Nicole DeBaggis

------------------------------------------Education-----------------------------------------

University of Vermont, Burlington, VT Sept. 2004-Dec. 2004 Major: Secondary Education; Minor: English

Bridgewater State University, Bridgewater, MA, 2005-2010 Bachelor of Arts: Special Education; Liberal Arts Concentration: English Graduated Cum Laude

University of New England, Biddeford, ME, 2014-present Masters of Education Program Concentration in Curriculum and Instruction Strategies

------------------------------------------Licensure-----------------------------------------

Moderate Disabilities, 5-12, Initial Issued January 13, 2011

English, 5-8, Initial

English, 8-12, Initial October 21, 2011

-------------------------------------Teaching Experience-----------------------------------

Framingham High School, Special Ed/English teacher/Liaison, Phoenix Program, August 2011-present Establishing a healthy and save classroom environment for students Work with behavioral specialists and social workers to support students with emotional and behavioral

needs Make accommodations and modifications for students with varying disabilities Develop curriculum according to Core Standards for English classes for grades 9-12 Development of IEPs according to student need Chair IEP meetings, working with parents, teachers, and students Testing special education students using the WIAT III

Annie Sullivan Middle School (Franklin, MA), Educational Assistant, February 2011-June 2011 Work with eighth grade teachers providing assistance in inclusion classrooms in one-to-one and small

group settings Provide one-to-one content support for specific students

Annie Sullivan Middle School (Franklin, MA), Long Term Substitute for SpEd Liason, Jan. 3-Feb. 9, 2011 Responsible for cooperatively teaching lessons alongside eighth grade Math, English, and Social Studies

teachers in an inclusion classroom. Responsible for providing small-group and one-to-one instruction for specific students based on their

needs and learning styles Responsible for creating study guides, and test accommodations and modifications for specific students

Franklin High School (Franklin, MA), Educational Assistant, February -June 2005 Worked with a Special Education teacher in a substantially separate classroom to teach daily life skills

Served as a job coach to three students that had jobs in the community outside of school

------------------------------------------Related Experience-----------------------------------------

Framingham High School, Freshman Girls’ Soccer Coach, 2012 fall seasonFramingham High School, JV Girls’ Soccer Coach, 2013-present

Coaches individual participants in the skills necessary for excellent achievement Plans and schedules a regular program of practice in season Enforces discipline and sportsmanlike behavior at all times, and establishes and oversees penalties for

breach of such standards by individual students.

Camp Erin Boston, Cabin Buddy, August 2013 Provided emotional support for children, ages 4-18, that have experienced loss

------------------------------------------Philosophy and Interests-----------------------------------------

In my experiences, I have realized that being an effective teacher is not always about having the best lesson plans, or the best slideshows, or having the most advanced technologies in your classroom. These things are important, and they are useful in facilitating effectiveness, but they are not going to ensure it. The most

important tool in being an educator is having the ability and the desire to build meaningful relationships and connections with students, and even colleagues. A Smartboard is not going to help an educator connect with a child that has experienced trauma. Building relationships is the foundation for

providing a healthy classroom environment that can facilitate learning. Without it, learning is not guaranteed. I have found that my love of music, movies, pop culture, sports, and above all else, laughter has helped me to connect with my students in a way that they feel safe and important. In sharing these interests and

ideas, my students and I have built relationships that foster their learning and motivation.

References provided upon request