1 | Page Gilreath

Katie E. Gilreath
Katie.elizabeth.gilreath@gmail.com

I am an extremely dedicated worker and strive to perform at my best at all times. Compassion,
organization, and meeting deadlines are some of my strongest values. Being such a hard worker, I will
be an asset to any educational environment.

Education
● Bowling Green State University, Bowling Green, Ohio, August 2016 - May 2018
● Master of Education in Classroom Technology

● Bowling Green State University, Bowling Green, Ohio, August 2006 – May 2011
● Bachelor of Science in Education
o Mild – Moderate Intervention Specialist
o Highly qualified in reading
Cumulative GPA: 3.557
Major GPA: 3.50
o Dean’s List Honoree
● The Praxis Series’ tests
o Teaching Reading (0204) Passed 01/15/2011
o Special Education Core Knowledge and Applications (0354) passed 11/13/2010
o Principles of Learning & Teaching K-6 (0522) passed 06/12/2010
● Washington Educator Skills Tests
o Special Education (070) Passed 06/04/2011
o Elementary Education (005 and 006) Passed 12/21/2011

Relevant Teaching Experience

● Intervention Specialist, Millersport, Ohio, July 2014 - Present
Millersport Elementary School
o Partnered with six general education teachers daily to ensure success of individual students
o Educated students in grades 4 - 6 daily in all subject areas
o Advised a group of 15 students in the first elementary Student Council

● Intervention Specialist, Columbus, Ohio, August 2013 – July 2014

Summit Academy Community School - Columbus
o Collaborated with a general educator daily in a whole group class setting
o Taught large group and small group settings of students grades 1 – 5 daily with varying needs
o Led a team of striving individuals through projects and events as Student Council advisor
o Represented the elementary staff on the Building Leadership Team
o Attained classroom materials through a Donors Choose project

● Special Education Teacher, Groveport, Ohio, August 2012 – August 2013

Imagine Groveport Community School
o Teamed with numerous teachers in teaching students in largely inclusion settings
o Strategized with other Intervention Specialists for effective teaching strategies
o Composed Individualized Education Plans and led meetings with multiple participants
o Maintained organized data of behavior, parent contact, interventions and other data
o Organized field trips of approximately 90 students and multiple parent chaperones
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● Special Education Teacher, Redmond, Washington, August 2011 – June 2012

Albert Einstein Elementary School
o Created and supported Individualized Education Plans
o Implemented lesson plans specifically designed for each student
o Managed caseloads of up to 29 students
o Participated in staff development at the school and district level
o Collaborated with multiple teachers and parents to create and apply Individualized Education Plans

● Extended School Year Teacher, Redmond, Washington, July 2012 – August 2012
Lake Washington School District
o Directed teams of up to 7 para-educators in instructional duties
o Established varied lesson plans for 2 separate school sessions
o Utilized creative teaching strategies to keep students involved in learning

● Student Teaching Internship, Findlay, Ohio, January 2011– April 2011

Liberty-Benton Elementary School
o Educated students in grades 1-4 in reading, language arts, spelling, and math both individually or
in small groups
o Augmented lessons to meet the behavioral and educational needs of students
o Supported students in their work toward their specific Individualized Education Plan objectives and
Standardized Testing goals
o Communicated effectively with parents through hand-written notes and phone calls

● Methods Practicum, Findlay, Ohio, October 2010 – December 2010

Liberty-Benton High School
o Exhibited classroom management skills by successfully teaching between two and six students in
the resource room while also providing resources and instruction to approximately twelve other
students on Individualized Education Plans using the resource room as a study hall during the
same class period
o Observed co-teaching strategies for a classroom of approximately twenty-five students in an
inclusion setting
o Administered tests to students on Individualized Education Plans using successful strategies such
as omitting answers, orally reading, and providing use of notes

References
Available upon request