balanced literacy
I conduct literacy audits to help schools identify areas to more fully address/improve. I work with administration, teachers, teacher assistants and parents to ensure school wide understanding, implementation and support of literacy best practices. I’ve worked with many different schools at various points on their journey to implement balanced literacy in their schools from schools just starting on this journey to schools deeply into this work and everything in between. This work includes providing trainings in all Lucy Calkins reading and writing workshop components as well as assisting teachers to expertly use reading and writing data to guide their instruction. I've worked with elementary, middle and high schools that want to add balanced literacy aspects to their programs including adding reading and writing workshop structures. I’ve provided training to PYP schools including assisting them to connect workshop strategies to their Units of Inquiry planning documents. All of this work typically includes working with administration by assisting them to support balanced literacy work in their schools. Administrators participate in mini-trainings about balanced literacy as well as conducting walk-throughs of the school with me. Through these trainings and walk-throughs I can assist administration to identify workshop components present in the school and areas that could be more fully development. I’ve also conducted a multi-year training series for literacy coaches that includes five 3-4 day sessions that occur over a period of 18 months. Some of the skills I teach in this series is shared with literacy coaches working in schools where I consult.
ELL
My Doctorate is in ELL so I've also conducted ELL audits and done much of the what is listed in balanced literacy related to ELL needed. I've assisted administration to develop plans to better address the needs of ELLs.
peer coaching
Typically, the peer coaching training has been part of a model that supports other training I've provided such as literacy or ELL training. There are a few versions of this structure that I've assisted schools to implement but basically it assists schools to ensure that the training I provide is transferred to regular classroom use. It allows classroom teachers (in addition to coaches) to support their peers in transferring their learning into daily classroom practice. It's a powerful model that can develop as deeply as the school wishes.
instructional coaching
Instructional coaches are used in various areas within schools but often administrators and teachers are unaware of how to best use a coach and the prerequisite skills a coach should have to be effective. I’ve trained cohorts of literacy coaches for international schools and provided workshops to guide administrators to hire and use coaches to enhance instruction and student achievement.
co-teaching
I have worked with Special Education and ELL teachers and classroom teachers who wish to expand their co-teaching work. Just because teachers know their field of expertise (ELL or Special Education) doesn't mean they have the requisite skills to co-teach with a classroom teacher and vice versa. I find that many schools have great intentions but are struggling to implement this model effectively. Once again, I can work with admin and teachers to create a vision and provide the training needed to support teachers in this work.
administrative coaching
I've also worked with administrators coaching them. I use a blended coaching model that assists administrators to reach their full potential. This coaching can be short or long term depending on the needs and requests of the individual administrator.
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presentation calendar
Literacy Coaching
Sunny School, Miami, FL
Educational Leadership
Int'l School Milan, Italy
Writer's Workshop
University of California, San Diego, San Diego, CA
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what they're saying
"Being a part of the Literacy Cohort, has exceeded my wildest expectations. Never before has a professional development opportunity motivated, inspired, and empowered me to become a better educator, colleague, and teacher-leader. Through the guidance of our facilitators, the trusting environment that was created, and authentic experiences, I learned and practiced what it means to be an effective literacy coach. The world-wide network, and friendships, that have been established is one I know I will always be able to lean on, ask questions of, and hopefully visit for years to come."
-Adrienne Barkhymer
John F. Kennedy School Berlin
"This journey of learning left me totally energized. I’m a better listener, a better leader, and most importantly a more effective teacher of adults. The opportunity to work alongside a dedicated group of professionals, to learn from and with each other and to build relationships that will last a lifetime are some of the highlights of this cohort."
-Maysa Boubess
American Community School at Beirut
"I have greatly valued the invaluable networking opportunities with other like minded international teachers and the amazing knowledge and expertise of Monica and Shannon. It has been one of the best Professional Developments I have experienced!"
-Casey Ranson
Bonn International School
"Collaboration is at the heart of teaching and learning to me. Joining the Literacy Cohort allowed me the opportunity to deepen my own knowledge of best practice in literacy while forming authentic relationships with like-minded international peers. We received focused direction and support from two inspiring instructors and after twenty years of teaching I feel newly energized. It's exciting to think about the impact this cohort has had on my teaching, my school environment, and on the students I work with every day. A truly impactful professional development to be a part of!"
-Ingrid Spanjaard
International School of Amsterdam