Summary
Name: Mrs Joanna Tsoumpari,
skype id: ioanna.tsoumpari
phone n.: +306983036023,
+302351078108, +302351035175
mail address: Kountouriotou
55, Katerini – Pierias, Greece
Qualification:
Teaching degree in primary education (Aristotle University of
Thessaloniki)
Postgraduate studies in education
and
educational
administration units (Open University of Greece)
Holds master's degree in
special education (Aristotle University of Thessaloniki)
Holds master's degree in Social Psychiatry children and adolescents (University of Ioannina, School of Medicine)
Psychologist, Bachelor of Science – programme in Psychology (University of
Hertfordshire)
Law degree (Aristotle University of Thessaloniki)
Specialist Areas:
HEAD OF PRIMARY (AGES 5-12), SPECIAL NEEDS EDUCATION TEACHER (with specialization in TEACCH,
PECS, MAKATON, SOCIAL STORIES),
PSYCHOLOGIST, SCHOOL COORDINATOR, School COUNSELOR, TEACHER OF PRIMARY, GREEK TEACHER, LAW DEGREE
Special educator
degree - specialization in speech
therapy
Trainer teachers to use educational software in the classroom -
European program (education teachers in integrating
new technologies in teaching, utilizing the added value in their daily teaching
practice)- ON LINE teachers trainer in new technology
Certified adult educator
in teaching Greek as a second language. (Greek certification center) - 24 years
experience as a teacher in greek language
Teaching History
Position Title: Principal of 16th
Primary School of Katerini
Employer: Regional Directorate of Primary and Secondary Education Central Macedonia,
Ministry of Education, management of primary education, Pieria, Greece
Dates Worked: 12/08/2011-today
I manage Primary School of
Katerini from the first day of operation. My philosophy about principal's style
is that he must wins hearts and minds through adding value to its students and
staff, playing a key role in its wider community and leading innovative
practice that impacts nationally and internationally. He must inspires all
staff from both teaching and non-teaching teams to share school's vision and be
committed to contributing to a dynamic environment. He must has an active
mind, a finger on the pulse and a big heart.
As
a professional and as a teacher I know the needs of students and teachers and
support their work in multiple ways. Degrees and my specializations give me the right to work in Greece and with
students of general education and special education at ages from 6 to 18 years.
I have extensive experience in diversified teaching children as well as in the
management of schools.
Position Title: School
counselor in special education
Employer: Regional Directorate of Primary and Secondary
Education Western Macedonia, Ministry of
Education, Kozani, Western
Macedonia, Greece
Dates Worked: 10/09/2010-
11/08/2011
As a school counselor for special
education i had the responsibility of teaching special education elementary and secondary schools in western Macedonia
and parts integration
and the parallel
support of education in this region. In the region there are 15 special
schools for primary and secondary
schools, 4 public centers and
diagnostic support with personalized programs students with learning difficulties and other educational
needs. A school counselor for
special education supports, encourages, directs promotes
pedagogical work of teachers of his responsibility. Collaborates with teachers in primary and secondary education in the diversification of teaching in order to
become accessible to all students. Collaborates with
other school counselors from general
– typical education and school
administrators to support students with learning
particularities and aids in the management of in-school crises such as bulling, bereavement, separation. Organizes trainings
for the collective
support of teachers of all
disciplines on the themes of its
competence.
I was chairman of the secondary interdisciplinary evaluation committees for
pupil assessment, supports and guides
the pedagogical work of special
education teachers and supervise
committees that evaluation students with specific learning difficulties in the entrance exams for university.
Position Title: Principal at special education school in Katerini,
Pieria
Employer: Regional Directorate of Primary and Secondary Education Central Macedonia,
Ministry of Education, management of primary education, Pieria, Greece
Dates Worked: 09/2008 to 09/2010
As director of the special school, I had the responsibility
for the operation of the school, the
safety of students, pedagogical
support special education teacher and I was the
chairman of the interdisciplinary team
that decided on the special educational and
therapeutic program for each child. The school enrolled 48 students with
special needs (autism, syndromes, mental retardation, physical disabilities and multiple disabilities). Orientation of the school
was the integration of students in the activities of the wider school community.
Position Title: special education teacher at
special school in Katerini, and integration classes
Employer: Regional Directorate of Primary and Secondary Education
Central Macedonia, Ministry of Education, management of primary
education, Pieria, Greece
Dates Worked: 01/09/1992 to 30/08/2008
The special education teacher has multiple
functions: it creates
individualized educational plan for
each student, working with general education teachers
to integrate students, supports scientific work of
the school, educates, promotes
the integration policy of the school, works with parents of students and
the rest of the scientific team providing therapeutic support to child.
