LAVADA A. PALMER

• Trained and certified in LETRs, AIM Institute for Learning and Research, Acadience, and Dyslexia screening.
• Knowledge of research-based intervention practices, theory concerning the Science of Reading, and connected research-based/proven practices.
• Knowledge and expertise in delivering research-based reading interventions to at-risk students in need of instructional support using (i.e, SPIRE, Sound Sensible, and/or WILSON Reading System).
• Knowledge and expertise in assessing students using Acadience Reading Benchmark, Acadience Surveys, Acadience RAN, Spelling, Comprehension Fluency, and Oral Language screeners, and Acadience Progress Monitoring assessments.
• Knowledge of and commitment to research-based/proven approaches to reading and writing instruction.
• Plan and implement research-based, explicit, systematic Tier 3 intervention instruction to small groups of at-risk students 4 times per week.
• Administer weekly progress monitoring to evaluate overall student growth.
• Experience participating in and providing collaborative data meetings to school-building leaders to build capacity for intervention services in schools.
• Knowledge and expertise in administering diagnostic assessments to students to identify areas of need.
Understanding of research-based intervention practices, theory concerning the science of reading, and connected research-based/proven practices.
• Experience participating in and/or conducting collaborative data meetings.
• Well-developed ability to analyze, organize, and clearly explain data to indicate impact and Implications for reading instruction.
• Interpreted student assessment data to ascertain best intervention methods.

• Provided in-classroom coaching on all elements of phonics, reading, and writing instruction and assessment for K-2 teachers that included coaching moves, (visiting, debriefing, co-planning, modeling, co-teaching, and side-by-side coaching).
• Conducted teacher needs assessments and analyzed data at key points in the year to determine ELA areas requiring emphasis and support,
• Prepared professional learning workshops on research-based/proven primary literacy instruction and assessment to be delivered during after-school professional learning time and/or during collaborative planning time during school days.
• Provided professional learning sessions that included support for literacy content, pedagogy, assessment, and resources.
• Collaborated on the development of year-long professional learning plans for literacy instruction and assessment for all K-2 teachers in schools.
• Facilitated collaborative meetings with K-2 teachers to plan literacy units, lessons, small-group work, interventions, and student assessments that provided diagnostic information and monitor growth.
• Coordinated schedules, distribution of materials, and provides any needed professional development and administrative support for formative assessments of K-2 students.
• Knowledge of administering online and analyzing data for Acadience, Wilsons' Fundations, Heggerty, Iready, and NWEA-MAP Growth Assessments.
• Reported progress in meeting periodic benchmarks to school administration, and central office.
• Provided revision and/or intervention plans as needed, to ensure these benchmarks were being met.
• Distributed literacy newsletters periodically to all school-based staff to celebrate literacy work being done, provided resources related to early reading and writing acquisition/development.
• Worked with teachers, school administration, and school support staff to submit orders of materials needed for literacy instruction and assessment in K-2 classrooms.
• Attended ongoing professional learning sessions provided by DOE central staff.
• Applied and disseminated knowledge of research-based approaches, the Science of Reading theory, and core ELA standards for reading and writing instruction.
• Promoted commitment to research-based instruction and differentiated instruction for multilingual learners (ELLs) and students with disabilities (SWDs).
• Collaborated with principals and district leaders to develop a literacy vision, setting concrete goals and defined action steps for improving teacher practice and student outcomes.
• Supported the literacy work of teachers, teams, and administrators across 5 to 6 schools, utilizing the Literacy Office’s literacy framework.
• Provided in-class coaching, conducted collaborative planning meetings, and facilitated professional learning sessions.
• Continuously collected and analyzed both qualitative and quantitative data to assess coaching impact, measure school progress, and clearly explain data implications for instruction.
• Developed a year-long coaching action plan for literacy instruction and assessment for each assigned school.
• Worked closely with a small team of coaches to observe each other, provide and receive feedback, and identify strategies to accelerate literacy development.
• Advocated for literacy initiatives within the school community, fostering partnerships with parents and local organizations.
• Performed other duties as assigned by the instructional Support Team and Director of Initiative.

Demonstrated the ability to teach English Language Arts effectively to secondary grade students

• Assisted in creating a safe and nurturing classroom environment that promoted emotional well-being and academic growth for all students.
• Collaborated with Special Education Teachers to develop individualized educational plans for students, ensuring optimal progress
• Developed creative, multicultural, student-driven lesson plans in English Language Arts, with Smart-Board technology software; using the NYC curriculum focusing on the writing component, College and Career Readiness, and the NYS Common Core Standard
• Enhanced learning experiences by incorporating specialized tools and resources tailored to the needs of Special Education, English Language Learners, and General Education students
• Improved students’ concept of reading by teaching routines for Close reading through synthesizing, exploring, and organizing ideas; digging deep into the contextual meaning of a word, comprehending the meaning, and explicit writing
• Raised students’ awareness, understanding, and appreciation for Writing in ELA, through conducting activities related to the development of examinations, including convening and conducting exam review and key consultant students' conferencing, applied from the method of the Teachers College Workshop curriculum
• Participated in Teacher committees, Staff Development workshops, and scoring sessions to provide content expertise in preparing students for the NY State exams
• Efficiently scored the sixth-grade ELA State exam
• Held Parent-Teacher conferences to keep parents up to date with students’ progress
• Assessed students’ performance through anecdotal records, student-teacher conferencing, peer evaluation, checklists, and student portfolios.

• Certified in LSCI (Life Space Crisis Intervention)
• Demonstrated, abilities to work effectively with students in grades 6-8
• Reviewed students’ records and charges of misbehavior, to make appropriate dispositions in accordance with the Chancellor’s Regulation A443, and the Citywide Standards of Discipline and Intervention Measures (Discipline Code)
• Conducted pre-and-post conferences with suspended students and their parents
• Maintained detailed and comprehensive anecdotal files for pupils whose behavior patterns suggest further treatment or when disciplinary action is warranted
• Oversaw disciplinary processes with fairness and consistency while adhering to institutional policies.
• Streamlined administrative processes for greater efficiency in handling student concerns and issues.
• Monitored and supervised the flow of traffic during classroom transitions.
• Served as a liaison between students, parents, faculty, and administration to facilitate communication and resolve conflicts.
• Enhanced school spirit by coordinating extracurricular activities that promoted camaraderie among students.