Literacy Expert
K-12 Missouri Reading Certification Provisional with Endorsement
Missouri State Representative for NCTE CEL and ALAN-YA
1635 Washington Avenue Apartment 304 St. Louis, Missouri 63103 ------------ C------------
Core Competencies
Balanced Literacy
Literacy and Leadership Training
Creating and sustaining capacity
S to urban literacy struggles and educational inequalities
RTII Implementation for Most In-Need Students
Teacher’s College Certified: Coach, Leadership
Designing, Analyzing and Utilizing: Formative, Authentic and Summative Assessments
Building and facilitating curricula implementation
Self-driven team player
Differentiated Instruction
Classroom Management
Impactful instruction to develop critical thinkers that self-advocate
Focused Instructional Learning Walks
Thinking Maps Certified: Train the Trainer
Best Practices for at-risk students
Experience
Confluence Charter Schools, St. Louis PK-12 ELA and Social Studies Curriculum Coordinator June 2017-Present
Key Contributions:
Current semester: teaching English Literature II and Graphic Novels
Development, review and finalization of formative and summative assessments
Coordination, creation and delivery of Professional Development
Order and organize needed curricula materials
Create logistical structures to track all materials
Guide curricula development to be implemented district wide
Provide guidance on direction of instructional practices
St. Louis Public Schools, St. Louis Early Childhood Literacy Coordinator July 2014- June 2017
Key Contributions:
District wide implementation (PK-2 and PK-6 in the Superintendent Zone) of Balanced Literacy supported by curricula from the Center for the Collaborative Classroom
Provide professional development on Literacy via workshops, observations, classroom modeling and coaching
Conduct meetings with administration around data, curricula, staffing and community concerns
Work with Associate Superintendent to coordinate and support Instructional Support Facilitators in Superintendent Zone
Designed and implemented Pre-Kindergarten booster sessions with the Early Childhood Education Assistant Superintendent
Conducted Focused Instructional Learning Walks with instructional team from Early Childhood
Researching current model Pre-School districts and pending legislation regarding Early Childhood Education (PK-2)
Collaborate with teachers regarding students to differentiate whole class, small group and individual instruction
Researching latest literacy trends through online resources, scholarly journals and traditionally published books
Compiling mounting research around the trauma of poverty on children to develop solutions reducing in and out of school suspensions, increase trust among classmates and teachers, and provide healing environments in which to learn.
Train and assist schools in administering and utilizing data from a multitude of assessments
Fountas and Pinnell’s Benchmark Assessment System, Teacher’s College Informal Reading Inventory, Star Reading Enterprise, Accelerated Reader, Acuity, MAP Testing and formative assessments
Developed correlation charts aligning readability continuums from different assessments/publishers
Allowing for seamless conversations about students and data, along with utilization of materials
Correlations included Fountas and Pinnell, Star Enterprise Scaled Scores and Lexile
Reviewed Requests for Proposals, provided feedback and compiled team scores for submission to Asst. Superintendent
St. Louis Public Schools, St. Louis K-12 ELA Specialist July 2013- July 2014
Key Contributions:
Worked with the Director of Curriculum and Associate Superintendents to address district wide ELA needs
Conducted Focused Instructional Learning Walks with an instructional team led by our Associate Superintendent
Utilized observations along with the input of teachers, administration and students to design targeted school support
PLCs, in-class modeling, co-teaching, professional development sessions and instructional planning
Collaborated with teachers regarding their students and whole class instruction so that all instruction meshed
Researched latest literacy trends and implemented a pilot for instructional and assessment materials
Provided city wide professional development regarding balanced literacy and the workshop model
Collaborated with teachers on implementing the workshop model from Pre-Kindergarten to Eighth Grade
Provided relevant materials and resources across SLPS to support instructional needs, ideas and assessment
Octavio Paz, Uno Charter Network Chicago, Illinois Academic Interventionist K-8 January 2011- July 2013
Key Contributions:
Turned Octavio Paz around from one of the worst to one of the best schools in Chicago during my first six months.
