As the literacy lead for this session, outcomes were achieved through a research-based approach that centered on the implementation of evidence-driven literacy practices, data-informed decision making, and ongoing, collaborative professional learning cycles; by leveraging current literacy research and aligning instructional strategies with best practices, I facilitated targeted support and reflective dialogue among educators, resulting in sustained improvement in both teacher efficacy and student achievement.

As the co-lead facilitator for this session, I collaborated with my team to deliver a focused, research-based professional learning experience, and after a reflective review of participant feedback and learning outcomes, we made the strategic decision to expand the initiative into a two-part series. The next session will provide a deeper, hands-on exploration of the HMH curriculum, allowing for extended support of teacher practice and curriculum implementation, directly demonstrating both adaptive leadership and a commitment to continuous instructional improvement.

This professional learning session on fluency was intentionally designed to align with the science of reading, emphasizing fluency as a critical pillar of reading development alongside phonemic awareness, phonics, vocabulary, and comprehension; through explicit instruction, repeated and modeled reading, and systematic progress monitoring, educators deepened their understanding of fluency components—accuracy, rate, and expression—and learned strategies to build automaticity and prosody, enabling students to read confidently and understand text meaning while using evidence-based practices to drive measurable growth in reading achievement.​

The Teacher Center has equipped me with crucial skills like conducting needs assessments for educators, identifying areas of pedagogical opportunity, developing and implementing  professional learning sessions to address these areas of opportunity. Most recently, I developed and implemented a three part professional learning series on intervisitation. In the three part series educators learned about intervisitation and why it's important, they then collaborated on a common teacher team goal to be used for an intervisitation cycle.  The learning cycle was one aspect of the school wide intervisitation protocol which I was responsible for developing and implementing during the 2023-2024 school year.

This professional learning series was a collaboration with the Assistant Principal of Special Education.