1. Professional Knowledge

VA SIM CER PPDI 2016: Under the leadership of Helen Barrier, I contributed to the planning and presentation of the 2016 CER PPDI in Virginia.

1. Reviewed applicants' portfolio and provided descriptive feedback using the CER Application Checklist https://drive.google.com/file/d/0B37rJOprQtZNOWNiUmFOZzVsa1E/view?usp=sharing
2. Reviewed the applicants CER video and provided feedback using the Cue-Do-Review checklist https://drive.google.com/file/d/0B37rJOprQtZNZnhrbC1FSjFndUE/view?usp=sharing
3.  Co-presented SMARTER Planning and Integration of CERs with Whitney Miller
4.  Reviewed Course Questions for PPDI using the gallery walk format

VA SIM CER PPDI 2015: Under the leadership of Helen Barrier, I contributed to the planning and presentation of the 2015 CER PPDI in Virginia.

Throughout the week, I served as a temporary mentor to one of the apprentices as well as:

1. Reviewed applicants' portfolio and provided descriptive feedback using the CER Application Checklist https://drive.google.com/file/d/0B37rJOprQtZNdTZzalFHXzQwblk/view?usp=sharing
2. Reviewed the applicants CER video and provided feedback using the Cue-Do-Review checklist
3. Introduced the Course Organizer for the week and co-constructed the development of the Community Principles
4. Presented the 5-Day Overview of Assignment
5.  Introduced the SIM Glossary
6.  Explored flash drives with apprentices
7.  Modeled and co-constructed Before, During & After FRAME for Adult Learning Stratenotes https://drive.google.com/file/d/0B37rJOprQtZNbi1Say1ibE5VMjQ/view?usp=sharing
8.  Led Reflection, Glossary, KWL, and Closing
9. Facilitated the apprentices' SIM overviews
10. Provided written feedback to apprentices on SIM overview https://drive.google.com/file/d/0B37rJOprQtZNMFdaeXFxVFR0aUU/view?usp=sharing
11. Conferenced and planned with apprentices
12. Facilitated the apprentices' overviews of CER
13. Provided written feedback to apprentices on CER using Cue-Do-Review checklist
14. Co-presented with Kendall Hunt on Using Data and SMARTER Planning to Focus on Integration of CERS
Video: https://youtu.be/S8NMurCQ9wE
Planning Outline: https://drive.google.com/file/d/0B37rJOprQtZNdVBNMXlBa0ktTlk/view?usp=sharing
15. Presented an overview of all CERs and the skills/needs they address
16. Facilitated book talk on High Impact Instruction by Jim Knight
17. Led closing activities:  3-2-1 reflection, KWL, reviewed SIM Glossary of terms, and journal writing
18. Facilitated session on the impact of coaching using Personal Best, 3 Steps to GREAT Coaching and The Shift from Me to We https://drive.google.com/file/d/0B37rJOprQtZNcGFtVm1NVWFPYlk/view?usp=sharing
19. Planned and facilitated SIM summit of experienced SIM professional developers who hold various positions in schools. https://drive.google.com/file/d/0B37rJOprQtZNaEJkTUpUZXBkLWM/view?usp=sharing
20. Self-Reflection Observation Checklist for High Quality Professional Development Training for PPDI 2015: https://drive.google.com/file/d/0B37rJOprQtZNV1RrZnkzSV91Wlk/view?usp=sharing

VA SIM CER and LS PPDI 2014:  Under the leadership of Helen Barrier and Diane Gillam, I contributed to the planning and presentation of the 2014 CER and LS PPDI in Virginia.  

1. Reviewed applicants portfolio and provided descriptive feedback using the LS Application Checklist
2. Reviewed the applicants LS video and provided feedback using the modeling checklist
3. Facilitated SIM zip card activity
4. Facilitated Text Rendering Activity using Unmistakable Impact Principles with Kendall Hunt
5. For SIM CER and LS apprentices and fellow SIM Professional Developers, I provided a mock SIM Overview for a school board audience and administrators. 
6. Facilitated the apprentices' SIM overviews and reflections
https://drive.google.com/file/d/0B37rJOprQtZNYlZVUmQza1B6MG8/view?usp=sharing
7. Provided written feedback to apprentices on SIM overview
8. Conferenced and planned with apprentices
9. Modeled Paragraph Writing Topic Sentences for the LS apprentice
10. Facilitated the apprentices' modeling of LS
11. Provided written feedback to LS apprentices using modeling checklist
12. Facilitated the apprentices' overviews of CER
13. Provided written feedback to apprentices on CER using Cue-Do-Review checklist
14. Facilitated a review PPDI using the Course Organizer questions for the week through gallery walk.      

