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$25/h
1st lesson free!
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Response Time 24h
Lessons offered by Jibby
  • Individual
  • In group
The lessons will be held
  • at her home
  • at your home
Taught subjects
  • General knowledge
  • Social Skills
  • Communications
  • Moral and Civic education
  • Nonverbal communication
Levels
  • All Levels

Special educator with 23 years of experience in helping students reach their greatest human potential through academic instruction using their preferred learning styles and interests.

Methodology

My teaching methodology is very distinct. I first build a student learning profile and use the data I gathered to create unique and differentiated lessons specific to the group of learners assigned to me. I then begin with specific/individualized goals/objectives each student has and create engaging and relevant lessons designed specifically to them using the standards as a guiding instructional tool.

Background

I am an Assistant Principal with 23 years of experience as a special educator and English teacher. I hold a doctorate in educational leadership, two masters in Gifted Education and Curriculum/Instruction with a dual B.A. in Special Education and English.

Rates

Rate for 5 hours of lessons : $200
Lessons offered by Jibby
Individual
In group
The lessons will be held
at her home
at your home
Taught subjects
  • General knowledge
  • Social Skills
  • Communications
  • Moral and Civic education
  • Nonverbal communication
Levels
  • All Levels

Jibby's resume

Dr. JIBBY L. SMITH-BROWN
3324 Madison Pike - Ft. Wright, KY 41017
(concealed information) - (concealed information)
(concealed information)

SUMMARY: Experienced educator and administrator interested in an adjunct instructor position, especially in the area of special education. Eager and willing to help your college/university attain its future goals.

EDUCATIONAL LEADERSHIP AND INSTRUCTION HIGHLIGHTS

 Accomplished educational leader with Doctorate in Educational Leadership experienced in school leadership positions and classrooms in colleges, middle schools, and elementary schools
 Awarded “Distinguished Educator Award” from Oak Hills School District during 2011/2012 school year
 Recognized for scholarly research and state/national presentations
 Transformational Leader – Experienced in transforming an underperforming school labeled by the Kentucky Department of Education as “a school in decline.” In less than three years, successfully moved the school from that list and improved teacher performance and student efficacy
 Created after-school literacy programs for students
 Incorporated into the building instructional program a “growth mind-set among 6-8 grade students”
 Increased Literacy state assessment scores by 20 points the first year
 Secured a 3-year Literacy Grant with community university and community business partners
 Engaged Parents – Worked closely with parents and community business partners throughout career, repeated successes securing a high level of parental involvement
 Empowered Staff – Able to gain the trust and buy-in from teachers by empathizing, advocating, and providing the necessary resources they needed
 Leveraged Resources/Strategic Collaboration – Worked closely with district leaders and community partners to encourage parental involvement and strong community alliances.



EDUCATION

Ed.D. in Educational Leadership/Literacy 2013
Northern Kentucky University; Highland Heights, KY
• Graduated summa cum laude
• Awarded Assistant Fellowship Grant
• Dissertation: Influence of a Single-Gender Literacy Community on Urban Early Adolescent Females’ Voice

Certificate, Literacy Consultant 2006
Kentucky Department of Education

Master of Education & Gifted/Talented Endorsement 2002
Northern Kentucky University; Highland Heights, KY

B.A. English (7 - 12) & Special Education (7 - 12) 1997
Northern Kentucky University; Highland Heights, KY

CORE STRENGTHS and COMPETENCIES

• Operations, policies and procedures
• Team leader, professional learning communities, and teacher development
• Public relations, service learning, and community awareness
• Grant procurement and fundraising
• Literacy programs
• Gifted curriculum design, instruction and assessment
• Qualitative and quantitative research
• Differentiation of instructional methods and materials
• Program evaluation and assessment
• Instructional design and curriculum development
• Adult learning styles
• Special education instructional design, assessment, and laws

PROFESSIONAL AFFLIATIONS

• Kentucky Council for Teachers of English/Language Arts
• Association of Supervisory and Curriculum Development
• National Council for Teachers of English
• National Middle School Association
• Council for Exceptional Children
• National Association for Gifted

RESEARCH/PUBLICATIONS

• Influence of a Single Gender Literacy Community on the Early-Adolescent Female Voice
• Moodle as a 21st Century Learning Tool
• Literacy as a Cultural Conflict in an Urban Elementary School
• Transformational Leadership and John Wooden

STATE & NATIONAL PRESENTATIONS

• Increasing Reading Achievement and Protective Factors in Adolescent Female Students - 2013; Atlanta, GA National Bullying Conference

• How to Build and Implement Your Own Classroom ‘Wiki’ - 2007; Kentucky Council for Teachers of English

• Strategies for Enhancing Student Understanding of Informational Texts - 2006; National Middle School Association

• Informational Text Reading Strategies/Interpreting Text - 2005; KY Teachers Conference

