Content Literacy Continuum (CLC) Leader

Orientation participation

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  • Last updated March 17, 2017 at 9:39 AM by kucrl
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Attended or engaged in an initial orientation workshop for CLC Team Leaders.

Guidelines for acceptance into Potential CLC Team Leader:

  • At least 3 years successful teaching experience within special education and/or within general education
  • Evidence of success in a support, leadership or supervisory position
  • Evidence of successful professional development via evaluations
  • Evidence of knowledge/implementation with at least 5 Learning Strategies or LS PD
  • Evidence of knowledge/implementation with at least 5 Content Enhancement Routines or CE PD
  • Recommendation from a supervisor about leadership qualities, professional development experience
  • Evidence of PD with at least 100 teachers
  • Evidence of involvement in school-wide change efforts
  • Evidence of successful performance coaching teachers
  • Evidence of successful use of data-based decision-making procedures
  • Evidence of successful communication with administrators
  • Evidence of successfully integrating both LS and CE in a school
  • At least 1 year of successful experience on a CLC team
  • Positive letter of endorsement from a CLC team leader
  • Certified in both Content Enhancement and Learning Strategies, or in process



All posted evidence

I attended a CLC Professional Development Session in the spring of 2006 at KUCRL, designed to prepare leaders for roles in CLC projects.

My first experience with the Content Literacy Continuum took place when I attended a CLC session at the annual SIM conference in Lawrence.  My school district had already implemented learning strategies and content enhancement routines across our secondary schools.  The CLC framework provided a system for integrating everything we had been working on and providing a process for developing a comprehensive literacy plan for the district.  The following year, my district sent a team to Kansas to speak to Don Deshler and Keith Lenz about CLC.  It was exciting to sit down at the table with them and talk about the possibilities for our schools.  In 2001, my district kicked off our CLC project including the formation of our building CLC teams, along with a district CLC advisory team.  The hard work paid off, and students' academic performance improved.  In 2006, I was asked by KUCRL to be a team leader in a Striving Readers Grant, and I have been working with CLC projects in various states ever since.
 

pamleitzell Over 5 years ago

Orientation Participation Evidence

Special Education teacher:  1996-2011
Prepared and submitted application for James River High School to become a CLC™ Site in 2004.

CLC Building Teacher Leader at James River High School from 2005-2011. 
During this time, I mentored under the following Site Leaders:  Dr. Rosemary Tralli, Dr. Diane Dixon, Jerri Neduchal, and Project Coordinator, Diane Gillam. 
  • Lead school’s adolescent literacy team
  • Coordinate, organize, and administer school-wide diagnostic reading assessment
  • Develop and maintain an assessment system for analysis of student achievement and diagnostic reading assessment data to determine student services in levels of CLC     
  • Serve on comprehensive school improvement planning team (CSIP)
  • Examine Virginia Standards of Learning results and other data points to develop Professional Learning Plan to meet state and federal expectations, increase graduation rates, and improve school-wide tiered instruction through CLC    
  • Coordinate and provide SIM™ Professional Development and coaching for teachers and administrators      
  • Plan, coordinate, and facilitate teacher leader meetings, department meetings, and cross-curricular department meetings      
  • Provide instructional coaching to teachers and administrators
  • Track teacher professional development and coaching participation
  • Plan, coordinate, organize, and present at state demonstration site visits for the Content Literacy Continuum™
  • Mentor potential SIM Professional Developers  and new SIM Professional Developers    
  • Collaborate with other teacher leaders     
  • Serve as liaison between central office administration, building administration, University of Kansas staff, College of William and Mary Evaluation Team, and Virginia Department of Education   
  • Facilitate tiered instruction for general education students, students with disabilities, and other learners
  • Facilitate monthly data review sessions for progress monitoring of students who were receiving strategic reading and writing instruction and/or interventions
  • Led development of, review, and update Professional Learning Plan
  • Work with principal and adolescent literacy team in developing continuity across evidence-based instructional practices
  • Present information to parents and the community regarding CLC
  • Coordinate and administer the CLC and SIM school improvement literacy initiatives at the school and the division level
  • Provide leadership, professional development, and support high-quality implementation of SIM and lead change efforts
  • Proactively support all levels of the CLC
  • Integrate and align planning and professional development of SIM and CLC into division and school infrastructure
  • Facilitate integration of literacy into all content areas
  • James River High School was the 2011 recipient of the SIM Impact Award 
  • https://drive.google.com/a/vt.edu/file/d/0B37rJOprQtZNWEpDbjAtQ1FiRHc/view?usp=sharing
Project Coordinator for KUCRL from 2011-2012 working with CLC sites in Botetourt, Culpeper, and Tazewell Virginia.
  • Collaborate with schools and project staff to ensure expansion and sustainability of CLC
  • Provide leadership and guidance to schools and central office CLC teams    
  • Facilitate integration of literacy into all content areas     
  • Support and recruit the growth of the Strategic Instruction Model ™ (SIM) Professional Developer’s Network
  • Integrate planning and professional development of SIM and CLC into existing division and school infrastructure
  • Guide schools in the utilization of technology tools such as Hoxie to support data collection and data-based decision making       
  • Collect and prepare data from project sites for research and evaluation purposes by Center for Research on Learning researchers
  • Monitor teacher implementation and fidelity data of SIM
  • Plan and deliver SIM Professional Development and coaching to teachers and administrators
  • Organize student classroom performance and achievement data
  • Plan, organize, and facilitate sessions at the JMU CLC Leadership Academy
  • Collaborate with multiple stakeholders including the Virginia Department of Education, the College of William and Mary Evaluation Team, Training and Technical Assistance Centers, and the CLC Sites to prepare written reports showing project progress
  • Facilitate integration of literacy into all content areas
  • Recruit and mentor potential SIM Professional Developers
  • Mentor new SIM Professional Developers
  • Submit all professional development to KUCRL
CLC Site Leader for Tazewell Middle and Tazewell High School 2012-2014.
  • Collaborate with schools and KUCRL staff to ensure expansion and sustainability of CLC      
  • Provide leadership and guidance to schools and central office CLC teams
  • Examine Virginia Standards of Learning results and other data points to develop Professional Learning Plan to meet state and federal expectations, increase graduation rates, and improve school-wide tiered instruction through CLC   
  • Collaborate with multiple stakeholders including KUCRL staff, The College of William and Mary Evaluation Team, and staff from the Virginia Department of Education to prepare written reports showing project progress
  • Plan and deliver SIM Professional Development and coaching to teachers and administrators
  • Guide schools in the utilization of technology tools such as Hoxie to support data collection and data-based decision making       
  • Collect and prepare data from project sites for research and evaluation purposes by Center for Research on Learning researchers
  • Monitor teacher implementation and fidelity data of SIM
  • Support and recruit the growth of the Strategic Instruction Model ™ (SIM) Professional Developer’s Network
  • Integrate planning and professional development of SIM and CLC into existing division and school infrastructure
  • Recruit and mentor potential SIM Professional Developers
  • Mentor new SIM Professional Developers
  • Submit all professional development to KUCRL
SIM Professional Development Leader
  • Plan, organize, and present annually at the Virginia PPDI
  • Provide leadership, professional development, mentor, and coaching for high-quality implementation of the Strategic Instruction Model™ (SIM)
  • Coordinate and plan professional development and implementation of SIM Learning Strategies and Content Enhancement Routines
  •  Review and provide feedback for Potential Professional Developers applications and portfolios submitted annually for VA SIM Potential Professional Developers Institute (PPDI)  
  • Recruit and mentor SIM potential Professional Developers
  • Mentor new SIM Professional Developers
  • Work with teachers and administrators to earn micro-credentials in Learning Strategies and/or Content Enhancement Routines
  • Builds capacity with administrators and leadership teams through instructional coaching with implementation of SIM and Fusion Reading® to support literacy for adolescent learners 
  • Submit all professional development to KUCRL

