Emy Tomita

• Stepped in as the 7th Grade ELAR Teacher of Record for one semester on a turnaround campus, ensuring instructional continuity and delivering rigorous, responsive literacy instruction.

Curriculum Development, K–8 ELAR Expertise

• Developed and refined a rigorous English/ELAR curriculum and assessments aligned to TEKS, HQIM, and college-ready expectations, integrating supports for multilingual learners, and dual-language programs.
• Designed K–8 pacing calendars, unit plans, lesson internalization tools, and assessments using backward design and research-based adolescent literacy frameworks.
• Analyzed regional and statewide K–8 ELAR data to adjust curriculum materials and address gaps in reading, writing, and language development.

Instructional Leadership & K–8 Coaching

• Served as a K–8 ELAR instructional leader, coaching teachers and literacy coaches with targeted, evidence-based feedback that improved instruction and student outcomes.
• Modeled high-impact ELAR practices—close reading, text-dependent questioning, academic discourse, vocabulary routines, and writing-to-learn strategies—strategically adapted for emergent bilingual students.

Cross-Functional Collaboration for K–8 Success

• Partnered with principals, instructional leaders, and cross-department teams (SPED, Bilingual/DL, MTSS, Assessment) to ensure curriculum accessibility for all learners, including emergent bilinguals, and students with IEPs.
• Built strong partnerships with academic teams across regions to gather feedback, strengthen curriculum implementation, and ensure consistency in ELAR instructional expectations.

• Designed individualized education plans for diverse student needs.
• Coordinated team meetings focused on developing appropriate goals and objectives for each student's IEP.
• Collaborated with teachers to enhance instructional strategies and materials.
• Implemented interventions to support students with learning disabilities.

• Taught a self-contained classroom
• Implemented the 80/20 dual-language model to develop students’ English and Spanish biliteracy, strengthen bicultural understanding, and support high academic and sociocultural outcomes.
• Integrated International Baccalaureate curriculum across all content areas.

• Delivered high-quality English and Spanish literacy and social studies instruction using the 50/50 dual-language model, demonstrating deep expertise in research-based biliteracy and early literacy practices aligned to state guidance.
• Strengthened students’ biliteracy development, sociocultural competence, and academic achievement through evidence-based instructional strategies that reflect TEKS expectations and the science of reading.
• Evaluated and selected instructional materials—including print, digital, and multimedia resources—to ensure alignment with HQIM, TEKS, and dual-language program goals.
• Contributed to district dual-language curriculum development efforts, enhancing program coherence and supporting alignment with state dual-language expectations and literacy initiatives.
• Supported campuswide instructional improvement efforts that contributed to the school’s recognition as a 2024 National Blue Ribbon School by the U.S. Department of Education, demonstrating a commitment to high-quality instruction and student outcomes.