Position Title: trainer of the Pedagogical Institute
Employer: Ministry of Education - Greek education policy institute
Dates Worked: 2005 to today
Trainer of the Pedagogical Institute in managing classroom
problems, education of children with learning disabilities and students with behavioral problems. Trainer
seminars in Greek territory on the classroom
management problems by teachers in formal education.
Seminars were organized in the form of work shop.
Position Title: trainer in the European
project "Programme specialized educational support for inclusion of
students with disabilities and / or special educational needs - Priority Axes 1, 2 and 3
', respectively the OP "Education and Lifelong Learning "
Employer: Ministry of Education- Greek education policy institute
Dates Worked: 2013 to 2014
Trainer seminars in Greek territory
on the training of special education
teachers who working in parallel support of students with special needs and attending
in classes of general education. A, B and
C phase, the training of teachers.
Project of the program was to familiarize teachers
in differentiated instruction
and matching curricula
to the specific needs of students
Position Title: b-level
educator on teacher education in new technologies
Employer: Ministry of Education - Greek education policy institute
Dates Worked: 2012 to today
Trainer
teachers to use educational software in the classroom - European program
(education teachers in integrating new technologies in teaching, utilizing the
added value in their daily teaching practice)- ON LINE teachers trainer in new
technology
Application
of interactive software to educational practice. Training teachers in writing
and application instruction
scenarios with the use of new
technologies. Until now training 45 teachers
to 448 teaching hours.
Position Title: Special needs education
teacher of primary and secondary
Employer: Ministry of Education, Regional Directorate of Primary and Secondary Education Central Macedonia - Greece
Dates Worked: 2003
and 2007
2003
/2007: Two years experience
in Pieria as a primary and secondary
school teacher to diagnose
and support students
in primary and secondary
education on centers Differential
diagnosis and support (KEDDY). Diagnostic centers,
Differential and support is official bodies of the Greek Ministry of Education
and are diagnosed of learning difficulties and proposed individualized
intervention programs.
Other Relevant Experience
Position Title: Special Scientific Assistant
Employer: Laboratory Advisory Support
Learning Communication – Veria – Imathia
- Greece
Dates Worked: 1998 to today
Special
Scientific Assistants of the Laboratory Advisory Support Learning
Communication based in Veria (private law, private project license from my
department) responsible therapeutic support for children with learning difficulties.
My role is therapeutic support
for children with autism and learning difficulties at the level of intervention and the pedagogical guidance of the interdisciplinary team in its work. Prepare
the individualized program children
support, supervise other therapists in
their work and write and sign
the therapeutic exposures of children to health services on the development of the intervention.
Qualifications
Degree in the Department of Education -
teaching license in primary school students aged 5 to 12 years old, 1986, Aristotle University of Thessaloniki (very good 8,0)
Degree in the Department of Education -
teaching license in primary school, 2006,
Aristotle University of
Thessaloniki (Excellent 9,0)
Two-years
diploma training in
special education from the
retraining
school of Education Elementary Education "D. Glinos" Department
of Primary Education, 1998, Aristotle University of Thessaloniki
M.Sc.
(very good 8,3) in the postgraduate
program "Studies in Education"
of the humanities faculty, 2003, Open University
of Greece
Master
of Social Psychiatry - Child Psychiatry titled: “Principles and Applications of Social Psychiatry - Cycle Mental Health Professions
Faculty of Medicine”, 2008, University of
Ioannina (graduated with a grade very well)
Bachelor of science –
programme in Psychology, 2009, University of Hertfordshire (Second Class
Honours – Second Division)
Degree
from the Law School, 2012, Aristotle University of Thessaloniki (Good
6,07)
Special educator degree - specialization in speech therapy, 2007, Training institute
HIPPOKRATIOS, GREECE
Additional Skills and Achievements
Computer
skills
2005: certificate certifying
skills and knowledge in information technology and communications
2012: certified trainer b
level for the development and implementation of information and
communication technologies in educational practice. Trainers
b - level have
received certification of their
qualifications from pedagogical
schools of Greek
universities and certified as adult educators. Teaching with the
classic model of face to face communication or model of distance communication (blended
learning). They teach the application of
new technologies in the
educational process, writing pedagogical
scenarios depending on the curriculum. They teach the
application of new technologies in
the educational process, writing pedagogical
scenarios depending on the curriculum and connecting pedagogy theory with the
use of software in
educational practice. ("Training
of Teachers on the
use and application of ICT
in Teaching Practice" (TRAINING II LEVEL
ICT) OP "Education
and lifelong learning
', NSRF (2007-2013),
implemented with co-financing of the European Union (European
Social Fund) and the Greek
government.)
