Jaclyn Williscroft, M.Ed

Thank you for taking this opportunity to review my online portfolio.

As an effective leader, I cultivate a positive climate and culture within the educational setting, motivating professionals to create an engaging, interactive, and collaborative learning experience. At the heart of my approach are values of equity, positivity, and unity, which form the foundation of a compassionate school community. I am committed to fostering an environment where students can thrive as inclusive, well-rounded individuals, prepared to excel in an ever-evolving society. My primary goal is to empower students to reach their full academic, physical, and emotional potential, fostering their development as resilient, independent thinkers.

About Me

As an administrator at Red Bank Charter School, I serve as the Supervisor of Special Education, bringing thirteen years of experience in public education. Throughout my career, I have held various leadership roles including Lead Teacher of Assessment, Science Coach, Teacher Mentor, and Co-Coordinator of PBIS. Currently pursuing my doctoral degree at Stockton University, I anticipate defending my dissertation in fall 2025. Proficient in facilitating professional development sessions and utilizing technology to enhance learning environments, I have extensive hands-on experience across diverse special education settings. Skilled in augmentative communication devices for individuals with autism, I am certified to administer the NJSLA and Dynamic Learning Maps Assessment, CPI certified, and completed courses in RBT and Sheltered English Instruction. Known for building strong collegial relationships and empathetic communication with parents, students, and the Child Study Team, I am dedicated to making a positive impact both in and out of the classroom. In 2022, I established Overcoming Obstacles LLC, where I offer life coaching services, driven by a passion for empowering others to overcome challenges and achieve personal growth.

CV

Supervisor of Special Education

As a dedicated Special Education Supervisor, I bring a wealth of knowledge in navigating the multifaceted landscape of educational settings. I possess a deep understanding of classroom dynamics, staffing requirements, budgetary constraints, and regulatory compliance, allowing me to effectively prioritize tasks to meet the diverse educational needs of students.

My strength lies in communication, as I excel in delivering comprehensive in-service training, guiding teachers through Individualized Education Program (IEP) determinations, and conducting insightful behavioral assessments. I am committed to utilizing a diverse set of tools, including data-driven insights, to enhance the teaching, learning, and overall classroom experience.

Thriving in dynamic environments, I pride myself on my adaptability as an administrator. I am dedicated to continuous professional growth and thrive on collaborative team achievements.

I am honored to be part of "The Great 8" cohort, progressing toward defending my dissertation in fall 2025. Throughout this journey, I have engaged in numerous projects centered on stakeholder engagement, the Seven Action Logics of Vertical Development, and conducting OCAI assessments to gauge organizational climate and culture. Furthermore, I have applied Kotter's 8-Step Change Model to successfully implement organizational change initiatives. This program has equipped me with essential leadership skills necessary to navigate the complexities of our volatile, uncertain, complex, and ambiguous (VUCA) society. Stockton University's emphasis on applied leadership development has been transformative, fostering my growth as an effective leader poised to guide organizations towards success.

Overcoming Obstacles LLC

As the owner of Overcoming Obstacles LLC, I specialize in providing personalized tutoring services tailored to meet the unique needs of each student. Additionally, as a certified life coach, I offer coaching services aimed at helping individuals unlock their fullest potential in all aspects of life. Furthermore, I offer career coaching for individuals with special needs, equipping them with essential career readiness skills to boost their self-esteem and improve their chances of securing employment in today's competitive job market.

During my tenure at LEHSD, I served as the co-coordinator of the PBIS program at Frog Pond Elementary School. Responsibilities included implementing a recognition system for positive student behavior in various school settings such as the bus and cafeteria. Students earned Pond Passes, which were randomly selected for daily announcements and featured on our "Selfie Board." Parents were informed of their child's achievement via email, and winners received various prizes, including pizza parties and coupons from local businesses. Additionally, we extended the program to promote positive behavior in the community through Public Pond Passes. Utilizing innovative tools like the green screen added an element of fun to our initiatives.

