ERIK KRIEBELTeaching Portfolio

PROFILE

Experienced teacher, coach, academic advisor, IEP case manager, and mentor with combined seven years of service in the Athens, Georgia area. Seeking the opportunity to work along side the faculty, staff, students, and community as a teacher in the Social Studies or Special Education department.

EDUCATION

• Gainesville State College — A.A. Sociology 2006

• Augusta State College — B.S. Sociology 2008

• Piedmont College — M.A.T. Secondary Education - History Education 2010

• Georgia Southern University - Ed.S. Instructional Technology - 2015

EXPERIENCE• Special Education Teacher, Clarke Central High School — 2011- Present

• 2013 - Current - Served as Special Education case manager and collaborative teaching partner. Managed caseload of 10-12 special education students. Collaborated with administration, faculty, counselors, guardians, & community advocates to develop and design Individualized Educational Plans that would serve to cultivate the student’s academic, social, & emotional success. Co-taught US Government, Agriscience, and Coordinate Algebra Support in grades 9-12. Developed and taught Job Skills and Money Management direct courses for students earning a Special Education Diploma and working through various community placements within Clarke County. Served as a member of the Clarke Central High School Instructional Technology Committee.

• 2011 - 2012 - Served as CTI (Career Technology Instruction) Coordinator. Duties and responsibilities included designing and implementing plans for students that assisted in developing work and career related skills at the completion of the CTAE experience. Provided resource assistance to students with disabilities served under the Individuals with Disabilities Act (IDEA) in the CTAE program and coordinated the services needed for the learner to acquire his or her goal of job placement. Golden Apple award for Excellence in Teaching recipient.

PERSONAL PEDAGOGY• Preparedness - The planning process is crucial to a successful classroom. Effective teaching means having your plan for

teaching in place and fully developed prior to students arriving for learning.

• Reflection - Constant reflection upon what aspects of teaching are effective and/or ineffective is necessary to ensure that the teacher is addressing the needs of the the classroom.

• Flexibility - One size does not fit all in the classroom. What is most effective for the teacher may not always be most effective for the students. Effective teaching means being open to change and being prepared to move the learning environment in a different direction if the students are not responding or engaged.

• Relationship Building - Motivating students is achieved by understanding the students. Teachers must be seen as an authority figure who is there to guide the students through the content but also as an advocate and someone that cares about the well being of the student. Accomplishing these tasks means engaging with students as people and relating to their current situation.

• Professional Development - Effective teaching requires a wide skill set of abilities. These abilities must be improved and developed through frequent professional development. It is imperative to seek out new and effective methods for teaching on a consistent basis.

LESSON PLANNING PHILOSOPHY

• Collaborative - When applicable, a collaborative planning process involving content area teachers and special education teachers provides for planning sessions where a large scope of teaching methods can be explored.

• Data Driven - Pinpointing where students are excelling and struggling should be a primary goal of any planning session. Classroom time can be limited, and streamlining what standards need to be addressed maintains student engagement while limiting any material that could be considered redundant.

• Frequent - Lesson planning should be conducted several times a week in order to see key aspects of the planning process work in an effective manner.

LESSON PLANNING EXAMPLE

• Included is a sample of the lesson planning model that I adopted during my time at Clarke Central.

• The planner breaks down the overarching aspects of the lesson then moves to the essential components of the daily lesson while addressing areas such as differentiation and tools needed to successfully teach the lesson.

CLASSROOM MANAGEMENT PHILOSOPHY

• Consistent - Classroom expectations should be established early and maintained consistently.

• Comfortable - The learning environment should be a safe place. It is the responsibility of the teacher to create an environment where students feel safe to share their opinions, ask questions, and

• Understanding - The teacher needs to understand when they need to adjust their management style and when exceptions to their daily approach to management need to change.

RELATIONSHIP BUILDING• Relationship Building - Advising and or providing input on decision

making requires trust between the teacher and student. Trust must be established early in a relationship for that relationship to develop.

• Community - Teachers must be capable of accessing & developing a network resources within the community or school in order to build a support system that can assist the teacher & student over a wide range of scenarios.

• Emotional Support & Compassion - Teachers must be present & available for the student in times of success and adversity. Consistent support in these areas helps to maintain a focused and consistent student.

IEP PROCESS & PHILOSOPHYThe IEP development process involves a number of key elements that must be addressed in the build up to and each time the IEP team meets. The process of writing the IEP should follow the model below.

Introductions & Purpose

Parental Rights & Excusals

Present Levels

• Assessments• Strengths• Parental Input Impact

of disability

Special Factors • Communication• AT• FBA• BIP• Visual/Hearing

Impairment

Extended School Year & Transportation

Student Supports

• Classroom testing accommodations

• Interpersonal accommodations

• Supplemental Aids

Assessment & State Assessment Accommodations

Transition Plan & Annual Goals

• Career Assessments

• Interest Assessment

Special Services & Placement

Signatures & Adjourn

CASE MANAGEMENT PHILOSOPHY

• Communication - Meeting with case load students and communicating with the guardians and other support team members should occur on a weekly basis.

• Diligence - Students with disabilities at times need to have aspects of their IEP reinforced and discussed consistently. The IEP case manager must ensure this is accomplished with regularity.

• Guidance - The case manager will advise the student and their guardians and other support members one a variety of topics throughout a school career. The case manager should appreciate and respect the weight of that

RELATABLE SKILLS• Excellent track record developing relationships with key members of those vital to the academic, athletic, & social growth of student

athletes. • Twenty-seven hours of Graduate level Instructional Technology course work, expected degree completion May, 2015. • Fluent in the following computer & web based applications & operating systems.

• Various Web 2.0 applications. • Windows OS & Apple OS X• Microsoft Office

• Word• Excel• Power Point• Publisher

• iWork• Pages• Keynote• Numbers

• Google Apps• Presentation• Docs• Sites• Spreadsheet

• SLDS• Go IEP

ACHIEVEMENTS• 2013 Golden Apple Award for Excellence in Teaching - Clarke Central High School.

• As Play it Smart Coach for CCHS Football - 2013 & 2014 Clarke Central Football Team GPA 3.0 or better.

• 2013 National Football Foundation Scholarship Recipient - Max Germain, CCHS, Punter - 4.1 GPA

• 2013 Play it Smart Player of the Year - Denzel Maxey, CCHS. TE/LB - 3.3 GPA

• 2014 National Football Foundation Scholarship Recipient - Baylor Ward, CCHS, FB - 4.25 GPA

• 2014 Play it Smart Player of the Year - Chika Anukam, CCHS, LB - 3.85 GPA

• Opinion/Editorial Featured in Athens Banner Herald 4/8/2014 Clarke Central Football & Academics. ( onlineathens.com/opinion/2014-04-08/kriebel-clarke-central-student-athletes-excel-field-and-classroom )

REFERENCES• Dr. Ashlee Wegmann - Special Education Department Chair, Clarke Central High School - e. wegmanna@clarke.k12.ga.us

w. 706.357.5200, c. 706.614.1343

• Johnny Anderson - Social Studies Department Co-Chair, Clarke Central High School - e. andersoja@clarke.k12.ga.us w. 706.357.5200

• Ashley Goodrich - Social Studies Department Co-Chair, Clarke Central High School - e. goodricha@clarke.k12.ga.us w. 706.357.5200

• Dr. Robbie Hooker - Principal, Clarke Central High School - e. hookerr@clarke.k12.ga.us w. 706.357.5200

• Marie Yuran - Associate Principal, Clarke Central High School - e. yruranm@clarke.k12.ga.us w. 706.357.5200