Administrative experience:
I
manage Primary School of Katerini from the first day of operation. As a
professional and as an educator I know the needs of students and teachers and
support their work in multiple ways. Degrees and my specializations give me the right to work in Greece and with
students of general education and special education at ages six to fifteen
years. I have extensive experience in diversified teaching children as well as
in the management of schools. I am also a certified trainer in implementing
educational software in the classroom, European program for the development of
new technologies to the educational process.
Since
1998 I have a private office in Katerini which supported children with autism
and other learning difficulties, physical disabilities and syndromes
Good
communication skills gained through my experience as the director
of schools and as a school counselor for special education, but also by my long-standing
collaboration with the teachers of
the schools I worked, and the parents of my students
Good communication skills gained through my
experience in KEDDY mainly from
my collaboration with other members
of the multidisciplinary team and
the support of parents during the
announcement of diagnosis and guiding
them safely to the understanding
and acceptance of their child's difficulties
Good communication skills gained through my
experience as a Special
Scientific Assistants of the Laboratory
Advisory Support Learning
Communication based in Veria.
Organisational / managerial
skills:
Leadership skills
gained from my time as a school counselor after
supervises approximately two hundred and fifty teachers of special education elementary and secondary education.
leadership skills gained from my tenure as
director of schools, having command of an
educational institution about
thirty teachers.
Job-related skills:
2013/ teaching and training of primary
school teachers in the
implementation of certified software
ministry’s of education and pedagogy in
teaching their use (teachers from 4 sections ninety-six hours each and 16 hours practice: writing
pedagogical scenarios depending on
the curriculum and pedagogy connect theory
with the use of
software in educational
practice) "Training of Teachers on the use and application
of ICT in Teaching Practice" (TRAINING II LEVEL ICT) OP "Education and
lifelong learning ', NSRF (2007-2013), implemented with co-financing of
the European Union (European
Social Fund) and the Greek
government.
2013/ trainer
of regional training centers in Kavala, Alexandroupolis, Ioannina to the European
Union program "Program specialized educational support for inclusion of students with disabilities
and / or specialeducational needs - Priority
Axes 1, 2 and 3 ', respectively the OP "Education
and Lifelong Learning
"
2010-2011: Chairman of the group at phase C of continuous support
teachers in Kozani (as school counselor of
special education in western Macedonia)
2006: 40 credit hours
as a trainer at “program
intensive seminars in classroom management
problems” incurred by the department of
educational training institute
2007: 19 credit hours
in intensive training
program of teacher training organization
entitled "family relationship - social
- cultural environment on children's school performance"
2011:
22 credit hours
in the "introductory teacher
training", where she taught the thematic
area "Managing the diversity of the student population," the program was held at
the Regional Training Centre
of Kozani
Other skills:
1992: education in supporting
pupils with dyslexia
1997: Monitoring
of Training Workshop “Makaton”
1998:
certificate of successful training
in the European project
entitled: "Development of
customized multimedia training
for people with dyslexia
and other learning difficulties"
accompanied by extensive research work that was organized by the Aristotle University of Thessaloniki
duration 600 hours
1999:
Certificate of training at “
the sensory integration perspective” (30 hours training)
2006: trainer
and member of the organizing and scientific committee at a seminar on dyslexia
duration 50 hours organized by the municipality of Alexandria
2007: Certificate of
training in communication system Picture Exchange (thirteen hours training) “PECS”
2008: Successful attendance at educational
training programs titled
"Construction and weighing twelve exploratory - detection tools
(criteria) of learning disabilities