Lead TeACHER OF ASSESSMENT & Science Coach

A hallmark of my leadership style lies in cultivating robust relationships through empathetic and compassionate communication. By prioritizing understanding and care in my interactions, I aim to foster a positive climate and culture within the team or organization. As an educator deeply committed to supporting others, my genuine passion lies in creating environments where individuals feel valued, comfortable, and fully supported in their endeavors.

In my role as Lead Teacher of Assessment, I facilitated collaborative efforts among educators by providing guidance in administering and analyzing online assessments throughout the academic year. Our primary focus encompassed the NWEA assessment, data input on LinkIt, and the development of customized learning paths using Edmentum for student progress tracking. Furthermore, I offered support to teachers in effectively utilizing educational platforms such as Exact Path, Nearpod, and the G-Suite. Additionally, serving as a Science coach, I contributed to the seamless integration of new curriculum by providing training sessions to fellow educators.

professional development

I have a strong enthusiasm for leading professional development sessions, where I've instructed fellow educators on the effective integration of Nearpod, Google tools, LinkIt, Edmentum, and Active Inspire into classroom instruction. Through these sessions, I've honed my leadership abilities while inspiring colleagues to incorporate technology into their daily lessons, enhancing engagement and differentiation. Additionally, I took initiative in establishing a district digital library on Nearpod, providing teachers with convenient access to curriculum-aligned lessons and interactive materials.

RBT 40 hour course

Driven by a genuine passion for leadership and supporting individuals with special needs, I made the deliberate choice to undertake a comprehensive 40-hour Registered Behavior Technician (RBT) course. Although I have not yet completed the RBT assessment, the course has proven immensely valuable in my role as a special education teacher. Through this training, I gained extensive knowledge of Applied Behavior Analysis principles and techniques, equipping me with effective strategies for de-escalating challenging situations and fostering genuine connections with both families and students. I leverage this expertise to effectively support individuals with autism and other developmental disabilities, facilitating positive behavioral changes and enriching their overall quality of life. The profound satisfaction derived from witnessing their progress and growth underscores the significance of my commitment to this field.

I successfully completed a 15-hour professional development unit on Sheltered English Instruction (SEI) offered by Stockton University. Proficiency in SEI empowers educators to establish inclusive and effective classrooms, thereby fostering the academic achievement and language development of all students. This instructional approach, designed specifically for English language learners, integrates culturally relevant materials and practices to cultivate a more inclusive learning environment. I firmly believe that the principles of SEI extend beyond supporting English language learners, positively impacting the educational experience of all students.

CPI Certified

For the past four years, I have maintained CPI certification, a credential offered by the Crisis Prevention Institute, renowned globally for its comprehensive training in crisis management. This program equips educators and professionals with essential knowledge and skills to effectively manage and de-escalate crisis situations, particularly vital when working with individuals with autism and other disabilities.

CPI certification holds paramount importance for educators handling students with autism and other disabilities for several compelling reasons. Primarily, it ensures the safety of both students and staff by providing evidence-based techniques to manage challenging behaviors without resorting to physical restraint. Emphasizing de-escalation strategies, CPI training prioritizes students' emotional well-being, thereby mitigating the risk of physical harm and trauma. Moreover, CPI certification fosters a uniform and standardized approach to crisis intervention, ensuring consistency among educators when addressing challenging circumstances.

PECS & Augmentative Devices

I have worked closely with individuals who have various communication disabilities, including autism, speech disorders, and intellectual disabilities. Therefore, I have substantial experience in utilizing PECS and augmentative communication devices, including GoTalk boards, to support individuals with communication challenges. I have used GoTalk boards as an effective tool to facilitate communication by creating customized communication boards with symbols, pictures, and icons tailored to the unique needs and preferences of each individual. These devices have played a crucial role in helping individuals express their thoughts, make choices, and engage in social interactions, ultimately fostering independence and enhancing their quality of life.

