DANETTE CHAMBLISS

2745 Olivine Dr. | Dacula, GA | 770-401-4358 | Dchambliss6@liberty.edu

PROFESSIONAL SUMMARY

Dedicated special education professional with 5+ years of experience supporting students with diverse learning needs. Skilled in individualized and specially designed instruction, behavior intervention planning, inclusive classroom collaboration, and integrating technology into instruction. Experienced with implementing the AKS curriculum, maintaining compliance with IDEA, and using diagnostic assessments to guide instruction

WORK EXPERIENCE Special Education Paraprofessional

Gwinnett County Public Schools - Dacula, GA | Sept 2021 - Present

• Provide instructional and behavioral support to 10+ students with moderate to severe disabilities in inclusive andresource settings.
• Adapt assignments, classroom activities, and assessments to align with students' IEPs and instructional goals.
• Assist with implementing behavior intervention plans and collecting data on student progress toward IEP goals.- Offer direct support for daily living activities including toileting, feeding, and transitioning between classroom routines.
• Facilitate communication between students, teachers, and parents to ensure consistency in expectations andsupports.
• Participate in collaborative team meetings to discuss student data and inform instructional decisions.
• Use assistive technology tools and visual supports to enhance student learning and engagement.

Child Care Development Manager

Private Child Care Center - Dacula, GA | 2008 - 2021

• Oversaw daily operations for a licensed child care center, managing enrollment, curriculum, and parentcommunication.
• Developed and implemented age-appropriate lesson plans focused on cognitive, physical, and social-emotionalgrowth.
• Maintained 100% compliance with state licensing requirements, health regulations, and safety protocols.
• Built strong relationships with families, facilitating conferences and providing individualized developmental updates.
• Created and maintained detailed documentation on student behavior, incidents, and developmental milestones.- Planned enrichment activities, including field trips and holiday programs, fostering engagement and community involvement.
• Mentored assistant teachers and modeled effective classroom management strategies to support consistency andsafety.

EDUCATION

• M.S. in Education - Liberty University (In Progress)
• B.S. in Education - Special Education, Liberty University | Minor: Autism
• A.A. in Sign Language Interpreting

CERTIFICATIONS & TRAINING

• Child Abuse Training
• First Aid and CPR certification
• Dyslexia Certification

VOLUNTEER EXPERIENCE

• Youth Group Leader | Tabernacle International Church (2018-2019): Organized youth activities, facilitated small groupdiscussions, and mentored teens on life skills and personal development.
• Mentor | Boys & Girls Club, Lawrenceville, GA (2011): Supported after-school tutoring, hosted enrichment workshops,and provided positive role modeling for youth ages 7-12.
• Girls on the Run | Alcova Elementary 770 Ewing Chapel RD, Dacula GA 30019 (2024): a national non-profit organization, designs programming that strengthens third- to eighth grade girls’ social, emotional, physical and behavioral skills to successfully navigate life experiences.

