54 Pleasant Street Groton, MA 01450 978.448.9788 premru@verizon.

net _________________________________________________________________________________________

Cynthia Premru
EDUCATION

Fitchburg State College, Fitchburg, MA Graduate Coursework in Brain-Based Teaching and Learning, July 2 ! Lesley University, Ca"bridge, MA M#$d# in $le"entary $ducation and Creati%e Arts in Learning, 2 & Initial License' $le"entary (!-)*, +&,-.)/ Initial License' $arly Childhood' 0tudents with and without 1isabilities, 2re3-2, +&,-.)/ Art Institute of oston, Boston, MA Coursework in 2hotogra4hy, 2hoto 5istory and Art 5istory, !.. -!..! S!i"#ore College, 0aratoga 04rings, 67 B#A# in $nglish with concentrations in 2hotogra4hy and 0ociology, !.-.

TEAC$IN% E&'E(IENCE
Nor#an E) Day School, 8est9ord, MA Reading Interventionist, Grades 3-5 0e4te"ber 2 !& : 4resent

2ro%ide daily, direct, and e;4licit literacy inter%ention to struggling learners in a s"all grou4 setting 9ollowing a <es4onse To =nter%ention (<T=* and Tier>d instruction "odel# 2re4are "ulti4le authentic lesson 4lans daily and deli%er reading inter%ention in 4honics, decoding, accuracy, 9luency, co"4rehension, and writing in res4onse to reading using research-based strategies and resources such as TLC>s Li%ely Letters, The Co"4rehension Toolkit, and Fountas and 2innell>s Le%eled Literacy =nter%ention# 8ork collaborati%ely with Literacy 04ecialist and classroo" teachers in identi9ying eligible students 9or targeted reading inter%entions and in de%elo4ing students indi%iduali?ed reading inter%ention 4lans# <egularly "onitor student 4rogress towards achie%ing instructional ob@ecti%es and goals using research based diagnostic tools such as the Auick 2honics 0creener, 1=B$L0, 1<A, and the Fountas and 2innell Bench"ark Assess"ent 0yste"# Co""unicate regularly with classroo" teachers and 4arents regarding student needs and 4rogress# Create a classroo" cli"ate that is condusi%e to learning and that acco""odates and su44orts students indi%idual learning di99erences# 2artici4ate in "andatory in-ser%ices and worksho4s and in sel9-selected 4ro9essional de%elo4"ent o44ortunities# Ad"inister MCA0 tests with acco""odations to students# Maintain con9identiality and 4ro9essionalis" at all ti"es# August 2 !! : August 2 !&

Nor#an E) Day School, 8est9ord, MA Student Support Services Teaching Assistant, Grades 3-5

2ro%ide direct instructional su44ort in inclusion classroo"s, Language-based classroo", and s"all grou4 settings to se%eral students with "oderate to se%ere learning disabilities : including but not li"ited to Autis" 04ectru" 1isordersB A151B 1ysle;iaB and 04eci9ic Learning 1isabilities in Math, <eading and 8riting# 8ork collaborati%ely with s4ecial and general educators to "odi9y curriculu" "aterials 9or students while adhering to standards set 9orth in MA Curriculu" Fra"eworks# ="4le"ent =$2 goals, ob@ecti%es, and acco""odations 9or each student under su4er%ision o9 =$2 Tea"# Co""unicate regularly with =$2 Tea" regarding each student>s learning style and their successesCchallenges 2er9or" ongoing data collection on %arious student>s acade"ic, beha%ioral, and social 4rogress# Assist <eading Teacher in 4ro%iding e;4licit, su44le"ental instruction 9or students who e;4erience reading di99icultiesB instruction includes lessons in 4honics generali?ations and lessons in reading to de%elo4 9luency and accuracy# Ad"inister 1e%elo4"ental <eading Assess"ents and 1=B$L0 to students under su4er%ision o9 teachers# 2artici4ate in "andatory in-ser%ices and worksho4s and in sel9-selected 4ro9essional de%elo4"ent o44ortunities# Ad"inister MCA0 tests with acco""odations to students#

Cynthia Premru
Maintain con9identiality and 4ro9essionalis" at all ti"es# A4ril 2 ! : August 2 !!
th

lanchar" *i""le School, 8est9ord, MA One to One Aide for student with special needs, during