• Writing as a Genre Study for Urban Middle School Students - 2005; Kentucky council for Teachers of English/Language Arts

• Reciprocal Reading Strategies - 2004; Kentucky Reading Association

• Freedom Focused Curriculum with a Service Learning Component - 2004; National Association Gifted Conference

• Informational Reading Strategies for the Constructivist Teacher - 2004; Kentucky Teacher Learning Conference

PROFESSIONAL EXPERIENCE

Margaret B. Rost; Cincinnati, OH Jun 2015 – Present

Rost is a K-12 school for students with intellectual/developmental disabilities with educational needs the typical K-12 schools cannot meet due to behavior, communication, and other therapy needs. Our school collaborates with eight tristate public school districts.

Special Education Administrator/Assistant Principal
• Supervised a team of professionals including therapists, para-professionals, nurses, and support staff
• Devised and coordinated scheduling, creating, and tracking work orders
• Liaised with cafeteria and custodial staff on a daily basis, ensuring a safe and healthy learning environment for all school members
• Guided the development and implementation of long-range and short-term goals for achieving special education goals and objectives in alignment with the school’s strategic plan
• Directed special education services for all students with disabilities and ensured that students had access to community-based instruction and pre-vocational training within the community
• Collaborated with eight school districts to coordinate services and Individual Education Program implementation
• Interviewed and hired staff members; supervised and evaluated all daily activities of staff members relative to assigned tasks; reassigned operational responsibilities of staff members as necessary to provide opportunities for cross-training and growth
• Conducted ongoing needs assessments, collected and analyzed data to refine and improve operational functions and services
• Facilitated research regarding trends and evidence-based practices to support appropriate recommendations for student success through rigorous, innovative, and technological programming
• Planned, implemented, and led professional development in-services for school staff and was assigned the responsibility of delivering and overseeing the special education services and processes in the building
• Coordinated professional staff development and training for the school district as well as chaired committee meetings and follow-up of assigned tasks
• Contributed to the academic and social tone of the school through the consistent demonstration of professionalism and enthusiasm of the school community; upheld a commitment to educational excellence, establishing and promoting a culture of mutual respect and trust

Indiana State University; Terre Haute, IN 2013 – 2015

The Gary Community School Corporation consists of 14 schools that serve grades pre-kindergarten through 12 with a focus on high ability, visual and performing arts, college and career readiness and STEM. The following positions and descriptions were made possible by a state grant in conjunction with Indiana State University and included responsibility for improving performance of staff and students in the middle school and eight elementary schools via district-wide classroom coaching/mentoring.

Compliance/Literacy/Gifted Specialist
• Implemented, facilitated, monitored, and provided district-wide technical assistance for K-2 intervention reading program in eight elementary schools
• Monitored a school district’s special education program compliance and quality per state specific indicators, findings, and data (qualitative and quantitative)
• Developed and implemented professional development schedules based on needs assessment per specific building(s)
• Collaborated with administration on strategic, school-wide Response-to-Intervention Plans
• Chaired monthly meetings with various stakeholder groups to develop and cultivate meaningful transparent relationships with school community
• Mentored, coached, and provided technical assistance to special education teachers, psychologists, speech therapists, and other related service personnel
• Mentored and coached Response-to-Intervention Plans for district personnel in the delivery of services within the three tiers of instruction

Oak Hills School District; Cincinnati, OH 2009 – 2013

Public school with 8,132 students attending its nine schools. Second largest school in the state by size.

Intervention and Gifted Specialist
• Responsible for improving performance of gifted and challenged students
• Created and conducted several before/after school programs for children and parents

Oakdale Elementary
• Received “Distinguished Educator” Award by School PTA
• Significantly improved reading scores of three out of four Title I Students
• Improved 11 of 15 fifth grade students gifted/talented population reading scores by one year
• Created and conducted morning tutoring program for struggling students in math and reading

Delshire Elementary
• Showed academic growth for 47 out of 88 fourth grade students
- 25 Title I students (struggling readers without disabilities scored proficient)
- 10 scored accelerated, 4 scored advanced, 9 made significant academic growth
• Improved reading scores by one year for 10 out of 14 gifted students and 9 out of 10 students with disabilities.
• Led K-4 Destination Imagination Competition Team

Holmes Middle School; Covington, KY 1997 – 2009

Covington Holmes Junior/Senior High School is the oldest public high school in Kentucky. Formerly known as the Two Rivers Middle School. Hired as part of leadership team to turn around school in ‘academic emergency.’ Designed and led multiple, aggressive initiatives to improve academic performance.

