Connie Venable

A dynamic educator with years of experience delivering engaging lessons. Dedicated to creating a motivating and collaborative learning environment that encourages growth. I create impactful processes and show exceptional cross-cultural understanding. I am passionate about providing learners with the knowledge and skills to become confident and truly thrive.

HR Operations Specialist at Gearbox Entertainment (2016-04 – 2024-03)

• Served as the Onboarding Specialist -Facilitated all new hire orientations
• Collaborated effectively with cross-functional teams to achieve company-wide goals and drive positive change within the organization
• Discovered and resolved complex problems that affected management and business decisions
• Ensured legal compliance in all HR activities, minimizing risk exposure for the organization
• Promoted emergency preparedness strategy involving oversight and maintenance of inventory and equipment
• Created onboarding process for our hiring managers to better set up our new hires for success on day one
• Assisted with recruiting and talent acquisition

Substitute Teacher/Long Term at Jenks PS (2013-08 – 2016-05)

• Taught various grade levels at Jenks Elementary on a part-time basis
• Supervised, supported and educated students on specific skills and concepts by managing classroom behavior and keeping students engaged
• Developed creative instructional strategies to keep students motivated
• Provided feedback and support to help guide them and accomplish learning benchmarks
• Utilized quick thinking and problem-solving skills when quickly needing to adapt to a technology or processes that you're not familiar with.
• Guided learning process, achieving curriculum goals and objectives.
• Maintained confidentiality of privileged information by respecting personal privacy.

Parent Educator at Even Start Carrollton ISD (2005-08 – 2007-06)

• Conducted Interactive literacy activities between parents and their children (parent-child activities)
• The long-term purpose is to help break the cycle of poverty and illiteracy for low-income families.
• Conducted ESL classes with parents to achieve goals leading to economic self-sufficiency (adult education).
• I made weekly home visits to each family enrolled in the program and assessed gaps in resources and environment
• At the home visits, I would model basic pre-k learning literacy exercises, then have the parents model the exercises
• Designed assessments to measure student/parent progress and helped to determine students' needs
• Noticed a 65% increase in comprehension and retention by the end of the program
• Focus on adapting to meet the needs of the learner
• Identified potential risk factors in children's development through observation and screening tools.

Special Education Teacher at Plano ISD (2003-07 – 2004-06)

• As a Special Education teacher, I provided case management in the form of an Individual Education Plan tailored to each student's differing needs and goals
• Established efficient classroom management procedures
• Developed Individualized Education plans for each student based on SMART Goals
• Organized sessions including parents as well as other teachers to determine areas we all felt needed improvement. This lead to 35% improvement within three months
• Continued increased parent interactions throughout the year resulting in a 40% increase in assessment scores by the end of the year
• Recommended accommodations and/or adaptive technology
• Constantly checking the latest community resources for technology that may be beneficial to students and their families
• Collaborate with general education teachers and speech pathologists to provide differentiated instruction and classroom accommodations/modifications
• Provided a multi-sensory language-based classroom including visual auditory tactile and kinesthetic support.
• Modeled professional and ethical standards when dealing with students, parents and community.
• Encouraged critical thinking skills while promoting independent problem solving strategies.
• Kept accurate reports, records and files on individual students.
• Gathered data to measure student progress and determine learner needs.
• Observed confidentiality rules and regulations to secure student data.

Bachelor of Arts and Science in Communications – Dallas Baptist University