Danette Chambliss

School of Education Liberty University

EDLC 504: Educational Philosophy and Theories of Learning

Pamela Griffian

June 11th, 2023

A worldview is a set of morals and values that are reflected in actions that help us understand and navigate the world around us. A worldview can be formed by what we are taught by our parents at home, our education, our ethnic background and culture, books we read, and movies we watch. Biblical worldview teaches us that God exist, and everything around us was created by him. (Col 1:17) It also teaches us as Christians, we are to obey his word and make disciples of all men. The great commission found in Matt: 28: 18-20 is the foundation for Christian education. It is clear directions. on spreading the Good News. We all are made in the Image of Christ and want to be a functional part of our community and society. We all have different perspectives, which is our viewpoint, on what we see and believe is true. Our perception, which is how we interpret what we see, is what we use to build our theories and philosophies. In order to elevate our perspective to God’s perspective, we have to see the world how God sees the world. The bible says, God can point to us in all future ages as examples of the incredible wealth of his grace and kindness toward us, as shown in all he has done for us who are united with Christ Jesus. (Eph 2:6). God has already shown us how to live in this world by uniting us with him in his powerful victories he has overcome. So, what is the meaning and purpose of Christian and a Philosophy of education? We can answer that by knowing why we are here, and what is reality, and what is truth? By answering these questions, we know what our purpose is, which will help us understand the truth and how to apply it to how we live. Christian education is the moral and spiritual instruction of believers. It describes the moral and spiritual fruits of this knowledge and defines its ultimate purpose. A full understanding of one’s philosophy of education is based upon which educational theory and practice best explained morals and values of the individual. A philosophy is a systematic generalized world view about reality, logic, and values. (Ornstein et al., 2017) 3 A biblical world view teaches us that God is the creator of all things. (Home 2023) Early Christians believed in the one true God and began to have a biblical worldview of the world. We believe that God came to the earth in the form of a man Jesus Christ. We believe that man, Adam, sinned. and rebelled against God creating the fall of man. We also believe that Jesus Christ is the only way to God through him. Early Christians believed in the one true God and began to have a biblical worldview of the world. They believed in the eternal creator of all things existed before man and existed independently of man. Because we are made in the image of God, His full conformity to the image of God in Christ, his Christlikeness, is the goal of a Christian Education. (Rom. 8:29). Metaphysical issues relate to questions of meaning and purpose. Some religion question if Jesus is the true messiah because he was in man form or is he really God in a human form. They question reality. The whole body of Christian educational theory rest on the recognition that all truth is of God. He is the God of truth (Ps. 31:5) His Son is the Lord of truth (John 14:6) All truth, whether it is discerned or undiscerned by man, springs from a single source and therefore consists as one harmonious whole. (Orr, 1960) Axiology issues relate to questions of value. A Christian philosophy of education values knowledge about God. True Christian education involves loving and edifying instruction, grounded in God’s gracious revelation, mediated through the work of Christ, and applied through the ministry of the Holy Spirit, that labors to honor and glorify the truing God. (Taylor, 2015) The practical application of a biblical worldview and Christian philosophy in the field of education is significant, as it provides a moral and value-based foundation rooted in teachings that are imparted to individuals growing up in Christian households. As Christians, our beliefs are grounded in faith, and we firmly hold that this faith is both reasonable and rational. This 4 perspective offers answers to inquiries concerning the mind, heart, and relationships. While certain individuals place their faith in wealth, education, or careers, it is essential to recognize that these material possessions can ultimately disappoint or falter, despite their importance. The implication of a biblical worldview and Christian philosophy for practical application to the overall field of education is that a biblical world view gives a foundation in our morals and values that were taught if you grew up in a Christian home. Being a Christian, we believe by faith. Some people have faith in their money, education, and job. Although all these things are important, these material things can fail us. A Christian education is built on the work of Christ. It recognizes institutions as an environment to learn to become a better a good citizen and a respectful part of our community, and to acquire skills and knowledge to take care to your family. But the true purpose of a Christian education insists on the indispensable work of the Holy Spirit, who himself is a teacher (John: 14: 26) who searches everything and comprehends the thoughts of God. (1 Corinthians 2:10-11) In conclusion Christian education no longer involves physically sitting the feed of Jesus and walking with him down the streets. But Jesus himself tells us that it is to our own advantage. that he goes away, so that we will receive help from the Holy Spirit. (John 16:7) Students come to know God by studying his word and his works. The Bible is not just a book with principles and stories, it is the most important book that has subject matters that we can apply to our lives daily, to deny ourselves that we be more like Christ. In the Scriptural account of creation, God created man in His own image and called him good. He also created nature and the world and called them good. Obviously, God was talking about both functionality and beauty when He categorized them as good. Beauty can be defined as many things, but the first premise of nature 5 and creation being beautiful gives one a starting point to discuss true beauty. (Bartlett) It possesses interpretations from God how to live, and learn through his word, which is a lamp to feet and a light to our pathway. (Psalm 119)

References
Bartlett, J. C. (n.d.). Christian perspectives in Education - Liberty University. https://digitalcommons.liberty.edu/cgi/viewcontent.cgi?article=1009&context=cpe Home. (2023, January 1). What is a Biblical Worldview?. Christian Worldview. https://christianworldview.net/ Life application study bible: New living translation. (2019). Tyndale House Publishers. Orr, K. (1960). Book review: Christian philosophy of education. Journal of Christian Education, os-3(1), 49–51. https://doi.org/10.1177/002196576000300109

• Child Abuse Training
• First Aid and CPR certification
• Dyslexia Certification

Field Experience Summary: SPECIAL EDUCATION

§ List all field experiences on this Field Experience Summary (FES) that you completed in your endorsement area through practicums and student teaching. Refer to the Field

Experience Rubric below to review target goals for placement expectations.

§ Although not required, you may also list experiences related to service in actual elementary schools (i.e., after-school tutoring programs, substitute teaching, etc.) on this

FES under the section labeled “Previous Experiences”.

§ You may use your resume and portfolio to highlight all of your other experience with children (i.e., teaching Sunday school, summer camps, etc.), but those experiences

should not be included on this FES.

