About Me

With over 26 years in the education field as a teacher, reading specialist, reading coach, and instructional specialist I am knowledgeable and skilled in the development of literacy for early learners and the strengthening of English communication skills for school age students and adults. I understand how to effectively use data to make calculated instructional decisions that may ultimately change the trajectory for students at risk of reading failure. I am committed to supporting families, teachers and school leaders to help all students achieve at high levels.

I have taught at all grade levels in private and public schools in New York and New Jersey. In my most recent full-time role as Instructional Specialist with the NYC Department of Education, I supervised and supported reading coaches in public schools throughout NYC public schools. I currently provide educational consulting to schools and literacy support to families of school-age children.

I earned a Bachelors in English and a Master’s in Education, with specialization in the teaching of reading, from Brooklyn College in Brooklyn, NY.  I also successfully completed Advanced Studies in Educational Leadership from the College of Saint Rose in Albany, NY. Further, I earned Teaching Certification Pre-K to 6, Reading Certification Grades K-12, and School Building Leader Certification and School District Leader Certification from New York State.

To learn more about me and my work, you can check out my LinkedIn profile.

My Leadership Style

My leadership style is grounded in the principles of servant leadership, a philosophy first proposed by Robert Greenleaf in his 1970 work entitled, ‘The Servant as a Leader.’ I truly believe that people in an organization promote its success when they are earnestly committed to the vision and mission of the organization. People produce their best work when they are guided by a leader who fully acknowledges their capabilities and values their individual contributions to the team as a whole.

As a servant leader, I am empathetic; I take time to listen and understand my team members so that I can best serve them and support them. Knowing that people thrive in a positive work culture built on trust, I strive to support others by creating a positive, supportive work environment where every team member feels valued and has access to the necessary tools to succeed. I leverage the expertise of my team members to support others who may be experiencing challenges while promoting a sense of collaboration and empowerment. I genuinely believe in the power of commitment to ongoing growth and improvement. I understand that success breeds success and that a commitment to ongoing learning and improvement fuels an everlasting passion for growth and excellence.

My Philosophy

I truly believe that the best way to eradicate reading failure is to ensure that all teachers are highly qualified and trained in planning and delivery of research-based instructional strategies. Literacy experts agree that knowledgeable teachers are capable of using data to make instructional decisions and produce tangible results with the students in their care. Schools definitely need to provide teachers with access to stellar curricular programs that would best meet the needs of all students. However, without solid knowledge of literacy content and sound pedagogical practices, teachers cannot leverage learning for their students in spite accessibility to the best programs.

“Informed teachers are our best insurance against reading failure. While programs are very helpful tools, programs don’t teach; teachers do.” – Dr. Louisa C. Moats

Dr. Louisa C. Moats, a nationally recognized researcher and authority on literacy education and the professional development of teachers, indicates that: “Informed teachers are our best insurance against reading failure. While programs are very helpful tools, programs don’t teach; teachers do.”* Having the best curriculum or the most innovative program will not leverage learning and achievement for our struggling learners unless we adequately train teachers to teach effectively. Knowledgeable and skilled teachers are capable of making data-informed instructional decisions to change the trajectory of students at risk of reading failure.

I am adamant that systematic, explicit instruction embedded in the science of reading is the best method to accelerate growth and achievement for ALL learners. There are a lot of myths out there about the science of reading. The science of reading is not a program, a curriculum, or a method of instruction. It is the emerging consensus from thousands of studies that have revealed the best approach to reading instruction and how individuals learn to read. Dr. Louisa C. Moats, defines the science of reading in this way: 

In 2000, the National Reading Panel (NRP) reviewed thousands of studies on reading research. The National Reading Panel’s analysis made it clear that the best approach to reading instruction is a combination of explicit instruction in phonemic awareness, phonics, fluency, vocabulary, and comprehension.  More recent research challenged the NRP’s original assumption that spelling develops naturally as a result of direct instruction in phonics and phonemic awareness.  Experts now agree that explicit spelling instruction is needed to develop students’ writing skills while aligning their phonics skills. For more information on the NRP’s work: National Reading Panel Publications.

Commitment to Ongoing Improvement

In essence, I believe that success is an ongoing journey. If we are truly serious about improving teacher quality and instruction in all schools, then all teachers and school leaders must adopt the mindset of “ongoing learning and improvement.” To get there we need to be constantly open to learning and improvement.

“The illiterate of the 21st century will not be those who cannot read and write, but those who cannot learn, unlearn, and relearn.”  – Alvin Toffler

If we want to grow professionally and support our students in developing ownership of their learning, then we need to let go of outdated or ineffective practices. We need to be willing to challenge our own perspectives and ideas. We need to be willing to learn and acquire new knowledge and skills. Most importantly, we need not be complacent and keep reading, listening and asking questions. We need to constantly be informed about effective practices that are backed by the science of reading and current research so that we can best support the students we serve.

“If we create a culture where every teacher believes they need to improve, not because they are not good enough but because they can be even better, there is no limit to what we can achieve.”   — Dylan Wiliam

Ultimately, we need to be adaptable and ready to embrace change to leverage learning growth for the entire learning community at large.

 _*Moats, L. & Tolman, C. Ever get the feeling your PD is missing something? Retrieved from https://www.house.mn.gov/comm/docs/BIZFvIvu6EGSPa3y91AKvw.pdf

**_{Stuart, K. & Fugnitto, G.  A Conversation about the science of reading and early reading instruction with Dr. Louisa Moats. Retrieved from https://www.collaborativeclassroom.org/blog/the-science-of-reading-with-dr-louisa-moats/} 

Wherever you are in your learning journey, I can help you achieve your goals.

Take the first step and get in touch today!