Major responsibilities include developing, presenting, and facilitating effective professional development, provide technical assistance and customized services, e.g. instructional coaching, develop products to support instruction and programming, provide leadership in planning, developing, implementing, and evaluating dyslexia-related professional development services and products, assist with planning and implementing of ongoing needs assessment and services for customer districts, participate in developing communication networks between Region 4 and customer district personnel, assist in planning and developing special projects, e.g. grant proposals, interdepartmental services, demonstration sites, research studies, and other customer-based projects, engage in professional development to maintain knowledge and skills, and participate in state level functions.

Major responsibilities include:1. Develop, present, and facilitate effective professional development.2. Provide support to educators, campuses, and districts by answering questions related to area(s) of responsibility.3. Develop and foster instructional coaching relationships that result in positive student outcomes.4. Develop educational resources to support instruction and positive student outcomes.5. Provide leadership in planning, developing, implementing and evaluating professional development, services, and products in the area(s) of responsibility.6. Assist with planning and implementation of ongoing needs assessment and services for Region 4 customer districts.7. Participate in Region 4 leadership networks to foster collaboration and problem-solving amongst districts and charter schools.Assist in planning and developing special project activities, e.g., grant proposals, interdepartmental services, demonstration sites, research studies and other customer-based projects.9. Engage in professional development to maintain knowledge and skills in the area(s) of responsibility.10. Participate in state-level functions related to area(s) of responsibility.11. Provide technical assistance and services as specified by any applicable federal grant that funds this position.

Create strong, research-based reading/language arts program that supports the development of proficient readers and effective communicators; develop and deliver district and campus based staff development courses in reading, writing, language arts, phonics, balanced literacy practices, professional learning committees, and classroom management; collaborate with teachers and advise campus administration and staff on the implementation of the elementary reading/language arts and social studies TEKS, the district curriculum, and reading and writing workshop; support campus staff with the alignment of curriculum, instruction, and assessment through data analysis, planning, modeling lessons, training, and consulting; establish a professional learning community that supports the growth and development of the teachers selected for the District Model Literacy Teacher Initiative; plan for and support the integration of technology and social studies in the reading/language arts classroom; assist in the development of curriculum and assessment products, including the district benchmarks, curriculum units of study, and other literacy-based resources, to support the implementation of the reading/language arts and social studies TEKS; assist in the selection and implementation of literacy resources and staff development materials; develop and facilitate district level Language Arts Liaison meetings, Instructional Specialist meetings, and other literacy-related staff development events.AchievementsSuccessfully designed and implemented comprehensive phonics instruction for all 2nd – 5th-grade students, including developing a TEKS aligned district scope and sequence, weekly lesson pacing guide, a five-course staff development course for PreK-5th grade ELAR teachers comprising basics letter sounds, the six syllable types, syllabication strategies, running records conventions and analysis, and daily phonics instruction in the classroom.

Designed and implemented content area intervention instruction for Kindergarten - fifth-grade students receiving Special Education services; case managed 20+ students receiving Special Education services; prepared and updated PLAAFP and Standards-Based IEP goals and objectives; determined special education instructional and schedule programming; led staffings and IEP meetings; provided in-class support in the general education setting to Special Education students; assessed student performance through anecdotal records, student-teacher conferencing, peer evaluation, checklists, and student portfolios. Facilitated small group instruction, including guided reading and strategy groups. Consistently used assessment data to create strategy and small group interventions. Piloted a co-teaching infrastructure in a fourth grade English/ Language Arts inclusion classroom; facilitated campus-wide training on inclusion, accommodations, content modifications, and data collection.Achievements-Prepared and facilitated professional development classes on accommodating learners in the general education classroom (October 2014)-Prepared and facilitated campus staff training on Response To Intervention (August 2013)-Served as 2013-2014 and 2014-2015 Staff Development Liaison-Served as 2013-2014 DEIC Representative-Campus Improvement Plan Representative (2014-2015)-PBIS committee member (2012-2015)-Teacher Leadership Academy Graduate (2014)-2014-2015 Spotlight Teacher Nominee-Dyslexia intervention teacher

Presented seven sessions of a literacy comprehensive three-day staff development academy to ELAR third grade teachers in Title 1 schools in Cypress Fairbanks ISD, Katy ISD, and Houston ISD. Responsibilities included preparing training materials, coordinating technology and delivery of training materials with the districts’ host schools/facilities, delivering TEA developed curriculum addressing instructional differentiation, word study, fluency, vocabulary, comprehension, writing instruction, and data collection and interpretation; coordinating daily sign in and sign out of participants, return of materials, and collection of teacher stipend forms.

Coordinated and oversaw ELA department needs; goal set with teachers; observed teachers and provided developmental feedback; facilitated department meetings; attended all department chair meetings; served as a department leader; Implemented and managed the Accelerated Reader program in the school; oversaw technical and performance areas.

Instructed 6th-grade and 3rd-grade self-contained ELAR curriculum in the balanced literacy classroom, designed and developed programs to meet the academic, intellectual, and social needs of students. Instructed ELA in differentiated groups; incorporated ESL and Special Education instructional strategies to ensure the academic progress of students receiving ESL and Special Education services; assessed student performance through anecdotal record, student-teacher conferencing, peer evaluation, checklists, and student portfolios; provided supplemental instruction through after school tutoring; facilitated small group instruction, including guided reading and strategy groups; consistently used assessment data to create a strategy and small group interventions.Achievements-English Language Arts 6th – 12th grades Curriculum Development member (Harmony Public Schools)-Served as a member of the Title 1 Campus Improvement Plan Committee-College Readiness and Leadership Program mentor-Facilitated campus-wide TAKS To STAAR Training (August 2011)-2012 Teacher Of The Year (Harmony Science Academy Northwest)-96% passing rate on 2012 STAAR assessment-100% passing TAKS rates on Reading and Math assessments-Planned and implemented the first annual Field Day for 3rd-grade students-Completed 25 home visits with parents and students to establish and build relationships with parents.

Participated in the development and writing of English Language Arts curricula for 6th-12th grades; authored the 6th grade persuasive unit of study.