• Collaborate with administrators, teachers, and support staff across multiple programs (traditional, Montessori, French immersion, language-based) to deliver high-quality literacy and social studies curricula through ongoing review of practices, standards, data, and resources.• Coach teachers through dialogue, observation, modeling, and co-teaching to support reflection and improvement of instructional practices.• Identify, develop, and provide professional development in district workshops and PLC meetings. • Facilitate administration of literacy assessments and data collection across three grade levels.• Review and analyze literacy data at multiple levels (classroom, grade, school, subgroup, domain, standard, skill) to identify trends, instructional needs, and targeted interventions.

• Plan and refine an integrated, CCSS-aligned literacy and history curriculum for 50 students, including ELL, SPED, and ASD.• Implement best practices through diverse professional development, including content and team PLC collaboration, wide professional reading, and extensive PLN participation. • Facilitate instruction that incorporates principles of UDL to ensure access and engagement for all learners.• Help students develop a growth mindset through recognition of strengths and challenges, as well as examples of successful personal growth in literature and life.• Piloted digital discussion groups for differentiated novel groups using Google Apps for Education, EdModo, Kidblog, and Padlet.• Developed professional development workshops for teachers as a Natick Education Foundation Master Teacher/Fellow for 2015-2016, including close reading practices, comprehension strategies, content-area reading comprehension, and engaging and motivating student readers.

• Design and differentiate math, reading and writing instruction within balanced literacy model and TERC Investigations math program. • Focus on metacognitive strategy instruction and genre-specific skills, with guided reading and writing as instructional cornerstones.• Coordinate, plan and facilitate district-wide professional development for grade-level team of 20 teachers with co-leader.• Piloted revisions of TERC Investigations program during 2006-2007 school year (subsequently published in 2007) with continued emphasis on strategy instruction, questioning, and discussion to develop concepts and skills. • Initiated an after-school math program, rooted in discrete math concepts, designed to build student understanding and confidence in math (2007-2008)• Instrumental in launching a collaborative teaching model for special education as part of a school-wide initiative (2004-2007)

• Developed students’ literacy skills while targeting multiple learning needs through Readers’ and Writers’ Workshop (whole-small-whole model with shared, guided, and independent instruction).• Cultivated students’ conceptual math thinking while building basic skills through TERC Investigations curriculum. • Analyzed instructional practices and resources with literacy coach and upper-elementary teams

Materials development and assistance with training workshops for companies undergoing change; helped create multimedia presentations, process maps, and other workshop materials.