VA SIM CER and LS PPDI 2013:  Under the leadership of Helen Barrier and Diane Gillam, I contributed to the planning and presentation of the 2015 CER and LS PPDI in Virginia.  
1. Reviewed applicants portfolio and provided descriptive feedback using the LS Application Checklist
2. Reviewed the applicants LS video and provided feedback using the modeling checklist
3. For SIM CER and LS apprentices and fellow SIM Professional Developers, I provided a mock SIM Overview for new teachers. 
4. Led session on Partnership Principles and Learning Structures using Partnership Learning Fieldbook and co-constructed a Frame with apprentices
5. Facilitated the apprentices' SIM overviews
6. Provided written feedback to apprentices on SIM overview
7. Facilitated Text Rendering Activity on Chapter 5 of UNMISTAKABLE Impact by Jim Knight
8. Facilitated the apprentice modeling of LS
9. Provided written feedback to apprentice on LS apprentice using modeling checklist 10. Facilitated apprentices using manual and guidebook to create a Frame on the Lincs Vocabulary Strategy and the Vocabulary Lincing Routine. https://drive.google.com/file/d/0B37rJOprQtZNRm4zSU5KVFZhUmM/view?usp=sharing ; Using the Frame, I co-constructing a Concept Comparison Table to demonstrate how the Vocabulary Lincing Routine and Lincs Vocabulary Strategy are alike and different https://drive.google.com/file/d/0B37rJOprQtZNTGJSeDF3b1Q5OW8/view?usp=sharing
11. Conferenced and planned with LS apprentice
12. Facilitated a review of PPDI using the Course Organizer questions for the week
13. Modeled Paragraph Writing Clincher Sentences for the LS apprentice
14. Demonstrated scoring        

VA SIM CER and LS PPDI 2012:   For SIM CER apprentices and fellow SIM Professional Developers, I provided a mock SIM Overview for administrators.    
1. Co-presented with Kendall Hunt on Hoxie and how to mine and use the data in Hoxie to make instructional decisions related to SIM within the five levels of CLC.  https://drive.google.com/file/d/0B37rJOprQtZNN0VoMHExT2JSZXc/view?usp=sharing
2. Under the guidance of Shari Schindele provided feedback to CER apprentices on their SIM Overview
3. Under guidance of Shari Schindele provided feedback to apprentices on CER using Cue-Do-Review checklist

I have attended the following SIM conferences:

2016 SIM International Conference
2014 Virtual Conference - Jan/Feb
2012 SIM International Conference
2011 SIM International Conference
2010 Southeast SIM Update - Feb.
2009 SIM International Conference
2009 Preconference - SIM International
2009 CE Potential Professional Developer Institute
2008 SIM International Conference
2008 Preconference - SIM International
2007 LS Potential Professional Developer Institute
2006 SIM International Conference
2005 SIM International Conference  

I have attended several Instructional Coaching Conferences when they were held in Kansas.

I update my Stratenotes subscription. My current position as a coordinator for the T/TAC at Virginia Tech includes providing professional development on SIM Learning Strategies and Content Enhancement Routines for in-service and pre-service teachers, as well as administrators.

I participate in quarterly Virginia SIM network meetings and book studies with fellow SIM professional developers.

I consistently submit all professional development to KUCRL.

For six years, I was the Building Site Leader for CLC initiative at James River High School in Buchanan, Virginia. My efforts included building a plan for sustaining the initiative by working closely with central office staff and building leadership as well as instructional coaching for teachers on SIM. During this time, I presented CLC overviews for parents, teachers, students, administrators, and school board members as well as, coordinating, organizing, and presenting at state demonstrations for the CLC.  I also collaborated with stakeholders in developing and implementing professional learning plans, communication plans, and a division plan.  In addition, I led the school’s adolescent literacy intervention team.  I coordinated, organized, administered, and evaluated the testing data using the GRADE Diagnostic Reading Assessment and made decisions regarding appropriate interventions for tiered instruction.   I have experience as a CLC Building Leader, CLC Project Coordinator, and CLC Site Leader in leading the development of teams, facilitating team planning, and communication among the team within schools and divisions.  

