Join Date
February 2021
Gender
Male
Age
Not Specified
About Eric Arnzen
Companies & Work
Northlands Job Corps
Maintain a safe and orderly dorm by effectively monitoring and responding to student behavior.
Ensure accurate accountability of students that are present for duty on center.
Provide counseling and guidance to students in assigned dorm on attitude, behavior and inter-personal relationships with others.
Grand Isle School District
Strong priority for implementing effective core instruction and teaching strategies across all grades to improve academic, behavioral and social/emotional outcomes for each and every student.
Specific focus on Direct and Explicit Instruction, Differentiating Instruction, Active Student Engagement, Effective Feedback, Varied and Flexible Groupings and the Use of Data in Progress Monitoring.
Williston School District
Student Behavior Intervention Programs: Implementation of PBiS at both the Universal and Targeted level; Director of Planning Room Program; General behavioral resource for the school; Knowledge of due process procedures; Designated employee for student harassment complaints.
Williston School District
PBiS (Positive Behavior interventions and Supports) is a framework for schools to operate that explicitly defines, teaches, and promotes positive behavior expectations. PBiS is a systems-approach that acknowledges positive student behavior, promotes positive adult-to-student interactions, and uses data to guide decision making involved with the practices of supporting students' academic and social achievement.
Williston School District
Provided direct general music instruction using standards-based curriculum with a combined focus on music theory, history, and piano/keyboard technique. I was responsible for conducting daily symphonic band rehearsals and teaching weekly small group and private instrumental lessons. Designing instrumental assessments and serving as an adjudicator for the CSSU district festival auditions (09/1999-06/2000).
Williston School District
Establish and maintain a positive, safe, and respectful school climate. The effectiveness of my work was based on building positive relationships with students, staff, and parents, and is rooted in reality therapy techniques.
Williston School District
During the fall of 2010 I completed an administrative internship at WCS. This opportunity gave me first-hand experience to deepen my knowledge and understanding, and strengthen my skill set as an administrator who contributes to the pursuit of excellence in VT schools. My experiences are aligned with the 2008 ISLLC standards.
Williston School District
From the 2000-2004 school years I was employed as a staff member in the special education restrictive program at Williston Central School (WCS) designed for children with emotional, behavioral and learning needs. The program focuses on providing direct behavioral interventions and supports to students while maintaining the academic curriculum. Students learn positive social and interpersonal skills, stress management, and planning skills through a broad range of learning opportunities. My responsibilities included teaching and co-teaching with special educators core content areas of mathematics, literacy, and social skills instruction.
Williston School District
From January of 1999 through the end of the school year I worked as a para-educator assisting a fourth-grade student with severe behavioral and learning needs, and a kindergarten student with significant language and emotional needs.
B.F.A. Fairfax
My career in education began in September of 1998 when I worked as a Para educator for BFA Fairfax. I was hired to support an 8th grade student with significant academic and behavioral challenges. I provided direct one on one support to the student in the classroom and beyond throughout the school day. I worked closely with the student's case manager and classroom teachers to support the accommodations and objectives in the student's IEP.
