Catherine Simpson Email & Phone Number

In my role as the Student Academic Support Initiatives Coordinator, I lead district-wide efforts to enhance student outcomes by focusing on accelerated instruction and promoting effective Tier 1 practices. I work closely with campuses to ensure compliance with HB 1416, aligning all accelerated instruction with Texas Education Code and district standards. My responsibilities include guiding schools in implementing research-based strategies like High Impact Tutoring and targeted interventions to support students who need additional academic help.I collaborate with campus leaders and instructional teams to foster continuous improvement, providing coaching and professional development to integrate evidence-based practices into Tier 1 instruction. This includes creating and delivering tailored training sessions that help educators use data to refine teaching methods and meet diverse student needs.My role also involves analyzing data to assess the effectiveness of instructional strategies and interventions, providing actionable insights to district leadership for informed decision-making. By generating targeted reports and conducting program evaluations, I assist schools in identifying areas for growth and implementing strategies to improve student engagement and achievement. Additionally, I serve as a liaison between schools, district leadership, and other stakeholders, ensuring strategic alignment and effective communication to support the successful rollout of academic support initiatives.A critical aspect of my role is data analysis and reporting. I use data-driven methods to monitor program progress, identify trends, and develop targeted interventions. My work includes evaluating programs to measure Academic Return on Investment (A-ROI), offering actionable insights to district leadership. I produce customized reports to enhance stakeholder engagement and understanding of our initiatives and their impact.

As the Digital Learning Coordinator for an urban school district, I provide leadership and guidance to a team of 16 Digital Learning Specialists, fostering their growth and success. I mentor my team in designing and delivering customized professional learning sessions in both face-to-face and online formats focused on edtech concepts and tools, ensuring effective integration in classrooms. I employ strategic alignment by ensuring digital learning initiatives are closely tied to district objectives, state requirements, and ISTE standards. I am a meticulous planner, experienced coordinator, and skilled communicator. I support my director in addressing state and district requirements and maintaining compliance while promoting best practices.I swiftly adjust strategies, implement workflows, and allocate resources to seamlessly integrate technology solutions, supporting district-wide initiatives. Data analysis and reporting play a crucial role in assessing the effectiveness of my team’s efforts. Leveraging advanced analytics and spreadsheet skills, I collect, analyze, and visualize relevant data, track key performance indicators, and provide actionable insights for informed decision-making. I provide executive summaries and briefings on my team’s progress toward goals and our academic return on investment. I also planned and implemented the production of an annual education conference boasting 1K+ participants in both face-to-face and virtual formats.

Paschal High School, Fort Worth Texas

As a Technology Learning Coach, I provided comprehensive support for technology integration and address various technology needs at the largest high school in Fort Worth I.S.D., which accommodates over 170 teachers and 2400+ students. Collaborating closely with teachers, I actively contributed to their professional learning communities (PLCs) and assisted in implementing new pedagogical and technological practices in their classrooms. In addition, I was entrusted with managing, inventorying, and maintaining a substantial fleet of 1:1 laptops valued at over $2 million, ensuring seamless student access. Through meticulous planning and execution, I regularly delivered campus-based and district-based trainings on instructional technology tools and concepts, emphasizing their integration into curricular practices. Working with fellow Technology Learning Coaches, I engaged in district-wide projects, facilitated events like Twitter Chats and district trainings, and played an integral role in organizing our annual education conference.

Fort Worth, Texas

As an Educational Technology Specialist, I collaborated closely with campus administrators and teachers at 12 campuses ranging from elementary to high school levels to assess, design, and oversee campus-specific training initiatives aimed at actively engaging students. Guided by the mission of the Educational Technology department, I actively promoted an environment that equips students with the necessary skills for success in college, career, and community leadership within an interconnected world. Alongside the team, I contributed to the development of both short-range and long-term technology plans, ensuring the integration of effective educational technology practices. The majority of my focus revolved around providing comprehensive training to staff members, equipping them with the necessary skills and knowledge to leverage educational technology effectively. In addition, I continuously researched and evaluated emerging methods and tools within the field of educational technology, ensuring that our practices remain current and innovative.

Tascosa High School. Amarillo, Tx

Campus: 44% Economically Disadvantaged 46% At Risk2013-2014: I taught five sections of English II, one section of End of Course Advisory (STAAR English remediation), had one period for planning and one period for PLC (Professional Learning Community).Accrued 150+ hours of professional development by January of 2014.Was the UIL Spelling and Vocabulary coach for Tascosa.2012-2013: I taught five sections of English II for one semester and then three sections of English II and two sections of Pre-AP English I for the second semester. I had one period for planning and one period for PLC (professional learning community).Was nominated for the first round of voting for Teacher of the Year at Tascosa High School.Was handpicked to be sent to Springboard's Train the Trainer seminar to become a trainer in the Springboard curriculum for the Tascosa English Department. Springboard is an instruction plan designed by The College Board.Was handpicked to be sent to a week-long professional development event in project-based learning held by the Public Employee Benefits Cooperation (PEBC).2011-2012: I taught five sections of English II, had one period for planning and one period for PLC (professional learning community).Was chosen to be the sophomore English representative for Tascosa High School at the Amarillo ISD summer curriculum committee for the summer of 2012. Committee members met for two weeks to collaborate and solve issues arising with curriculum alignment with state standards, integration of various resources into the curriculum sequence, and addressing the requirements of the newly appointed STAAR assessment.Was the first English teacher at Tascosa High to receive a Smartboard. Attended basic Smartboard professional development.

Campus: 80% Economically Disadvantaged 77% At RiskI taught 6 reading classes at University High School with Ms. Julie James as my mentor teacher. These classes were constructed of students ranging from ninth grade to eleventh grade. The students' reading levels ranged from pre-K to seventh grade. I emphasized reading strategies and inferencing skills in my lessons.By the end of the Spring 2011 semester, I fully taught (bell-to-bell) for 16 school days. The rest of the school days I co-taught or fully taught all of the classes.As an intern, I was expected to create lesson plans for instruction that extended from bell-to-bell, maintain a behavior management system, contact parents and guardians, and establish a safe and productive learning environment.

English IV Academic and APCampus: 17% Economically Disadvantaged 30% At Risk•Assumed five weeks of full teaching responsibilities for five class periods•Assumed nine weeks of full teaching responsibilities for three periods

Cashiering, Stocking, Completing Inventory, Fulfilling Online Orders

One of two Extended Hours Representatives. Worked at the Registrar's Office after normal business hours. Fulfilled most Registrar duties: printing transcripts, assisting with registration, confirmed completed degrees for employers, etc.

Responsible for the care of the one-year-olds enrolled at the daycare.

Master'S Degree, Educational Leadership And Administration, General, 4.0 Gpa

Bachelor Of Science In Education, English Language Arts And Reading In Secondary Education

Activities and Societies: Association of Texas Professional Educators---Baylor Chapter Kappa Delta Pi – Education Honors Society---Baylor.

Education record

Summer course

English

Activities and Societies: Emerald Eagles Mentor 2007-2008Transferred to Baylor University in 2008