In 2011 I accepted a position with KUCRL as a Project Coordinator.  As a Project Coordinator, I had the following responsibilities:  

1.  Work closely with schools and project staff to ensure successful expansion of the implementation of the CLC:
a. Coordinate and conduct initial profiling assessments of selected Virginia school sites
b. Coordinate and conduct the implementation of the professional development and technical assistance at school sites in Virginia
c. Provide overall leadership and guidance to CLC teams of SIM professional developers and coordinate with the Project Manager  

2.  Work closely with CLC sites and staff to increase the number of certified professional developers in Virginia including institutions of higher learning:
a.  Support the expansion of the VA SIM professional development network
b.  Support pre-service professional development activities  

3.  Work closely with project staff from KUCRL:
a.  Keeping track of CLC implementation at each school site
b.  Guiding sites in the utilization of technology tools developed to support data collection and data-based decision making
c.  Collecting and preparing data from project sites for research and evaluation purposes by CRL researchers
d.  Analyze Hoxie data for implementation trends, triangulate Hoxie data with AL data, model and facilitate data dialogues to plan for future professional learning
e.  Instruction about tools and procedures to be used in CLC development sites
f.  Organizing the teacher implementation and fidelity data from each school site
g.  Organizing the student classroom performance and achievement data from each school site
h.  Working with project staff to prepare written reports showing project progress
i.   Collaborate and plan the CLC Leadership Academy  

In 2012 I became the Site Leader for one school division in Virginia.  As a Site Leader I had the following responsibilities:

• Harvest, triangulate, and share Hoxie data including WTs, SIM Collections, and SIM Coaching to plan for professional learning
• Facilitated work sessions at the school and district level to plan and develop the ongoing implementation of CLC
• Working with schools and divisions to develop and implement Professional Learning Plans for all five levels of CLC 
• Create monthly Site Report
• Create agendas for work sessions
• Facilitated data dialogues during CLC work sessions regarding analyzing student achievement data (MAPS, SRI, GRADE, SOL, TOSCRF) for purposes of LS implementation and Level 4 intervention selection
• Utilized multiple data points to provide high quality SIM Professional development and coaching
• Analyze William and Mary Teacher Surveys and Stages of Concern Survey to facilitate the phases of adoption with CLC
• Meet on a monthly basis with Project Coordinator and Project Manager before all work sessions
• Build capacity of the SIM Network by mentoring potential professional developers and apprentices
• Attend and facilitate sessions at JMU CLC Leadership Academy

  Planned and Presented at Conferences:

• A Professional Learning Day: Specially Designed Instruction for the Inclusive Classroom Using a Case Study Approach January 2016
• Specially Designed Instruction Professional Learning Day, October 2015, presented Secondary Literacy breakout session and hosted a booth on SIM 
• SOP Statewide Conference, August 2015, presented Effective Co-Teaching Practices breakout session: http://www.cpe.vt.edu/sopc/
• 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
• VDOE Content Literacy Continuum Scaling Up Seminar December 2010
• 47th Annual International Learning Disability Association of America Conference, February 2010, breakout session on First Letter Mnemonic
• State Special Education Advisory Committee, April 2008
• Office of Special Education Programs Project Director’s Conference, July 2007, breakout session

Wrote Newsletters on Evidence-Based Practices:

• What is the difference between descriptive and evaluative feedback, and do both types of feedback impact student learning equally?
• What is a rubric and what is its purpose?
• How can educators promote student engagement through active learning?
• How can teachers be the catalyst to engage students in learning?
• How can teachers effectively teach writing using evidence-based practices?
• How powerful is the connection between writing and reading?
  

 My position with the Virginia Department of Education T/TAC at Virginia Tech for the past 8 years is Coordinator/SIM™ Professional Developer.  I am to provide technical assistance to schools, so students with disabilities have access and are successful with the general education curriculum in support of obtaining a diploma for graduation purposes, as well as positive post-secondary outcomes.  In this position, I am also responsible for maintaining and utilizing my SIM certification in both Learning Strategies Curriculum and Content Enhancement Routines, which in return has provided me the opportunity to understand and implement the Strategic Instruction Model™ (SIM™) school-wide.   

School divisions or individual schools request our services through an intake process.  They complete an intake based on what their data is telling them in support of students with disabilities.  School divisions or individual schools may request SIM™ through our intake process.  We meet every Monday as a whole staff to discuss the requests sent and deicide collectively whose expertise fits that need.  