Teacher Candidate: LU ID: L

LU Email:

Hours Indirect vs. Direct Placement Description

Course

Indicate N/A

if not course-

based

experience Date(s) Indirect Observe Direct Teach/ Assist School Name/Location Age/Grade/ Subject Area Christian, Private, or Public School Cultural Diversity Exceptionalities Ethnicity SES Gender Language Urban Rural Other Learning Disability Autism Emotional Disturbance Intellectual Disability Other Health Impairment Developmental Delay Multiple Disabilities Traumatic Brain Injury Other

EXAMPLE EDUC 588 01/27/2021-05/14/2021 44 1 Linkhorne Elementary School (Lynchburg, VA) 1st Grade All Subjects Public X X X XX X X

EDSP 688 9/3/24-11/21/24 33 12 Alcova Elm. K Public X X X X X X

EDSP 588 9/3/24-11/21/24 31.5 13.5 Alcova Elm. K Public X X X X X X

Student Teaching Semester (Example: EDST 460)

EDST 564 1/13/25-5/5/25 22 96.25 Alcova Elm. K Public X X X X X X

EDST 587 1/13/25-5/5/25 Alcova Elm. K Public X X X X X X

TOTAL HOURS 86.5 121.75 Minimum of 150 direct teaching hours must be included.

Previous Experiences

Date(s) Position/Role Held during Previous Experience School Name/Location Age/Grade/ Christian, Private, Cultural Diversity Exceptionalities

(Substitute, IA/TA, paraprofessional, etc.) Subject Area or Public School Ethnicity SES Gender Language Urban Rural Other Learning Disability Autism Emotional Disturbance Intellectual Disability Other Health Impairment Developmental Delay Multiple Disabilities Traumatic Brain Injury Other

8/5/22-

present ASD 2 Teacher Alcova Elm K-1 Public X X X X X X

9/9/2012-

5/22/22 Special Ed. Parapro Lovin Elm Pre-k Public X X X X X X

Professional Organization Memberships

Name of Organization

See recommended organizations Initial Membership Renewal Date Month Year Month Year

Council for Exceptional Children April 2025 April 2026

Field Experience Summary: SPECIAL EDUCATION

§ List all field experiences on this Field Experience Summary (FES) that you completed in your endorsement area through practicums and student teaching. Refer to the Field

Experience Rubric below to review target goals for placement expectations.

§ Although not required, you may also list experiences related to service in actual elementary schools (i.e., after-school tutoring programs, substitute teaching, etc.) on this

FES under the section labeled “Previous Experiences”.

§ You may use your resume and portfolio to highlight all of your other experience with children (i.e., teaching Sunday school, summer camps, etc.), but those experiences

should not be included on this FES.

Teacher Candidate: LU ID: L

LU Email:

Hours Indirect vs. Direct Placement Description

Course

Indicate N/A

if not course-

based

experience Date(s) Indirect Observe Direct Teach/ Assist School Name/Location Age/Grade/ Subject Area Christian, Private, or Public School Cultural Diversity Exceptionalities Ethnicity SES Gender Language Urban Rural Other Learning Disability Autism Emotional Disturbance Intellectual Disability Other Health Impairment Developmental Delay Multiple Disabilities Traumatic Brain Injury Other

EXAMPLE EDUC 588 01/27/2021-05/14/2021 44 1 Linkhorne Elementary School (Lynchburg, VA) 1st Grade All Subjects Public X X X XX X X

EDSP 688 9/3/24-11/21/24 33 12 Alcova Elm. K Public X X X X X X

EDSP 588 9/3/24-11/21/24 31.5 13.5 Alcova Elm. K Public X X X X X X

Student Teaching Semester (Example: EDST 460)

EDST 564 1/13/25-5/5/25 22 96.25 Alcova Elm. K Public X X X X X X

EDST 587 1/13/25-5/5/25 Alcova Elm. K Public X X X X X X

TOTAL HOURS 86.5 121.75 Minimum of 150 direct teaching hours must be included.

Previous Experiences

Date(s) Position/Role Held during Previous Experience School Name/Location Age/Grade/ Christian, Private, Cultural Diversity Exceptionalities

(Substitute, IA/TA, paraprofessional, etc.) Subject Area or Public School Ethnicity SES Gender Language Urban Rural Other Learning Disability Autism Emotional Disturbance Intellectual Disability Other Health Impairment Developmental Delay Multiple Disabilities Traumatic Brain Injury Other

8/5/22-

present ASD 2 Teacher Alcova Elm K-1 Public X X X X X X

9/9/2012-

5/22/22 Special Ed. Parapro Lovin Elm Pre-k Public X X X X X X

Professional Organization Memberships

Name of Organization

See recommended organizations Initial Membership Renewal Date Month Year Month Year

Council for Exceptional Children April 2025 April 2026

Number Recognition and counting from 1-20