Marsha Montemayor-Duncan

Conducted data analysis to identify schoolwide needs and implemented targeted coaching cycles aligned with LACOE’s Science of Reading training, focusing on fluency, close reading, and daily decoding and linguistic routines.

Designed and delivered professional development for K–5 teachers on Thinking Maps, formative assessment strategies, and small group instruction.

Developed a data-informed home–school partnership initiative to strengthen reading fluency, integrating structured at-home practice and progress-monitoring systems for teachers, students, and caregivers.

Spearheaded the acquisition and execution two Cotsen grants supporting schoolwide literacy initiatives, including release time for TK–5 teachers to observe best practices, participate in professional development, and engage in collaborative lesson studies and learning walks to improve background knowledge, language development, fluency, and foundational skills.

Collaborated with student teachers to model effective classroom design, implementation, and assessment, embedding essential professional skills such as self-reflection and collaboration while stressing the importance of subject matter expertise, differentiated instruction, analysis of student work, and the use of formative assessment to inform and improve instruction.