The following documents shows how myself and another colleague took a middle school from an initial intake process through a 3-year long term commitment utilizing SIM™ writing strategies.  These documents include our SIM protocol, 3 action plans, links to teacher survey results, PowerPoint slides showing student survey results, and a copy of 1 of our teacher leader agendas we utilized once a month over this 3-year process.                              

 Links to documents mentioned in paragraph 3: https://drive.google.com/a/vt.edu/folderview?id=0B4lEgx9hs7rHQ2IwNk5GOGFpSWM&usp=sharing
Readiness Survey: https://www.surveymonkey.com/results/SM-HLX6QMPR/
End of Year 1 Teacher Survey:  https://www.surveymonkey.com/results/SM-THYHSMPR/
End of Year 2 Teacher Survey:  https://www.surveymonkey.com/results/SM-69VBRMPR/    

The Content Literacy Continuum™ is a framework that consists of 5 levels of literacy instruction at the secondary level.  This framework provides guidance with staff dialogue, professional development, resource allocation, and furthermore helps with decision making at the secondary level.   Additionally, it helps to integrate instructional programs and generalize learned strategies into other content specific classrooms.  Within these 5 levels, CLC™ takes into consideration the intensity of individual student needs and directs an educator on how to respond to those identified needs.   The Strategic Instruction Model™ (SIM™) consists of two arms, Content Enhancement Routines and Learning Strategies Curriculum.  Both the Content Enhancement Routines and Learning Strategies are selected based on student needs and utilized within the different levels of the framework of CLC.  

The links below provide overviews at an elementary school level, in addition to a school board office level where both CLC™ and SIM™ are discussed in depth.  In addition to, a video of myself has been provided of the presentation made to the school board office during PPDI 2015 in Virginia.  Finally, a folder has been provided with information regarding a presentation myself and a colleague presented at the JMU academy to new and seasoned CLC sites on teacher leader roles and responsibilities.   

Links to documents mentioned in paragraph 2: https://drive.google.com/a/vt.edu/folderview?id=0B4lEgx9hs7rHcjRqS3JrekVFUjg&usp=sharing  
Video Link of an Overview for School Board Office ABC:  https://youtu.be/iKgTzFJcc7Y    

I have been working with the Strategic Instruction Model™ (SIM™) since 2004.  I worked for Botetourt County School System during this time, and we were one of the initial sites chosen for the Content Literacy Continuum™ (CLC™).  As a chosen CLC site, we implemented the 5 levels of CLC school-wide and within these levels we utilized SIM Learning Strategies and Content Enhancement Routines.  During this time of implementation, I witnessed student gains that both CLC and SIM provided, and I decided to become a professional developer for the Learning Strategies Curriculum.  I received my certification, and I then transferred to work for the Virginia Department of Education T/TAC at Virginia Tech. T/TAC at Virginia Tech allowed me to continue to work with SIM in multiple school divisions in Regions 6 and 7 of Virginia.  It is here where I continued to grow with SIM, and I decided to become dually certified and obtained my certification in Content Enhancement Routines.   

Having dual certification has allowed me to work with school divisions and schools that are in need of school reform.  I have found that with each school we are working with to implement change for enhancing student learning, the Strategic Instruction Model™(SIM™) has either a strategy or a routine to help assist with what their data is show casing.  I have included several documents to show how we are committed to a long-term process.  The Region 6 & 7 Map and the SIM VT Quarterly Report shows how we have implemented SIM in multiple divisions.  Additionally, a sample action plan for a middle school, and a sample teacher leader agenda from that same school has been provided.  Furthermore, I have included an agenda that has been utilized for our monthly meetings within my department that also utilize SIM while working with school divisions and schools.  We titled these monthly meetings, SIM Meeting of the Minds.  This agenda shows how we continue to share and grow with each of the sites we are coaching, and how we learn from one another.  Finally, I have included a link to an email blast that I wrote for educators in our regions on reading strategies  http://eepurl.com/bMM7nP .   

I continually keep my yearly subscriptions to a number of well-known organizations.  I am currently a member of the Strategram, SIM™ Network, ASCD, Ed Leadership, ADDitude, Education Week, and Learning Forward.  Additionally, I frequently research the latest pertinent developments in education, as well as participate in relevant book studies.  This research is obtained and gathered through white papers, newly published books, Internet, and published reports.   

I actively peruse the KU Center for Research on Learning website for updated information and resources that I can utilize during any of my upcoming professional development or coaching visits with schools.  This site has been valuable to me for locating materials that I could have easily misplaced if they were a paper copy.  Additionally, I read all questions and updates through the SIM™ Network via email.  This network has provided me with great ideas to use, as well as with information regarding any new strategies or routines being published.  As an office, we purchase these new strategies and routines, and update ourselves with the latest publications.  In return, if I have information to provide to a network member regarding a question he or she has posed, I email them directly with what I have to offer.   

