Bethany Fleming Email & Phone Number

North Billerica, Ma, Us

Washington, Dc, Us

Washington, Dc, Us

-Strengthened network’s implementation of the Wit & Wisdom curriculum through a multi-tiered approach that included district-wide professional development, regular check-ins with school leaders, individualized coaching cycles with classroom teachers, and consistent data collection from stakeholders at all organizational levels-To address the content knowledge and instructional skills gaps for all Humanities and Inclusion teachers across the network, designed and facilitated dynamic, research-driven professional development sessions with an overwhelmingly positive participant satisfaction rate-To improve teacher instructional practices and increase student academic outcomes, provided individualized coaching to Humanities teachers in weekly collaborative planning, observation/feedback, and data meeting sessions -To build and support the instructional capacity of school leaders, conducted co-classroom observations using an Academic Habits for Humanities Classrooms observation tool, structured debriefs, and co-authored feedback-To address gaps in learning due to COVID-19 school closure, led the design and implementation of a district-wide comprehensive acceleration plan that included: the selection and training in a district-wide learning management system; customized curriculum maps to support synchronous and asynchronous virtual learning environments using the core content, targeted small group instruction, and project-based learning; and training for all network teachers and leaders in best practices for virtual learning -To increase Social Studies content knowledge and engagement in middle school Humanities classrooms, designed and led the implementation of Project-Based Learning Social Studies Companion Units for each Wit & Wisdom module in grades 7-8

Washington, District Of Columbia, Us

-To close the engagement and achievement gaps for middle and high school students, applied principles of project-based learning and community-based learning to design a uniquely rigorous and responsive instructional model-Tested assumptions for a new school model by successfully developing short- and long-term pilot programs, collecting data for monitoring and evaluation, and communicating results to internal and external stakeholders-To increase academic knowledge, engagement, and rigor in middle and high school classrooms, led a team of curriculum writers through customization of Wit & Wisdom and FOSS Science modules to include interdisciplinary, place-based, project-based, and blended learning components -To align assessments with the organization’s values and intended academic outcomes, led a team of content specialists and school leaders through a design process that resulted in a Guidebook for Portfolio Defenses-To launch the CapX instructional model within an existing school, partnered with a charter network in Washington, DC and provided professional development to middle school teachers, principals, and content Deputy Directors -To increase the organization’s visibility and recognition, collaborated with the Executive Team to gather feedback from stakeholders across our network and refine the organization’s mission, vision, and communication strategy

Washington, Dc

As a Cohort Member, I completed the following components of the Leadership program:-Monthly local Learning Labs, including instructional learning walks and adjunct faculty sessions with the Noble Story Group, 228 Accelerator, and Center for Racial Justice in Education (May 2019-October 2020)-RELAY Graduate School of Education Summer Intensive -High-impact individual coaching, 360 feedback, and school walkthroughs

Washington, District Of Columbia, Us

-To provide students with IEPs access to the grade-level ELA curriculum, designed differentiated student experiences at the lesson level in grades 6-12, which resulted in students with IEPs across 20 schools in both inclusive and self-contained settings successfully accessing complex grade-level texts and tasks-To increase mastery of early literacy skills in PK-2 Special Education classrooms, managed a team of Specialists in the implementation of a pilot program that included targeted professional development, effective co-teaching practices, and on-going progress monitoring -To address district-wide content knowledge and instructional skills gaps in literacy for Special Education teachers across 115 schools, collaborated within and across district-level content teams to create and facilitate dynamic, research-driven professional development sessions with an overwhelmingly positive participant satisfaction rate-To meet the Chancellor’s strategic goal of 100% of students reading on grade level by the end of second grade, served as a Special Education and Literacy expert content contributor in a weekly K-2 Literacy Work Group that developed a 5-year strategic plan to implement across 75 DCPS elementary schools-Manage and monitor the training, implementation, and materials distribution of literacy interventions, including SpellRead Linguistic Foundations, Leveled Literacy Intervention, Wilson Reading System, and Strategic Adolescent Reading Intervention across 35 schools with 50+ Special Education teachers