Assistant Principal/Instructional Coach
• Trained 40 staff members in research-based corrective reading program
• Successfully managed Response-to-Intervention Program with a five-person literacy team with weekly assessment of individual reading data of 600 students and 40 staff members
• Designed and implemented training for summer conferences and annual teacher workshops in conjunction with individual school improvement plans and teacher professional growth plans
• Coordinated middle school gifted/talented program ensuring all students were academically challenged
• Increased reading index score by 38 points, writing portfolio index score by 50 points, and science scores of seventh graders by 10 points




REFERENCES

• Barbara Butcher; Program Director Indiana State University; known for three years; (concealed information)

• Rosa Weaver; Mentor/Professor Northern Kentucky University; known for 16 years; (concealed information) (concealed information)

• Duerk Zinn; Margaret B. Rost School; Principal/Supervisor; known for one year; (concealed information) (concealed information)

Dr. JIBBY L. SMITH-BROWN
3324 Madison Pike - Ft. Wright, KY 41017
(concealed information) - (concealed information)
(concealed information)

SUMMARY: Experienced educator and administrator interested in an adjunct instructor position, especially in the area of special education. Eager and willing to help your college/university attain its future goals.

EDUCATIONAL LEADERSHIP AND INSTRUCTION HIGHLIGHTS

 Accomplished educational leader with Doctorate in Educational Leadership experienced in school leadership positions and classrooms in colleges, middle schools, and elementary schools
 Awarded “Distinguished Educator Award” from Oak Hills School District during 2011/2012 school year
 Recognized for scholarly research and state/national presentations
 Transformational Leader – Experienced in transforming an underperforming school labeled by the Kentucky Department of Education as “a school in decline.” In less than three years, successfully moved the school from that list and improved teacher performance and student efficacy
 Created after-school literacy programs for students
 Incorporated into the building instructional program a “growth mind-set among 6-8 grade students”
 Increased Literacy state assessment scores by 20 points the first year
 Secured a 3-year Literacy Grant with community university and community business partners
 Engaged Parents – Worked closely with parents and community business partners throughout career, repeated successes securing a high level of parental involvement
 Empowered Staff – Able to gain the trust and buy-in from teachers by empathizing, advocating, and providing the necessary resources they needed
 Leveraged Resources/Strategic Collaboration – Worked closely with district leaders and community partners to encourage parental involvement and strong community alliances.



EDUCATION

Ed.D. in Educational Leadership/Literacy 2013
Northern Kentucky University; Highland Heights, KY
• Graduated summa cum laude
• Awarded Assistant Fellowship Grant
• Dissertation: Influence of a Single-Gender Literacy Community on Urban Early Adolescent Females’ Voice

Certificate, Literacy Consultant 2006
Kentucky Department of Education

Master of Education & Gifted/Talented Endorsement 2002
Northern Kentucky University; Highland Heights, KY

B.A. English (7 - 12) & Special Education (7 - 12) 1997
Northern Kentucky University; Highland Heights, KY

CORE STRENGTHS and COMPETENCIES

• Operations, policies and procedures
• Team leader, professional learning communities, and teacher development
• Public relations, service learning, and community awareness
• Grant procurement and fundraising
• Literacy programs
• Gifted curriculum design, instruction and assessment
• Qualitative and quantitative research
• Differentiation of instructional methods and materials
• Program evaluation and assessment
• Instructional design and curriculum development
• Adult learning styles
• Special education instructional design, assessment, and laws

PROFESSIONAL AFFLIATIONS

• Kentucky Council for Teachers of English/Language Arts
• Association of Supervisory and Curriculum Development
• National Council for Teachers of English
• National Middle School Association
• Council for Exceptional Children
• National Association for Gifted

RESEARCH/PUBLICATIONS

• Influence of a Single Gender Literacy Community on the Early-Adolescent Female Voice
• Moodle as a 21st Century Learning Tool
• Literacy as a Cultural Conflict in an Urban Elementary School
• Transformational Leadership and John Wooden

STATE & NATIONAL PRESENTATIONS

• Increasing Reading Achievement and Protective Factors in Adolescent Female Students - 2013; Atlanta, GA National Bullying Conference

• How to Build and Implement Your Own Classroom ‘Wiki’ - 2007; Kentucky Council for Teachers of English

• Strategies for Enhancing Student Understanding of Informational Texts - 2006; National Middle School Association

• Informational Text Reading Strategies/Interpreting Text - 2005; KY Teachers Conference

• Writing as a Genre Study for Urban Middle School Students - 2005; Kentucky council for Teachers of English/Language Arts

• Reciprocal Reading Strategies - 2004; Kentucky Reading Association

• Freedom Focused Curriculum with a Service Learning Component - 2004; National Association Gifted Conference

• Informational Reading Strategies for the Constructivist Teacher - 2004; Kentucky Teacher Learning Conference

PROFESSIONAL EXPERIENCE

Margaret B. Rost; Cincinnati, OH Jun 2015 – Present

Rost is a K-12 school for students with intellectual/developmental disabilities with educational needs the typical K-12 schools cannot meet due to behavior, communication, and other therapy needs. Our school collaborates with eight tristate public school districts.

