Cody Norton Email and Phone Number

Fall 2024, TLPL360 - Foundations of EducationFall 2024, WEID139 - Navigating Social Identity Difference through Intergroup DialogueSpring 2024, TLPL340 - Introduction to Children's Literature and Critical Literacy

Summer 2024, Dr. Meghan Comstock (project supervisor)

Fall 2024, TLPL250 Historical and Philosophical Perspectives on EducationFall 2023 - Spring 2024, TLPL360 Foundations of Education

Fall 2023 - Spring 2024, Center for Educational Innovation and Improvement

I served as an interim Elementary Instructional Coach, working with 16 early career teachers across 7 schools.· Managed a caseload of 16 participants, conducting over 130+ coaching cycle touchpoints and ensuring 100% completion of all program requirements for participants.· Created a 22-week coaching program, aligning modes of support to include an 11-strand teacher practice rubric, maintaining 100% on-track status for all participants to complete requirements.· Delivered actionable and consistent feedback loops, resulting in participants scoring an average of 3.53 on the EOY independent observations, exceeding the program average of 3.20 across 267 teachers.· Collaborated with 30+ coaches, Lead Clinical Faculty, and Director of Clinical Faculty to engage in and facilitate ongoing professional development for program participants.

I designed a 5-lesson unit plan for 1st through 3rd grades aligned to the Washington, DC, K-12 Social Studies standards, including 100+ pages with a teacher's guide and extension activities for 4th and 5th grades.· Researched, designed, and produced an original neighborhood history curriculum for elementary-aged children, including lesson plans, activities, and a teacher guide using the DC History Center’s Neighborhood History lib guides as an initial reference. · Collaborated with educators, subject matter experts, and other key contributors to ensure activities are fun, meaningful, culturally relevant, developmentally appropriate, and adaptable to the needs of diverse learning communities.

I served as a Coordinator in the Content & Curriculum division of the DCPS Office of Teaching and Learning.· Co-led procurement efforts by preparing, tracking, and entering 100+ requisitions per fiscal year from a $10 million budget, ensuring over 95% full approval of purchase orders.· Managed invoices and reconciliations from 50+ vendor partners by tracking the delivery of goods and completion of services, finalizing over 95% of requests within the 30-day limit.· Advised 12 core strategy and content team directors on the procurement process by identifying necessary specifications, quotes, statements of work, and vendor contracts.· Developed multiple data tracking systems to evaluate annual progress on program initiative goals and deliver recommendations and guidance to a 65+ member division.

Marie Reed is a dual language, Title I elementary school in the Adams Morgan neighborhood of DC. I taught Pre-Kindergarten (1 year), 1st grade (4 years), and 3rd grade (4 years).Program Design and Program Management· Facilitated monthly DEI professional development for 60+ staff on topics related to structural inequality, dialogical conversations, and racial affinity groups.· Led weekly DEI planning meetings and solicited continuous feedback, leading to more than 90% of staff citing positive experiences from PD sessions.· Expanded DEI work into classrooms by developing a monthly social identities curriculum, encouraging more than 70% of staff to lead whole grade lessons.· Engaged with stakeholders to collaborate on DEI initiatives, helping the school receive the 2019 Standing Ovation Excellence in Equity Award out of 117 schools. Data Analysis and Strategic Planning· Built instructional tools like curriculum maps, objective calendars, and unit plans, scaling work across 5, 10, and 15-week cycles to align with district expectations.· Tracked and analyzed student achievement data, increasing proficiency from 37% to 55% (20-21) and 44% to 63% (21-22) using the Reading Inventory.· Incorporated feedback for a class of 86% language learners, achieving 43% proficiency on ELA PARCC (18-19), exceeding the 3rd-grade average by 7.2%.· Embraced change and ambiguity regarding professional responsibilities, earning a Highly Effective IMPACT evaluation rating for 9 consecutive years.Communication and Community Engagement · Partnered with the administration as a Union Representative, advising the principal on an ~$8 million budget and ensuring 100% staff onboarding each year.· Established family relationships and utilized multilingual communication, regularly exceeding the 90% schoolwide two-way dialogue expectation.· Cultivated trusting partnerships with families, regularly exceeding the 80% participation expectation for home visits and parent-teacher conferences.

I supported the Talent Acquisition and Retention division by screening potential teaching candidates for DC Public Schools.· Evaluated teaching videos using DCPS Teaching and Learning Framework.· Conducted over 30 phone interviews and scored over 20 video demonstration lessons.

I served as the co-chair of the Equity committee. The team managed a yearlong campaign to amend the OSSE STAR school rating framework in favor of a dashboard model, a change we successfully advocated.· Managed a 4-member team, facilitating monthly meetings, tracking progress on a 9-month equity plan, and communicating next steps towards achieving goals.· Leveraged survey data and trends from 500+ DC residents to develop a 5-point recommendation for reforming the DC school accountability framework.· Reviewed, edited, and formatted documents, including presentations, articles, press releases, research materials, and grant applications before public release.· Coordinated regular, proactive communication with DC State Board of Education and DC Council on proposals, leading to a 7-2 SBOE vote in favor of our recommendations.

I worked as a Cooperating Teacher for undergraduate and graduate students that needed to complete their student teaching practicum placements.· Coached student teachers for 8 semesters and provided ongoing feedback on teaching responsibilities, curriculum development, and lesson planning.· Executed 14-week coaching plans for candidates, preparing weekly agendas focused on performance outcomes, resulting in 100% program completion.· Maintained coaching data dashboard, using university rubrics to monitor strengths and growth areas, sharing ongoing progress with supervisors.· Conducted over 10 post-observation conferences each semester to improve instruction, analyze problems, and reflect on students’ outcomes.

I was accepted into the 2018 ASCD Emerging Leaders program, a fellowship where leaders can amplify their work on important education issues.· Evaluated over 40 candidate applications to determine eligibility for the Emerging Leaders program.· Provided feedback to a Philadelphia-based school team as a ‘Critical Friend” at a Teach to Lead Summit.· Presented “Grappling with Slavery with Young People: Historic Sites in Partnership” at NCSS Conference.

I was accepted into the 2015 National Teacher Fellows program which supported state and national policy advocacy on teacher preparation.· Collaborated with the U.S. Department of Education and the American Association of Colleges for Teacher Education on a teacher preparation project.· Conducted a six-week research project that consisted of virtual and in-person engagement, gathering the perspectives of nearly 2,000 classroom teachers.· Managed the research workgroup for an 18-member fellowship cohort, advising on research best practices and garnering a 100% session satisfaction rate.

I was accepted into the T3 fellowship at Marie Reed, a program that trains educators to lead a team of teachers in school turnaround efforts.· Coached a 7-member team on instructional best practices and managed 10-week inquiry cycles, ensuring quarterly goals connected to annual benchmarks.· Provided feedback to teachers through an instructional rounds program, establishing goals aligned to management, instruction, and assessment.· Designed and led 100+ data meetings to drive professional learning, resulting in over 80% of students achieving end-of-year growth or proficiency benchmarks.· Collaborated with grade level team to develop quarterly goals and determine next steps, resulting in a 100% satisfaction colleague satisfaction rate.

DC Prep is a charter network of Title I schools across Wards 5, 7, and 8. My campus was in the Benning neighborhood where I taught Pre-Kindergarten.· Planned daily and weekly lessons with scaffolds to meet various students’ academic needs.· Designed standards-aligned assessments to measure academic progress and inform instructional practice.