Baltimore, Md, Us

-Collaborated with the Special Education Clinical Faculty Lead to re-design two courses for John’s Hopkins University’s Graduate School of Education, Classroom Management I and II, with an emphasis on UDL and Building Positive Relationships with students and families (2017)-Planned and facilitated weekly meetings with fellow John’s Hopkins Adjunct Faculty Classroom Management instructors to review course content and strategize to implement effective instructional practices (2018) -Instructed a practicum-based Classroom Management I course (2018)

Baltimore, Maryland, Us

-Redesigned two courses for John’s Hopkins University’s Graduate School of Education, Classroom Management I and II, in collaboration with the Special Education Clinical Faculty Lead to emphasize the Universal Design for Learning Framework and Building Positive Relationships with students and families as key drivers for effective classroom management (2018)-To norm on course content and strategize to implement effective instructional practices, planned and facilitated weekly meetings with fellow John’s Hopkins Adjunct Faculty Classroom Management instructors (2018) -Instructed a Classroom Management I course in partnership with Urban Teachers (2015, 2016) and John’s Hopkins University (2017, 2018)-Managed a team of instructors in curriculum design, planning, and facilitation for an upper-level graduate course with first-year teachers (2017)-Coached Urban Teachers residents in two observation/feedback cycles by providing real-time feedback and targeted action steps for classroom management practices using Urban Teachers’ Teacher Practice Rubric (2015)

Washington, Dc, Us

-Designed and facilitated professional development for ELA teachers at the school and district level-Constructed a model learning environment where fellow ELA teachers and Center City stakeholders observed best instructional practices on a weekly basis-Coached Urban Teachers Residents in effective classroom management techniques and best practices for reading instruction using a gradual release of responsibility model -Rated Highly Effective Teacher by Center City’s internal evaluation process, SY 2013-2014, SY 2014-2015, SY 2015-2016, SY 2016-2017

Washington, Dc, Us

-Designed a year-long, Common Core and PARCC aligned writing curriculum for fourth and fifth grade English Language Arts teachers to implement in conjunction with the current novel studies provided by Center City PCS-Designed a semester long, Common Core and PARCC aligned Seventh Grade Social Studies curriculum, which emphasized analyzing complex texts and creating authentic writing products-Each unit offered a self-paced, blended learning design with a feedback cycle from student-peers and teachers

Washington, Dc, Us

-Facilitated professional development opportunities for teachers across the district to implement successful Academic Parent-Teacher Team (APTT) meetings, Home Visits, and On-going Communication practices-Analyzed individual, class, and school-wide data to identify opportunities for academic growth, relationship building with families, and on-going communication practices within the school network-Supported teachers in creating action plans through professional development and individual planning sessions to maximize growth opportunities for students across grades K-8.

Washington, Dc, Us

-Volunteered once a week after school to teach an extracurricular research and humanities class to middle school students in order to prepare students for a study abroad trip over spring break-Facilitated service learning experiences for students while abroad in the following locations: Dominican Republic, Jamaica, Mexico, the Bahamas, and Hawaii

Washington, Dc, Us

-Designed a Common Core aligned blended and personalized learning curriculum for a diverse group of learners-Conducted home visits for 100% of students-Host teacher for an Urban Teachers Resident, SY 2013-2014, SY 2015-2016, SY 2016-2017-Fourth and Fifth Grade English Language Arts classes averaged growth of over two years in reading on the NWEA MAP assessment, SY 2014-2015, SY 2015-2016, SY 2016-2017-CCPCS Shaw achieved Reward School Status SY 2013-2014, SY 2014-2015 and Tier 1 Status SY 2014-2015, SY 2015-2016-Students achieved the most growth compared to the other classes at the Shaw Campus, SY 2012-2013

Washington, Dc, Us

-Designed and piloted an effective district-wide program to improve and align the Human Resource practices to the organization’s mission and vision for effective teaching (2016) -Designed and piloted an effective school-wide program to successfully increase academic performance (2015)

Master'S Degree, Elementary Education And Special Education

Bachelor'S Degree, Political Science And Poverty Studies