and !th Grade

1edicated aide directly res4onsible 9or indi%idual student with 1own 0yndro"e, res4onsible 9or their wel9are, sa9ety, and location at all ti"es during the school day# 8orked collaborati%ely with s4ecial and general educators to de%elo4 and "odi9y curriculu" "aterials 9or student while adhering to standards set 9orth in MA Curriculu" Fra"eworks# ="4le"ented =$2 goals, ob@ecti%es, and acco""odations 9or student under su4er%ision o9 =$2 Tea"# Co""unicated regularly with =$2 Tea" regarding students> learning style and successesCchallenges they 9aced# Facilitated student>s 4artici4ation in general classroo" and s"all grou4Cindi%idual learning acti%ities# 2ro%ided 4ro"4ting 9or co"4letion o9 new skills and 4ractice o9 "aintained and generali?ed skills# ="4le"ented and taught DLi9e 0killsE acti%ities in telling ti"e, "oney, 4artCwhole relationshi4s, and other "ath conce4ts under su4er%ision o9 04ecial $ducator# 2er9or"ed ongoing data collection o9 students> acade"ic, beha%ioral, and social 4rogress# Ad"inistered MCA0 tests with acco""odations to student# Co""unicated with 4arents on a daily basis though ho"e and school Co""unication Book# Maintained con9identiality and 4ro9essionalis" at all ti"es# 0e4te"ber 2 . : A4ril 2 !

lanchar" *i""le School, 8est9ord, MA Special "ducation Teacher#s Assistant, th Grade

2ro%ided direct instructional su44ort, in both inclusion classroo"s and s"all grou4 setting to students with "oderate to se%ere learning disabilitiesCdisorders : including but not li"ited to A151B 1ysle;iaB 04eci9ic Learning 1isabilities in Math, <eading and 8ritingB F44ositional 1e9iance 1isorderB Fbsessi%e Co"4ulsi%e 1isorderB and 1own 0yndro"e# Acted as s4ecial educator>s 4ri"ary liaison to science and social studies inclusion classes# 8orked collaborati%ely with s4ecial and general educators to de%elo4 and "odi9y curriculu" "aterials 9or students while adhering to MA Curriculu" Fra"eworks# Modi9ied "aterials utili?ing a di99erentiated a44roach to instruction# ="4le"ented =$2 goals and ob@ecti%es 9or indi%idual students under su4er%ision o9 =$2 Tea"# Ad"inistered MCA0 tests with acco""odations to students# Maintained con9identiality and 4ro9essionalis" at all ti"es# 2 G:2 )

%roton Co##unity School, Groton, MA $ead %reschool Teacher, M8F "orning and a9ternoon 4rogra"s

1e%elo4ed and i"4le"ented de%elo4"entally a44ro4riate curriculu" adhering to standards set 9orth by the school, 6A$7C, and the Massachusetts Guidelines 9or 2reschool Learning $;4eriences# =ntegrated hands-on learning e;4eriences using science, "ath, language arts, "usic, "o%e"ent, art, dra"atics, cooking, sensory e;4lorations, social skills, and 9ineCgross "otor skills into curriculu" units such as &urser' Rh'(es, )ac*'ard +etectives, ,ele-rations around the .orld and ,o((unit' $elpers# Taught 4reschool handwriting skills using $andwriting .ithout Tears 4rogra"# Created and "aintained a sa9e and su44orti%e en%iron"ent where each indi%idual child>s needs were su44orted and nurtured# Assessed children>s needs and assisted 9a"ilies with re9errals 9or 4ro9essional e%aluations as needed# Maintained con9idential written records 9or students including anecdotal notes, ongoing assess"ents, and 9or"al obser%ations# 8rote co"4rehensi%e obser%ations and narrati%e 4rogress re4orts 9or each student, 2 ti"es 4er year# Created indi%idual student 4ort9olios including student 4hotogra4hs, student artwork, student writing sa"4les, songs, and 4oe"s that chronicled their 4reschool e;4erience# Fostered inclusi%e and su44orti%e relationshi4s with 9a"ilies through bi-weekly newsletters, 4hone calls, con%ersations, con9erences, annual Curriculu" 6ight, classroo" 4lays and e%ents, and 9ield tri4s#
2

Cynthia Premru
Attended sta99 "eetings, curriculu" days, and 4artici4ated in 4ro9essional de%elo4"ent o44ortunities# 8orked closely with colleagues, sta99, and 9a"ilies to create a strong sense o9 co""unity#

Cynthia Premru
*cCarthy+To,ne Ele#entary School, Acton, MA Long-Ter( Su-stitute Teacher, 3indergarten ("orning and a9ternoon 4rogra"s* Feb# : A4ril 2 G

Managed students 9ro" di%erse ethnic and socioecono"ic backgrounds in centers-based classroo"# =ntegrated science, "ath, language arts, art, and social studies into curriculu" units on /edieval Ti(es, &utrition, and Life ,'cle of a 0rog1 Taught handwriting skills using $andwriting .ithout Tears 4rogra"# Assessed children 9or 4hone"ic awareness, letterCnu"ber recognition, and 4re-reading le%els# Created and "aintained a sa9e and su44orti%e en%iron"ent where each indi%idual child>s needs were su44orted and nurtured# 2re4ared Current Functioning <e4orts e%aluating student>s school readiness, achie%e"ent, attentionCacti%ity, co""unication, and sociali?ation skills 9or =ndi%iduali?ed $ducation 2lans# Fostered inclusi%e and su44orti%e relationshi4s with 9a"ilies through weekly newsletters, in9or"al con%ersations, classroo" e%ents, and 9ield tri4s# 2artici4ated in 9or"al and in9or"al 4arentCguardian con9erences# Jan# - May 2 2

*cCarthy+To,ne Ele#entary School, Acton, MA Student Teacher, Grade !

