JENNIFER DOZLER

I have taught kindergarten for the last 12 years at Grand Island public schools.

• Cultivated a positive classroom environment to enhance student social-emotional development.
• Developed and implemented engaging lesson plans to foster early childhood learning.
• Collaborated with parents and staff to support individual student needs and progress.
• Utilized observation techniques to assess student learning styles and adapt instructional methods accordingly.
• Mentored new teachers, providing guidance on best practices in early childhood education.
• Designed assessment tools to evaluate student performance and inform instructional adjustments.
• Built positive relationships with students and families for safe, trusted learning support.
• Enhanced classroom management by establishing clear expectations, rules, and routines.
• Collaborated with colleagues to share resources, brainstorm ideas, and problem-solve challenges faced in the classroom environment.
• Implemented differentiated instruction strategies to meet the diverse learning needs of all students.
• Promoted learning through play with engaging activities, games and lessons.
• Promoted a positive learning environment with the use of collaborative group work and hands-on activities.
• Delivered lesson plans, implemented school curriculum and used data to create, monitor, and establish personalized learning plan for each student.
• Improved student reading skills by implementing phonics-based instruction and guided reading activities.

• PROJECT DIRECTOR OF THE 21st CENTURY AFTERSCHOOL PROGRAM for 5 years at Gibbon Public Schools.
• Led professional development workshops focused on innovative teaching strategies and classroom management techniques.
• Advocated for inclusive practices, ensuring all students received equitable access to educational resources.
• Developed strong relationships with families to address any concerns or issues impacting student success.
• Recognized children's physical, emotional and social needs for personalized support.
• Increased parent involvement through regular communication, parent-teacher conferences, and workshops.
• Monitored and evaluated student progress through regular assessments and observations.
• Reported to parents and administration about student progress.
• Exercised good classroom management focused on positive behavior support by clearly articulating fair and consistent expectations along with appropriate natural consequences.

• WORKING WITH SPECIAL NEEDS CHILDREN IN GRADES K THRU THIRD GRADE. DAILY ACTIVITIES INCLUDE WORKING ON BASIC EDUCATIONAL IMPROVEMENT.
• Supported individualized education plans by implementing tailored instructional strategies for diverse learning needs.
• Assisted teachers in managing classroom behavior and fostering a positive learning environment.
• Collaborated with multidisciplinary teams to develop effective communication methods for students with disabilities.
• Monitored student progress and reported data to ensure adherence to educational goals and objectives.
• Trained new paraeducators on best practices for supporting special education students in inclusive settings.
• Led small group sessions focusing on skill development, enhancing student engagement and comprehension.
• Developed adaptive materials and resources to accommodate varying levels of student abilities and learning styles.