Assessed academically struggling students
Designed an intervention plan to fit specific student needs utilizing research based assessments and running records
Modified academic interventions immediately to reduce stagnation while catching those not moving right away
Collaborated with teachers to differentiate individual student needs, while providing grade level whole class instruction
Researched and constructed the best approach/materials for specific student needs
Utilized experience as a Literacy Coach to provide school-wide professional development in literacy instruction
Worked with administration and teachers to assess and analyze data used to construct school-wide RTI groups
Met with teachers to form tier two interventions and small groups utilizing class and individual student assessments
Trained staff to administer and utilize data from formative and summative assessments including: STEP, NWEA, Fountas and Pinnell Benchmark Assessment System, and the Writing and Reading Assessment Profile)
Venice Elementary School Venice, Illinois Reading Specialist September 2009 – May 2010
Key Contributions:
Constructed and implemented a K-8 Balanced Literacy Program utilizing Developmental Studies Center Programs
Making Meaning, Being a Writer, Systematic Instruction in Phonological Awareness (SIPPS)
Developed and presented professional development on implementation of Balanced Literacy, skills and strategies
Designed and implemented RTI schedule for students K-8
Worked with teachers to assess students throughout the year, continually adjusting the curriculum
Improved scores based on state testing (ISAT) in-house summative benchmarks (Discovery Education Think Link) and formative, authentic assessments
Developed embedded professional development with the ALL RIGHT!! Consortium
PS 361 Brooklyn, New York Second Grade Teacher September 2002-June 2009
Key Contributions:
Utilized explicit teaching practices to meet district, state and curriculum content standards
Provided differentiated instruction through small group activities as demonstrated by leveled materials, various learning modes and end unit products
Developed and implemented academic units tailored to meet the needs of various learning styles and challenges
Created lessons that engaged students in higher ordered thinking, improving both their social and academic skills
Maintained a student-centered learning environment
Organized and facilitated progress meetings with parents and administration
Education
June 2010- May 2018 Benedictine University Lisle, Illinois
January 2007-May 2008 City College of New York New York, New York
MA: K-12 Literacy
September 2002- June 2005 Brooklyn College Brooklyn, New York
MA: Elementary Education
September 1995- May 1998 Seton Hall University S. Orange, New Jersey
BA: Communications with a Minor in American History
Workshops, Training and Achievements
Heinemann Fellows Applicant (Chosen applicants to be notified in April)
Teachers College Advanced Coaching Literacy Institute January 2018
NCTE Local Engagement Committee Aug-Nov 2017
Teachers College Leadership Institute October 2017
Heinemann San Diego Pacific Literacy Conference August 2017
Fountas and Pinnell Leveled Literacy Instruction Conference for K-5 July 2017
New York City Teaching Fellow June 2002-June 2005
ASCD Leadership Conference in Orlando, Florida October 2014
Completed January 2014 Teacher’s College Institute on Whole School Reading Change January 2014
St. Louis Regional Chamber Honoree for professionals pursuing higher education degrees in July 2014
Raised Illinois State Standard Scores and In-House Authentic Assessments 2010, 2011, 2012
Directly impacted Octavio Paz raising from a Level 3 to Level 1 Charter School
Completed Train the Trainer for Thinking in (Certified Train the Trainer) November 2009
Developmental Studies Center Workshop December 2009
ISAT and Writing Professional Development January 2010
Successfully participated in PS 361’s implementation of a Data Inquiry Team 2007-2009
Received training in RCCP and the 4R extension of RCCP to connect conflict resolution with literacy skills
Completed Bank Street College Language Series Summer 2008
Funded fourteen proposals through Donor’s C------------ equaling over 2000 dollars in materials for my classroom
Completed Training in Accelerated Reader, Star Enterprise, Acuity, Discovery Think Link, NWEA, ISAT and MAP
Worked with Octavio Paz to acquire and implement the Benchmark Educational Book Room for K-5
Developed a network of respected literacy professionals to provide support, and a partnership of dedicated professionals, from across the country, in all my educational endeavors.
Interests and Activities
Ensuring every opportunity for children from urban, at-risk students to have the education, justice, and experiences granted to children of affluent areas.