1esigned and taught se%eral lessons 9or interdisci4linary curriculu" unit on the Sonoran +esert including 4oetry, literature, literacy acti%ities, art, "ath, and science e;4eri"ents# 1e%elo4ed and i"4le"ented curriculu" unit on .ater ,'cle where one o9 "any e;4eri"ents was to "ake it rain in the classroo"# 2lanned and taught literacy acti%ities 9or students at di99erent reading and writing le%els including $nglish as a 0econd Language students# Taught 4honics using )radle' %honics S'ste(# =ncor4orated Massachusetts>s Curriculu" Fra"eworks into all lessons and acti%ities# 2artici4ated in district-wide curriculu" 4lanning "eeting to co"4are the school districts curriculu" with Massachusetts> state standards# 0e4t# : 1ec# 2 !

'rescott Ele#entary School, Groton, MA Student Teacher, Grade &

Created and taught "ini-unit on 4oetry 9ocusing on cinHuain, li"erick and sha4e 4oe"s# 0tudents initiated 4oetry readings and began to write and e;4lore 4oetry on their own# Tutored and su44orted students with %arious learning abilities and s4ecial needs in language arts and "athe"atical conce4ts# Facilitated "orning "eetings that included classroo" business and student-led sharing o9 %arious literacy e;4eriences : @ournals, 4oetry, 9olktales, riddles, @okes, and authorCillustrator studies#

Cynthia Premru
EDUCATIONAL *EDIA E&'E(IENCE
Si- (e" *arbles, LLC, Ca"bridge, MA %roduction /anager, 2educational software developer3 !..--2

Co-"anaged 4roduction de4art"ent with a sta99 o9 eightB and coordinated and 4roduced "edia ele"ents 9or a %ariety o9 interacti%e educational C1-<FM and =nternet 4roducts including Addison 8esley Long"an>s Linear Alege-ra 4 Its Applications, and 0cott-Fores"anCAddison 8esley>s 5now6one Reading# !..)-!..-

%ro7ect /anager

Coordinated interacti%e educational C1-<FM and =nternet 4ro@ects 9or educational 4ublishers including 5oughton Mi99lin>s Great Start reading series, 5arcourt 0chool 2ublishers Instant Readers, and 2rentice-5all>s /ulti(edia /athla-sB and su4er%ised 4roduct de%elo4"ent tea"s including designers, de%elo4ers, 4roduction assistants, and educational s4ecialists# !../-!..)

DI %rou., 6ew Media 1e4art"ent, Boston, MA Associate %roducer

2roduced "edia ele"ents 9or 5oughton Mi99lin>s educational C1-<FM series, Great StartB and collaborated with client and tea" "e"bers to sha4e and e;ecute educational conce4ts 9or interacti%e acti%ities# !..!-!../

/% $ E"ucational Foun"ation, 1esign 1e4art"ent, Boston, MA %hotograph' ,oordinator8%hoto Researcher

<esearched i"ages 9or %ariety o9 4rint 4ieces and educational tele%ision 4rogra"s including educational outreach "aterials, trade books, and the series> ,olu(-us and the Age of +iscover' and $istor' of Roc* n# Roll9 and coordinated and directed still 4hoto shoots 9or se%eral internationally renowned tele%ision and radio 4rogra"s including &O:A, 0rontline, The A(erican ";perience, and Africans in A(erica1

Cynthia Premru
LEADE(S$I' E&'E(IENCE
%roton+Dunstable (egional School District S.ecial E"ucation 'arent A"visory Council 0SE'AC1 Secretar' 2 - - 2 !!

