Danielle O’Hagan

ohagand18@outlook.com

General & Special Education Certified Elementary Teacher

Certifications Education

Childhood Education (Grades 1 – 6) Initial
Early Childhood Education (Birth – Grade 2) Initial
Students with Disabilities (Birth – Grade 2) Initial
Students with Disabilities (Grades 1 – 6) Initial
Literacy (Birth – Grade 6) Initial
St. Joseph’s College, Patchogue, New York
Master of Arts in Literacy and Cognition, Aug. 2017
Bachelor of Arts in Child Study, Jan. 2012

Teaching Experience:

Walt Whitman Elementary School, Woodbury, New York Oct. 2017 – Present
Learning Center Tutor, (Grades K-4)
 Supported Tier 2 students through the use of Leveled Literacy Interventions as well as Fundations.
 Provided small group instruction using resources from GO Math! and Number Worlds.

Developmental Disabilities Institute, Ronkonkoma, New York Sept. 2016 – Oct. 2017
Teacher, Pre-K (ICT)
 Provided support for students through ABA in a natural setting in order to help to master and
maintain IEP goals.
 Created themes, lessons, and activities for the traditional classroom as well as outdoor classroom for
two 12:1:1 classes.
 Recorded student development through the AEPSi as well as kindergarten readiness assessments.

Eastport Elementary School, Eastport, New York Sept. 2015 – Aug. 2016
Teaching Assistant, Grade 3 (ICT)
 Implemented adaptations and modifications during lessons and testing as per IEP requirements.
 Provided support to classroom teachers during lessons, planning and assessments.
 Technology used: Actively Learn, Kahoot!, Mindomo, Popplet, Quizlet, and StoryBird

Southampton Elementary School, Southampton, New York Sept. 2014 –June 2015
Teacher, Kindergarten (ICT), Leave Replacement
 Collaborated with co-teacher to develop lessons in order to satisfy CCSS.
 Presented lessons through Fundations, Teacher’s College Writing Workshop, as well as GO MATH!
through the use of SMART Board Technology, written work in text and multisensory class activities.
 Through AIMSweb Progress Monitoring, created student groups to maintain differentiated
instruction.
Substitute Teacher
 Created effective behavioral and academic strategies to ensure a productive school day.
 Quickly became aware of the students’ individual needs in order to differentiate instruction as needed.