organized with the collaboration of universities: Patras, Athens, Thessaly and
Crete and Institute of language processing
2010: certificate
certified monitoring training program "The role of new technologies in accessibility and service to people with disabilities" duration 35 hours
2012: certificate certifying monitoring training
program “educational MANAGEMENT” duration 182 hours
2011: certificate of successful
completion of the training program
teachers' major training program
“ duration 200 hours
Publications:
TSOUMPARI, I, (2007) CASE STUDY STUDENTS WITH LEARNING
DISABILITIES, MANAGEMENT
PROBLEMS IN SCHOOL CLASS-ELECTRONIC VERSION OF PI, pages 107-121, Athens
TSOUMPARI,
I, MOUSKEFTARA, A, (2009)
present papers
on the subject: The FIRST SCHOOL AS A SCHOOL
TRANSITION FOR A
CHILD WITH SYNDROME ASPERGER - CASE STUDY, At the
conference entitled "TRANSITION
AND FOLLOW IN
EDUCATION: THE SEARCH
OF COOPERATION FRAMEWORK FOR CHILDREN, YOUTH,
FAMILY EDUCATIONAL INSTITUTIONS AND SOCIAL SERVICES»
TSOUMPARI,
I, MOUSKEFTARA, A, (2009)
present papers
on the subject: The EARLY DETECTION OF
SPEECH AND LANGUAGE
DISORDERS IN PRESCHOOL
AGE AS A FACTOR
APPEARANCE learning difficulties PREVENTION IN SCHOOL AGE
, At the conference entitled:
"LEARNING DIFFICULTIES. EARLY DETECTION
- EARLY INTERVENTION
"
TSOUMPARI,
I, (2007) present papers
on the subject: EDUCATIONAL
EXPERIENCES OF COOPERATION
WITH KDAY TROUBLESHOOTING
FOR CHILDREN, At the conference entitled: SPECIAL
EDUCATION IN THE KNOWLEDGE SOCIETY
TSOUMPARI,
I, MOUSKEFTARA, A, (2010)
present papers
on the subject: TALE THEATRE AND SHADOW
THE PURPOSE OF SOCIAL INTEGRATION student with
ASPERGER IN GENERAL EDUCATION
(CASE STUDY) At the conference entitled: SPECIAL
EDUCATION CONFERENCE - TEACHING APPROACH AND SOCIAL
INCLUSION
TSOUMPARI,
I, MOUSKEFTARA, A, (2010)
present papers
on the subject: COORDINATION
AND IMPLEMENTATION WORKSHOP: Subscribe ASPERGER - EDUCATIONAL INTERVENTION IN THE GENERAL EDUCATION At the conference entitled: SPECIAL
EDUCATION CONFERENCE - TEACHING APPROACH AND SOCIAL
INCLUSION
TSOUMPARI,
I, MOUSKEFTARA, A, (2010)
present papers
on the subject: IMPLEMENTATION OF GOOD
PRACTICE FOR TEACHERS
AND INTEGRATION SUPPORT
STUDENT WITH SYNDROME
IN A ASPERGER
/ Secondary Education At the conference entitled:
STARTING THE SPECIAL EDUCATION DEVELOPMENT
IN SCIENCE AND PRACTICE
TSOUMPARI,
I, MOUSKEFTARA, A, (2010)
present papers
on the subject: COORDINATION
AND IMPLEMENTATION WORKSHOP: Subscribe ASPERGER - EDUCATIONAL INTERVENTION IN THE GENERAL EDUCATION, At the conference entitled:
2nd CONFERENCE EXELIKTIKIS PSYCHOLOGY:
DIVERSITY OF GROWTH
- DIVERSITY OF
EDUCATION
TSOUMPARI,
I, MOUSKEFTARA, A, (2010)
present papers
on the subject:
TALE THEATRE
AND SHADOW THE
PURPOSE OF SOCIAL INTEGRATION
student with ASPERGER IN GENERAL EDUCATION
(CASE STUDY), At the conference entitled:
2nd NATIONAL CONFERENCE OF PSYCHIATRIC:
ART AND PSYCHIATRY
TSOUMPARI,
I, (2009) present papers
on the subject: TUTOR ROLE OF ENVIRONMENTAL
EDUCATION FOR CHILDREN WITH AUTISM, , At the conference
entitled: ENVIRONMENTAL EDUCATION IN SPECIAL EDUCATION
ALSO IN
MY two decades SERVICE
IN SPECIAL EDUCATION I have attended
many conferences, workshops, symposia
VARIOUS ISSUES RELATED
TO SPECIAL EDUCATION
presentations in meetings
(2005) present papers
on "approach to learning
disabilities from the context of
Multiliteracies" the scientific
seminar "Learning Disabilities -
faceted approach and management"
organized by KEDDY Pierias
(2006) present papers
on "the support of a child with
learning difficulties in the regular classroom" in scientific meetings
organized by the municipality of Alexandria
(2007) present papers on cycle training seminars organized by the school counselor preschool Pierias on "the maturity of the children of kindergarten age and preparation for primary school"
Supporting Statement
What
excites me as a teacher
is to activate the students' interest, to see my students to discover and reveal their potential. I have 25
years experience in education: 18 years as a teacher, 6 years as a headmistress
of a primary school, 1 year as a Counselor
My experience relates the administration of schools as a headmistress of a
school, assessment and therapeutic intervention for children with special needs
and education teachers and special education teachers to diversify their
teaching and to incorporate in formal education, students with different
abilities.