Special Education Administrator/Assistant Principal
• Supervised a team of professionals including therapists, para-professionals, nurses, and support staff
• Devised and coordinated scheduling, creating, and tracking work orders
• Liaised with cafeteria and custodial staff on a daily basis, ensuring a safe and healthy learning environment for all school members
• Guided the development and implementation of long-range and short-term goals for achieving special education goals and objectives in alignment with the school’s strategic plan
• Directed special education services for all students with disabilities and ensured that students had access to community-based instruction and pre-vocational training within the community
• Collaborated with eight school districts to coordinate services and Individual Education Program implementation
• Interviewed and hired staff members; supervised and evaluated all daily activities of staff members relative to assigned tasks; reassigned operational responsibilities of staff members as necessary to provide opportunities for cross-training and growth
• Conducted ongoing needs assessments, collected and analyzed data to refine and improve operational functions and services
• Facilitated research regarding trends and evidence-based practices to support appropriate recommendations for student success through rigorous, innovative, and technological programming
• Planned, implemented, and led professional development in-services for school staff and was assigned the responsibility of delivering and overseeing the special education services and processes in the building
• Coordinated professional staff development and training for the school district as well as chaired committee meetings and follow-up of assigned tasks
• Contributed to the academic and social tone of the school through the consistent demonstration of professionalism and enthusiasm of the school community; upheld a commitment to educational excellence, establishing and promoting a culture of mutual respect and trust

Indiana State University; Terre Haute, IN 2013 – 2015

The Gary Community School Corporation consists of 14 schools that serve grades pre-kindergarten through 12 with a focus on high ability, visual and performing arts, college and career readiness and STEM. The following positions and descriptions were made possible by a state grant in conjunction with Indiana State University and included responsibility for improving performance of staff and students in the middle school and eight elementary schools via district-wide classroom coaching/mentoring.

Compliance/Literacy/Gifted Specialist
• Implemented, facilitated, monitored, and provided district-wide technical assistance for K-2 intervention reading program in eight elementary schools
• Monitored a school district’s special education program compliance and quality per state specific indicators, findings, and data (qualitative and quantitative)
• Developed and implemented professional development schedules based on needs assessment per specific building(s)
• Collaborated with administration on strategic, school-wide Response-to-Intervention Plans
• Chaired monthly meetings with various stakeholder groups to develop and cultivate meaningful transparent relationships with school community
• Mentored, coached, and provided technical assistance to special education teachers, psychologists, speech therapists, and other related service personnel
• Mentored and coached Response-to-Intervention Plans for district personnel in the delivery of services within the three tiers of instruction

Oak Hills School District; Cincinnati, OH 2009 – 2013

Public school with 8,132 students attending its nine schools. Second largest school in the state by size.

Intervention and Gifted Specialist
• Responsible for improving performance of gifted and challenged students
• Created and conducted several before/after school programs for children and parents

Oakdale Elementary
• Received “Distinguished Educator” Award by School PTA
• Significantly improved reading scores of three out of four Title I Students
• Improved 11 of 15 fifth grade students gifted/talented population reading scores by one year
• Created and conducted morning tutoring program for struggling students in math and reading

Delshire Elementary
• Showed academic growth for 47 out of 88 fourth grade students
- 25 Title I students (struggling readers without disabilities scored proficient)
- 10 scored accelerated, 4 scored advanced, 9 made significant academic growth
• Improved reading scores by one year for 10 out of 14 gifted students and 9 out of 10 students with disabilities.
• Led K-4 Destination Imagination Competition Team

Holmes Middle School; Covington, KY 1997 – 2009

Covington Holmes Junior/Senior High School is the oldest public high school in Kentucky. Formerly known as the Two Rivers Middle School. Hired as part of leadership team to turn around school in ‘academic emergency.’ Designed and led multiple, aggressive initiatives to improve academic performance.

Assistant Principal/Instructional Coach
• Trained 40 staff members in research-based corrective reading program
• Successfully managed Response-to-Intervention Program with a five-person literacy team with weekly assessment of individual reading data of 600 students and 40 staff members
• Designed and implemented training for summer conferences and annual teacher workshops in conjunction with individual school improvement plans and teacher professional growth plans
• Coordinated middle school gifted/talented program ensuring all students were academically challenged
• Increased reading index score by 38 points, writing portfolio index score by 50 points, and science scores of seventh graders by 10 points




REFERENCES

• Barbara Butcher; Program Director Indiana State University; known for three years; (concealed information)

• Rosa Weaver; Mentor/Professor Northern Kentucky University; known for 16 years; (concealed information) (concealed information)

• Duerk Zinn; Margaret B. Rost School; Principal/Supervisor; known for one year; (concealed information) (concealed information)











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