Link to Documents mentioned in paragraph 2:  https://drive.google.com/a/vt.edu/folderview?id=0B4lEgx9hs7rHNEYyMHBySllrbnM&usp=sharing  

Our office is set-up perfectly for collaboration with SIM™ Professional Developers.  We currently have 1 certified in Learning Strategies, and we have 4 dually certified for collaboration.  We meet regularly to discuss upcoming professional developments, and we provide professional developments and coaching with sites in teams of two.  Providing professional development and coaching in a team has allowed for feedback and growth with our delivery.  In addition to our office set-up, we meet as a state with other professional developers in Virginia.  These meetings are invaluable to us as professional developers.  We network with one another and share and expand on any ideas posed.  We have Dropbox and Google Drive accounts set-up, so we can invite and share our resources developed for any Learning Strategy or Content Enhancement Routine Professional Development.  These resources are also inquired for and shared via email.   

Besides collaborating with other professional developers both within our state and nationally, I have worked with colleagues to customize our presentations and resources to meet the needs of the teachers and their students.  This has truly grown over the years and made it easier to get buy-in from those implementing.   Such growth has come with making resources available for use with their Smartboards and Promethean Boards, as well as making blackline masters of student samples.    

We have also collaborated, planned for, and presented in teams at the following:  More SIM™ and SIM Share Fare held December 1-3, 2009, JMU CLC™ 2010 Summer Academy (resources and agenda provided in link below), provided a poster session at the International SIM Conference held in July 2012 (picture of session from program provided in link below), in Lawrence, KS, and Virginia PPDI Summit held in our T/TAC at VT office (copy of flyer provided in link below).     

Furthermore, I have been mentoring Erinn Green who is currently working for the Virginia Department of Education T/TAC @ Virginia Commonwealth University.  She is finishing up her apprentice year, and she is currently loading her documentation into the badging system to become a certified professional developer in Content Enhancement Routines.  I have included documents and a picture of my mentorship with her within the link provided below.  I have also assisted with helping potential professional developers with creating presentations and answering their questions required for year 2 of their apprenticeship.  A picture of a group I worked with is provided in the link below.     

I actively peruse the KU Center for Research on Learning website for updated information and resources that I can utilize during any of my upcoming professional development or coaching visits with schools.  This site has been valuable to me for locating materials that I could have easily misplaced if they were a paper copy.  Additionally, I read all questions and updates through the SIM™ Network via email.  This network has provided me with great ideas to use, as well as with information regarding any new strategies or routines being published.  In return, if I have information to provide to a network member regarding a question he or she has posed, I email them directly with what I have to offer.  A sample response to a question posed on the SIM Network has been provided in the link listed below.   

Link to documents mentioned in paragraphs 3, 4, & 5:  
https://drive.google.com/a/vt.edu/folderview?id=0B4lEgx9hs7rHZ3RSSi1RUEFNajg&usp=sharing

My current position at the Virginia Department of Education T/TAC at VT helps me to continue to grow with applying professional learning principles both in the office setting, as well as in each of the schools myself and a colleague provide shoulder to shoulder coaching.  We are continuously staying abreast of the latest approaches and research that has proven to show improvements in education.  We have various memberships to professional organizations such as ASCD, Ed Leadership, and Learning Forward.  We have attended conferences of well-known researchers such as J. Hattie, M. Fullan, and J. Knight.  Additionally, we have at least 1 to 2 book studies a year within our office, where we are collaborating and discussing how the information studied may be applied to our roles in education.   

My colleagues and I have participated in Corwin’s eCourse Instructional Coaching with Jim Knight, and we have completed book studies on all of his published books.  We have utilized this information within our own Monday meeting group by integrating the partnership principles during our meetings, utilized these with our teacher leadership teams at our school sites, as well as incorporated them into Day 1 of PPDI agenda.  Furthermore, our director adapted the Coaching Tool #9: Partnership Communication Self-Assessment for each of us to use as a discussion tool after we have visited and provided shoulder to shoulder coaching with a site.       

Link to documents mentioned in paragraph 2:
https://drive.google.com/a/vt.edu/folderview?id=0B4lEgx9hs7rHQXdSREp2ajlsbHc&usp=sharing