G+RS+ S"%A,#s "ission is to 4ro%ide a network in which 4arents o9 children with s4ecial needs ha%e access to rele%ant in9or"ation, training, and e"otional su44ortB and to encourage an at"os4here o9 e99ecti%e co""unication, understanding, and "utual res4ect a"ong all students, 4arents, educators, and the co""unity-at-large# <ecorded and 4ublished "inutes 9or bi-"onthly Business Meetings# Maintained current and 4ast 9iles including "onthly agendas, "eeting "inutes, lecture handouts, e%ent 9lyers, newsletters, and Fact 0heets# 5el4ed coordinate lecture series with to4ics that both educated 9a"ilies and educators on the latest 4olicies, inter%entions, and research on %arious disabilities, and o99ered strategies to assist the" at ho"e and school# 5el4ed create and establish a %arent Resource ,enter and %arent Resource Li-rar' 9or the co""unity# 5osted dro4-in hours at %arent Resource ,enter 9or 4arents who had Huestions or needed guidance in the s4ecial education 4rocess# Coordinated 2arent <oundtables with 4rinci4als in 1istrict schools# Attended indi%idual school F4en 5ouses, Curriculu" 6ights, and 2TA "eetings# 2arent liaison 9or Florence <oche $le"entary 0chool and Groton-1unstable Middle 0chool# 8orked with 0enior Ad"inistration 9or 4lanning and de%elo4"ent o9 02$1 initiati%es in the 1istrict# $ncouraged at"os4here o9 o4en co""unication with district ad"inistrators, school sta99, 4arents, and "e"bers o9 the co""unity#

Cynthia Premru
'(OFESSIONAL DE2ELO'*ENT AND *E* E(S$I'S
"ffective Strategies for Struggling Readers< /eet the ,o((on ,ore ,hallenge=, Ti" <asinskyC0ta99 1e%elo4"ent <esources, 6o%e"ber 2 !& :arious trainings in Livel' Letters, +ail' 58,af>9 ad(inistering +I)"LS, +RA?, and RTI strategies9 and instruction using 0ountas and %innell#s Leveled Literac' Intervention , 8est9ord 2ublic 0chools, 2 !&C2 !G Asperger S'ndro(e ,onnections ?@A3 conference, Boston, MA Fctober 2 !& Reading with TL, 2Livel' Letters and Sight .ords Bou ,an See3, 2-day training with TLC, July 2 !& ";ecutive 0unctioning, 8est9ord 2ublic 0chools, May 2 !& Teacher Language, 8est9ord 2ublic 0chools, A4ril 2 !& It#s So /uch .or* to )e Bour 0riend, 8est9ord 2ublic 0chools, March 2 !& &onviolent ,risis Intervention Training, 8est9ord 2ublic 0chools, 0e4te"ber 2 !!, January 2 !& ,lassroo( Strategies for Gross /otor +eficits, 8est9ord 2ublic 0chools, January 2 !& Strategies for Students with Learning +isa-ilities, 8est9ord 2ublic 0chools, June 2 !2 Topics in Special "ducation, 8est9ord 2ublic 0chools, March 2 !2 )est %ractices in Special "ducation, 8est9ord 2ublic 0chools, February 2 !2 /ath C Adapting .estford#s "+/ %acing Guides to the ,o((on ,ore, 8est9ord 2ublic 0chools, 6o%e"ber 2 !! Autis( Spectru( +isorders C Social Language Through the Lifespan and %ieces of the %u66le , 8est9ord 2ublic schools, January 2 !! /assachusetts +own S'ndro(e ,ongress, 8orcester, MA, 6o%e"ber 2 ! )rain )ased Teaching and Learning, Fitchburg 0tate College graduate course through the Ini%ersity o9 8est9ord, 8est9ord 2ublic 0chools, July 2 ! +ealing .ith +epression, 8est9ord 2ublic 0chools, May 2 ! /ental $ealth ,olla-orative, 8est9ord 2ublic 0chools, January 2 ! Dnderstanding -' +esign, 8est9ord 2ublic 0chools, Fctober 2 . Supporting Students with +own S'ndro(e within the /iddle School ,o((unit' , 8est9ord 2ublic 0chools, Fctober 2 . Jariety o9 worksho4s and lectures through "y acti%e in%ol%e"ent with Groton-1unstable>s 0$2AC , to4ics including but not li"ited to' Sensor' Integration +'sfunction, ";ecutive 0unction S*ills, ,hildren#s /ental $ealth and /edication, Reading Instruction, Assess(ents and Interventions for Struggling Readers, Dnderstanding Tests and Assess(ents for Students with Learning +ifferences, Social S*ill +evelop(ent, and )asic Rights for I"%#s1 Success and Asperger#s S'ndro(e< &ew Ideas and Strategies , As4erger>s Association o9 6ew $ngland 2 , Introductor' Se(inar in Literac' ,olla-orative and Reading Recover' , Lesley Ini%ersity, Ca"bridge, MA 2 & %ractical Strategies to "nhance 'our %reschool ,lassroo( and ,urriculu( , Bureau o9 $ducational <esearch, 6ashua, 65 2 G :isions of ,o((unit', Federation 9or Children with 04ecial 6eeds, Boston, MA 2 2 %arents and Teachers of ";plosive 5ids : %arious con9erences and worksho4s, Chestnut 5ill, MA International Reading Association, "e"ber /assachusetts Teacher#s Association, "e"ber Association for Supervision and ,urriculu( +evelop(ent, "e"ber Asperger#s Association of &ew "ngland, "e"ber