From
my long experience in the educational process have crystallized perceptions of teaching style, teaching
method, the particular ways in which
students learn:
About
my Teaching style
On teaching style conclude mixed teaching models depending on the specific needs and abilities of students.
The dominant
model in my teaching style is a delegator teaching style, because that style s tend to
place much control and responsibility for learning on individuals or groups of
students. What excites me in
teaching is to give students a choice designing and implementing their
own complex learning projects and will act in a consultative role. Students are
asked to work independently or in groups and must be able to maintain
motivation and focus for complex projects. Students who working in this type of
setting learn more than just course specific topics as they also must be able
to effectively work in group situations and manage various interpersonal roles.
Depending on
the needs of my students choose from a variety of methods to modify
the object to study and is accessible to all students. Often use other models as teaching, such as facilitator model
teaching style tend to focus on
activities. I design group activities which necessitate active learning,
student-to-student collaboration and problem solving. I try to design learning
situations and activities that require student processing and application of
course content in creative and original ways.
In other circumstances I choose more
teacher-centered methods such as a
Demonstrator or Personal Model if I have to act as a role model by
demonstrating skills and processes and then as a coach/guide in helping
students develop and apply these skills and knowledge.
About
approach to behavior management, prefer the socio-psychological and educational
approach, relating the formulation of
prevention programs mental, emotional
and social difficulties faced by students in
schools and to develop management of serious psychosocial difficulties (school and cyberbullying,
violence, aggression and adjustment problems, delinquency, substance use in adolescence, addictions, depression, anxiety, phobias,
etc.).
About
the ways that I have improved pupils learning:
Ways
used to improve the quality of learning
(a ) improve and redesign the space of the classroom.
Eg Use appropriate colors, creating an atmosphere house in order and flexible
seating .
( b ) Use of New Technologies - use H.Y., Video projector, multimedia ,
appropriate software
( c ) Application of new methods in the learning process .
Application of Cooperative Learning. Giving special emphasis on proper and
systematic implementation of cooperative learning, which have been shown to
bring about an improvement in the quality of learning.
Using exploratory learning.
Research studies - Projects.
( d) To emphasize the students learn how to learn . This should not remain
theoretical without content. It should finally get flesh and bones. That means,
to give students, through the teaching of various courses, skills such as:
How to keep notes. eg Using cognitive maps (mind map).
That we learn best when we say what we know. It should therefore be discussed with
the group in the classroom, or with another classmate.
When and how do reps.
Eg In ten minutes after the trial, and finally one day a week from the first
study . .
Emphasise and use colors as studying. Using keywords.
Get to know the limitless potential of the human brain. So you believe in
yourself and you will gain the necessary confidence, something that will bring
multiple benefits.
REFEREES
1.NAME: DR, DARAIS KONSTANTINOS
POSITION / TITLE: SCHOOL
CONSULTANT OF GENERAL EDUCATION IN FOURTH REGION OF EDUCATIONAL, PIERIA, GREECE
RELATIONSHIP TO APPLICANT:
PEDAGOGICAL RESPONSIBLE AT THE SCHOOL
IN WHICH I AM HEADMISTRESS
PHONE: +30- 2353031171
MOBILE: +30- 6948761868
EMAIL: kdarais@sch.gr
2.NAME: VELITSIANOU KATERINA
POSITION / TITLE: DOCTOR OF
MENTAL HEALTH SPECIALIST, Psychotherapist Child and Adolescent
RELATIONSHIP TO APPLICANT:
PARTNERS AND FRIENDS
PHONE: +30- 2351500077
MOBILE: +30- 6945148741
EMAIL: velitsianou@gmail.com
3.NAME: Dr DROGIDIS DIMITRIOS
POSITION / TITLE: SCHOOL
CONSULTANT OF GENERAL EDUCATION IN FIFTH REGION OF EDUCATIONAL, PELLA, GREECE
RELATIONSHIP TO APPLICANT:
Classmates associates and friends
PHONE: +30- 2310850648
MOBILE: +30- 6973315622 &
6980601739
EMAIL: drogidis@otenet.gr