Social Equity, Breaking the Pipeline to Prison, Solving Systemic Racism
Developing ways to educate currently incarcerated citizens to reduce the overall number of relapse and the overall number of imprisoned citizens
Reading, Learning, Music, Animals, Sports
K-12 Missouri Reading Certification Provisional with Endorsement
Missouri State Representative for NCTE CEL and ALAN-YA
1635 Washington Avenue Apartment 304 St. Louis, Missouri 63103 ------------ C------------
Core Competencies
Balanced Literacy
Literacy and Leadership Training
Creating and sustaining capacity
S to urban literacy struggles and educational inequalities
RTII Implementation for Most In-Need Students
Teacher’s College Certified: Coach, Leadership
Designing, Analyzing and Utilizing: Formative, Authentic and Summative Assessments
Building and facilitating curricula implementation
Self-driven team player
Differentiated Instruction
Classroom Management
Impactful instruction to develop critical thinkers that self-advocate
Focused Instructional Learning Walks
Thinking Maps Certified: Train the Trainer
Best Practices for at-risk students
Experience
Confluence Charter Schools, St. Louis PK-12 ELA and Social Studies Curriculum Coordinator June 2017-Present
Key Contributions:
Current semester: teaching English Literature II and Graphic Novels
Development, review and finalization of formative and summative assessments
Coordination, creation and delivery of Professional Development
Order and organize needed curricula materials
Create logistical structures to track all materials
Guide curricula development to be implemented district wide
Provide guidance on direction of instructional practices
St. Louis Public Schools, St. Louis Early Childhood Literacy Coordinator July 2014- June 2017
Key Contributions:
District wide implementation (PK-2 and PK-6 in the Superintendent Zone) of Balanced Literacy supported by curricula from the Center for the Collaborative Classroom
Provide professional development on Literacy via workshops, observations, classroom modeling and coaching
Conduct meetings with administration around data, curricula, staffing and community concerns
Work with Associate Superintendent to coordinate and support Instructional Support Facilitators in Superintendent Zone
Designed and implemented Pre-Kindergarten booster sessions with the Early Childhood Education Assistant Superintendent
Conducted Focused Instructional Learning Walks with instructional team from Early Childhood
Researching current model Pre-School districts and pending legislation regarding Early Childhood Education (PK-2)
Collaborate with teachers regarding students to differentiate whole class, small group and individual instruction
Researching latest literacy trends through online resources, scholarly journals and traditionally published books
Compiling mounting research around the trauma of poverty on children to develop solutions reducing in and out of school suspensions, increase trust among classmates and teachers, and provide healing environments in which to learn.
Train and assist schools in administering and utilizing data from a multitude of assessments
Fountas and Pinnell’s Benchmark Assessment System, Teacher’s College Informal Reading Inventory, Star Reading Enterprise, Accelerated Reader, Acuity, MAP Testing and formative assessments
Developed correlation charts aligning readability continuums from different assessments/publishers
Allowing for seamless conversations about students and data, along with utilization of materials
Correlations included Fountas and Pinnell, Star Enterprise Scaled Scores and Lexile
Reviewed Requests for Proposals, provided feedback and compiled team scores for submission to Asst. Superintendent
St. Louis Public Schools, St. Louis K-12 ELA Specialist July 2013- July 2014
Key Contributions:
Worked with the Director of Curriculum and Associate Superintendents to address district wide ELA needs
Conducted Focused Instructional Learning Walks with an instructional team led by our Associate Superintendent
Utilized observations along with the input of teachers, administration and students to design targeted school support
PLCs, in-class modeling, co-teaching, professional development sessions and instructional planning
Collaborated with teachers regarding their students and whole class instruction so that all instruction meshed
Researched latest literacy trends and implemented a pilot for instructional and assessment materials
Provided city wide professional development regarding balanced literacy and the workshop model
Collaborated with teachers on implementing the workshop model from Pre-Kindergarten to Eighth Grade
Provided relevant materials and resources across SLPS to support instructional needs, ideas and assessment
Octavio Paz, Uno Charter Network Chicago, Illinois Academic Interventionist K-8 January 2011- July 2013
Key Contributions:
Turned Octavio Paz around from one of the worst to one of the best schools in Chicago during my first six months.