SIM Professional Developer in Learning Strategies and Content Enhancement Routines
  • Provide leadership, professional development, mentor, and coaching for high-quality implementation of the Strategic Instruction Model™ (SIM) and Fusion Reading
  • Coordinate and plan professional development and implementation of SIM Learning Strategies and Content Enhancement Routines 
  • Recruit and mentor SIM potential Professional Developers
  • Mentor new SIM Professional Developers
  • Work with teachers and administrators to earn micro-credentials in Learning Strategies or Content Enhancement Routines
  • Builds capacity with administrators and leadership teams through instructional coaching with implementation of SIM to support literacy for adolescent learners
  • Submit all professional development to KUCRL.

Coordinator for the Virginia Department of Education Training and Technical Assistance Center at Virginian Tech
  • Deliver technical assistance to educators and administrators to improve educational outcomes for students with disabilities    
  • Coordinate and plan professional development and implementation of evidence-based practices
  • Provide leadership, professional development, mentor, and coaching for high-quality implementation of the Strategic Instruction Model™ (SIM) and Fusion Reading      
  • Partner with the Virginia Department of Education’s (VDOE) Office of School Improvement for Results Driven Accountability (RDA) school divisions
  • Provide coaching and support to co-teaching partners and administrators through the VDOE Excellence in Co-teaching Initiative
  • Recruit and review Potential Professional Developers applications and portfolios submitted annually for VA SIM Potential Professional Developers Institute (PPDI)      
  • Present at regional, state, and national conferences
  • Provide PD and coaching on SIM Content Enhancement Routines and Learning Strategies at Virginia Department of Education English Institutes and Excellence in Co-Teaching Institutes
  • Provide PD and coaching to preservice teachers and professors on Content Enhancement Routines
  • Submit all SIM professional development to KUCRL
  • https://drive.google.com/a/vt.edu/file/d/0B37rJOprQtZNNzJwOTF3NVQ0Q1E/view?usp=sharing
NOTABLE PRESENTATIONS:      
  • Essentials of Co-Teaching Professional Learning Day, December 2016
  • A Professional Learning Day: Specially Designed Instruction for the Inclusive Classroom Using a Case Study Approach, January 2016
  • Virginia State Operated Programs of Virginia Conference, August 2015
  • Specially Designed Instruction Professional Learning Day, October 2015, presented Secondary Literacy breakout session and hosted a booth on SIM 
  • Using Data to Search for Instructional Opportunities: 
    • Part I, April 2015:
    • Part II, September 2015: 
  • Effective Co-Teaching:  A Professional Learning Day Emphasizing Success for Students with Disabilities September 2014
  • Conversations About School Improvement:  Creating a Schedule to Support Inclusive Practices at the Elementary Level June 2014
  • Conversations About School Improvement:  Scheduling at the Secondary Level to Support Co-Teaching March and April 2014
  • A Professional Learning Day:  Conversations About School Improvement with a Focus on Students with Disabilities, October 2013, presented Co-Teaching:  Resources for Co-Planning, Co-Instructing, and Co-Assessing breakout session
  • Virginia Department of Education Content Literacy Continuum Scaling Up Seminar, December 2010
  • 47th Annual International Learning Disability Association of America Conference, February 2010, First Letter Mnemonic
  • Virginia State Special Education Advisory Committee, April 2008       
  • Virginia Office of Special Education Programs Project Director’s Conference, July 2007
I have nine continuous years (2005-2014) of work and ongoing learning with the Content Literacy Continuum. My experiences include the school and division level, KUCRL, and the Virginia Department of Education.






































danamccaleb About 7 years ago