER
EXPERIENCE
Special Education Co-Teacher and Classroom Teacher
Afton Central School District | September 2020 - Current
My responsibilities include:                        
Educating kindergarten and first-grade students in an inclusive classroom setting, with a focus on IEP students.
Creates, prepares and administers the Engage NY CKLA and Mathematics Curriculum to general education
students and students with IEPs.
Provides engaging, Universally Designed instruction that utilizes a multi-sensory approach to increase student
achievement.
Assesses students’ skills to determine appropriate and effective interventions.
Utilizes quantitative and qualitative data to drive instruction.
Formulates S.M.A.R.T goals when developing student IEPs.
Attends IEP meetings and prepares detailed documentation of student progress towards their individual goals.
Collaborates and communicates with multiple general educators and RTI service providers during PLC meetings
to enhance student outcomes.
Utilizes Positive Behavioral Interventions and Supports to create meaningful relationships with students.
Extended Year Program Teacher
Rosemary Kennedy School Nassau BOCES | July 2021 - August 2021
My responsibilities include:                        
Developed and administered functional life skills lessons to students with intellectual disabilities.
Implemented academic interventions correlating to students' IEP goals.
Collected qualitative and data to monitor students achievement.
Administered behavioral crisis prevention and interventions, as needed, including proper restraint
techniques (CPI Trained).
Plans, organizes, and leads academic enrichment activities.
Special Education Teacher Aide
Nassau BOCES | Island Trees High School | September 2019- June 2020
My responsibilities include:                        
Providing accommodations and modifications to students with intellectual disabilities in a high school
setting.
Assisting teacher in developing lessons plans that targeted functional life skills.
Implemented academic interventions correlating to students' IEP goals.
Collected qualitative and quantitative data to monitor student achievement.
Administered behavioral interventions to struggling students.
Assisting students with physical tasks to navigate their environment.
Provided support for students' communication and functional skills in community settings.
Special Education Teacher Aide (Extended Year Program)
Nassau BOCES | Rosemary Kennedy School | July and August 2018 - 2020
My responsibilities include:                        
Assisted in administering functional life skills lessons to students with intellectual disabilities.
Implemented academic interventions correlating to students' IEP goals.
Collected qualitative and data to monitor students achievement.
Administered behavioral crisis prevention and interventions, as needed, including proper restraint
techniques (CPI Trained).
Assisted in implementing academic enrichment activities.
Assisted students with physical tasks to navigate their environment.