Assessed academically struggling students
Designed an intervention plan to fit specific student needs utilizing research based assessments and running records
Modified academic interventions immediately to reduce stagnation while catching those not moving right away
Collaborated with teachers to differentiate individual student needs, while providing grade level whole class instruction
Researched and constructed the best approach/materials for specific student needs
Utilized experience as a Literacy Coach to provide school-wide professional development in literacy instruction
Worked with administration and teachers to assess and analyze data used to construct school-wide RTI groups
Met with teachers to form tier two interventions and small groups utilizing class and individual student assessments
Trained staff to administer and utilize data from formative and summative assessments including: STEP, NWEA, Fountas and Pinnell Benchmark Assessment System, and the Writing and Reading Assessment Profile)
Venice Elementary School Venice, Illinois Reading Specialist September 2009 – May 2010
Key Contributions:
Constructed and implemented a K-8 Balanced Literacy Program utilizing Developmental Studies Center Programs
Making Meaning, Being a Writer, Systematic Instruction in Phonological Awareness (SIPPS)
Developed and presented professional development on implementation of Balanced Literacy, skills and strategies
Designed and implemented RTI schedule for students K-8
Worked with teachers to assess students throughout the year, continually adjusting the curriculum
Improved scores based on state testing (ISAT) in-house summative benchmarks (Discovery Education Think Link) and formative, authentic assessments
Developed embedded professional development with the ALL RIGHT!! Consortium
PS 361 Brooklyn, New York Second Grade Teacher September 2002-June 2009
Key Contributions:
Utilized explicit teaching practices to meet district, state and curriculum content standards
Provided differentiated instruction through small group activities as demonstrated by leveled materials, various learning modes and end unit products
Developed and implemented academic units tailored to meet the needs of various learning styles and challenges
Created lessons that engaged students in higher ordered thinking, improving both their social and academic skills
Maintained a student-centered learning environment
Organized and facilitated progress meetings with parents and administration
Education
June 2010- May 2018 Benedictine University Lisle, Illinois
January 2007-May 2008 City College of New York New York, New York
MA: K-12 Literacy
September 2002- June 2005 Brooklyn College Brooklyn, New York
MA: Elementary Education
September 1995- May 1998 Seton Hall University S. Orange, New Jersey
BA: Communications with a Minor in American History
Workshops, Training and Achievements
Heinemann Fellows Applicant (Chosen applicants to be notified in April)
Teachers College Advanced Coaching Literacy Institute January 2018
NCTE Local Engagement Committee Aug-Nov 2017
Teachers College Leadership Institute October 2017
Heinemann San Diego Pacific Literacy Conference August 2017
Fountas and Pinnell Leveled Literacy Instruction Conference for K-5 July 2017
New York City Teaching Fellow June 2002-June 2005
ASCD Leadership Conference in Orlando, Florida October 2014
Completed January 2014 Teacher’s College Institute on Whole School Reading Change January 2014
St. Louis Regional Chamber Honoree for professionals pursuing higher education degrees in July 2014
Raised Illinois State Standard Scores and In-House Authentic Assessments 2010, 2011, 2012
Directly impacted Octavio Paz raising from a Level 3 to Level 1 Charter School
Completed Train the Trainer for Thinking in (Certified Train the Trainer) November 2009
Developmental Studies Center Workshop December 2009
ISAT and Writing Professional Development January 2010
Successfully participated in PS 361’s implementation of a Data Inquiry Team 2007-2009
Received training in RCCP and the 4R extension of RCCP to connect conflict resolution with literacy skills
Completed Bank Street College Language Series Summer 2008
Funded fourteen proposals through Donor’s C------------ equaling over 2000 dollars in materials for my classroom
Completed Training in Accelerated Reader, Star Enterprise, Acuity, Discovery Think Link, NWEA, ISAT and MAP
Worked with Octavio Paz to acquire and implement the Benchmark Educational Book Room for K-5
Developed a network of respected literacy professionals to provide support, and a partnership of dedicated professionals, from across the country, in all my educational endeavors.
Interests and Activities
Ensuring every opportunity for children from urban, at-risk students to have the education, justice, and experiences granted to children of affluent areas.
Social Equity, Breaking the Pipeline to Prison, Solving Systemic Racism
Developing ways to educate currently incarcerated citizens to reduce the overall number of relapse and the overall number of imprisoned citizens
Reading, Learning, Music, Animals, Sports