Dynamic Learning MAPS & NJSLA

As a special education teacher, I have experience administering state assessments. I have administered the New Jersey Student Learning Assessment and the Dynamic Learning Map

The Dynamic Learning Maps (DLM) Assessment is an innovative and personalized assessment system designed to measure the academic progress of students with significant cognitive disabilities. Unlike traditional standardized tests, the DLM Assessment takes into account the unique learning profiles of these students and offers tailored assessments aligned with their individualized education plans (IEPs). It is specifically designed to provide a more accurate representation of what these students know and can do, focusing on essential academic skills in English language arts, mathematics, and science. The DLM Assessment aims to ensure that students with disabilities have equitable opportunities for meaningful learning and assessment, promoting their academic growth and facilitating informed educational decision-making for educators and parents.

The New Jersey Student Learning Assessment (NJSLA) is a comprehensive state assessment system used to measure student proficiency in English language arts (ELA) and mathematics, as well as other subjects such as science. The NJSLA is administered to students in various grade levels across New Jersey's public schools. It is aligned with the state's academic standards and is designed to provide educators, parents, and policymakers with valuable insights into students' academic progress and readiness for college and careers.

Student Government

I dedicated multiple years to serving in the Student Government at Frog Pond Elementary School, recognizing its significance in providing students a platform to express their opinions and concerns regarding their school and its environment. As a community member, I actively sought to engage external businesses and organizations to interact with student government members. Our initiatives included organizing fundraisers to support class activities and establishing spirit days to cultivate school pride and unity.

Municipal alliance committee

As Coordinator of the MAC program at LEHSD for eight years, I observed its significant benefits for students and stakeholders alike. The Municipal Alliance Committee served as a valuable platform for engaging both internal and external stakeholders. Students gained essential skills and life lessons through active participation in this club. My role involved facilitating discussions on community-relevant topics, fostering collaborative problem-solving sessions, and initiating impactful projects for the student body and staff. Recent initiatives focused on emotional and mental health awareness, incorporating activities such as yoga, meditation, and the creation of mental health care packages for staff. Past topics addressed included peer pressure, substance abuse, and community resources. Students actively contributed to designing promotional materials such as mouse pads, sunglasses, billboards, and slide presentations.

MAC continued

MAC members have had the opportunity to participate in events organized by the Guiding Good Choices program, sponsored by the Municipal Alliance Committee. This program is designed to assist students in navigating social pressures, bullying, anger management, and other challenges typical of their age group. Guiding Good Choices provides practical strategies and techniques for addressing these issues, employing methods such as role-playing, crafting, and interactive games.

Fundraisers and food drives

I assumed responsibility for coordinating, collecting, and distributing donations for various food drives, including those benefiting the local animal shelter and food bank. Additionally, I played a pivotal role in fundraising efforts at FPE, facilitating initiatives such as selling candy grams, poinsettias, and pretzels throughout the academic year to raise funds for the sixth-grade trip and graduation expenses. In 2022, I orchestrated an event at the school where a food truck was brought in to celebrate PBIS winners. This served as an effective means to recognize student achievements while fostering connections with external stakeholders.

disney trials and field trips

Through strategic planning, I secured a generous donation from a local car dealership, providing two class trips for my 5th-grade students to attend screenings of new Disney releases. This initiative was integrated into our curriculum, allowing students to enhance their skills in constructing argumentative essays through participation in Disney trials, with one student assuming the role of the prosecutor and another as the defendant. Each student received a ticket along with a small beverage, popcorn, and fruit snacks, and the donation also covered transportation costs for the trips.

sensory path and cozy corner

The Student Government played a pivotal role in designing a sensory path for GJM, with the vinyl generously donated to enhance its aesthetic appeal.

In tribute to my esteemed colleague and dear friend, Jennifer Carnes, I spearheaded the creation of the Cozy Corner. Jennifer and I collaborated closely in the ICS setting, and her passing in 2017 inspired the establishment of this dedicated space. Our aim was to provide students with a supportive environment outside the classroom, fostering comfort and facilitating a conducive atmosphere for reading.

Certificates

Certificates

letters of recommendation