Lana J. Haddy, Ed.D W Morning Vista Drive Peoria, AZ (815) lhaddy@asu.edu

Transcription

1 Lana J. Haddy, Ed.D W Morning Vista Drive Peoria, AZ (815) lhaddy@asu.edu EDUCATIONAL BACKGROUND Northern Illinois University; DeKalb, Illinois Ed.D. in Curriculum and Instruction Literacy Education May Dissertation: A Conversation with Jessica: A Dialogic Inquiry into the Developing Literacy Practices of a Beginning Teacher and Reading Specialist Advisor: Dr. Laurie Elish-Piper Northern Illinois University; DeKalb, Illinois M.S.Ed. Early Childhood Education, Minor: Special Education, University of Iowa; Iowa City, Iowa B.S. Sociology, Minor: Women s Studies, COLLEGE TEACHING EXPERIENCE Clinical Assistant Professor, Arizona State University, Tempe, AZ 8/2015 to present. Taught RDG 322 Literacy I; RDG 323 Literacy Process/Content Areas; ENG 482 English Methods; RDG 413 Language/Literacy 2; and SPE 538 Language/Literacy. Assistant Professor, Austin Peay State University, Clarksville, TN, 8/2014 6/2015. Coordinated Early Childhood program and taught literacy courses. Taught EC 3010 Early Literacy; RDG 4890 (online) Teaching Reading in Secondary Content; EC 4030 Observation and Assessment; EC 4040 Problem Solving in Young Children; EC 2200 Introduction to Early Childhood Supervised teacher candidates in grades K-3 in the field during Residency One. Part-time Faculty in Ed.D Reading and Literacy Program, Capella University, Minneapolis, MN, 07/ /2015 Facilitated online learning instruction for doctoral students including EDD8200 Theoretical Models and Processes of Literacy; EDD 8202 Foundations of Reading and Literacy: EDD 8210 Data Analysis: EDD 8212 Grant Writing. Adjunct Faculty, Northern Arizona University, Flagstaff, AZ 01/2009-5/2013.

2 Designed and taught Administration and Supervision of Reading Programs ECI 661; Language Development ECI 524; Foundations of Reading ECI 531. Facilitated learner centered teaching and collaborative teaching. Adjunct Faculty, Lewis University, Romeoville, IL, Designed and taught Foundations and Methods of Teaching Reading PreK Used highbred model of teaching with online and on ground instruction. Facilitated learner centered teaching. Provided feedback and assessment of student projects/assignments. Instructor, Northern Illinois University, DeKalb, Illinois 01/05. Co-taught LTRE 531 Practicum in the Problems of Teaching Reading. Modeled Research-based strategies. Facilitated class discussions. Observed teachers during tutoring sessions. Provided feedback to teachers after tutoring sessions and class discussions. PROFESSIONAL EXPERIENCE Instructional Coach/Academic Facilitator, Deer Valley Unified School District, Phoenix, AZ, 8/2011 6/2014. Provided school wide professional development related to systematic school reform, Developmental Reading Assessments, student engagement, and comprehension. Collaborated with specialists, grade level teachers, and special education teachers to identify learning needs of students and design appropriate instruction. Facilitated professional learning communities related to literacy and math. Coordinated the General Education Intervention Team to respond to students who had difficulty with behavior, literacy, or math. Reading Coach/Interventionist, Dysart Unified School District, Surprise, Arizona 8/2008-8/2011. Facilitated literacy leadership team, writing committee, and grade level meetings with the purpose of increasing student achievement in reading and writing. Provided school wide professional development related to differentiated instruction throughout the literacy block. Collaborated with instructional specialists, administrators, interventionists, and teachers to address learning needs of teachers and students. Modeled lessons and supported instruction in K-3 teachers classrooms. Provided staff development and resources on content literacy instruction Modeled standard based curriculum planning and assessment. Reading Specialist, Peoria Unified School District, Peoria, Arizona, 08/07-06/08. Analyzed student achievement data and designed appropriate goals for student and

3 school improvement. Modeled lessons in classrooms to develop strategies for comprehensive literacy instruction. Mentored new teachers in effective literacy practices. Provided instruction for students in grades K-3. Reading Specialist, Plainfield District 202, Plainfield, Illinois, 08/05 06/2007. Facilitated District Literary Framework Committee responsible for writing district curriculum for Language Arts. Analyzed student achievement data and designed appropriate goals for student and school improvement. Modeled lessons in classrooms to develop strategies for comprehensive literacy instruction. Mentored new teachers in effective practices. Chaired Literacy Improvement Committee. Participated in district level Curriculum Coordinating Council; Literacy Improvement Committee; Flexible Delivery Intervention Team. Facilitated ongoing professional development through weekly meetings, professional study groups, and in-service seminars. Collaborated with faculty to write grants to facilitate reading initiatives at building level. Teacher, Plainfield District 202, Plainfield, Illinois, 08/00-08/05. Implemented comprehensive literacy program for first grade students. Wrote integrated standard based curriculum for primary classrooms. Served as team leader and member on school improvement team. Piloted district science curriculum. Utilized technology throughout the curriculum. Facilitated professional study group on literacy topics. Participated in problem solving team for at-risk students. Mentored first year teachers through state class reduction grant. Supervised clinical and student teachers. Differentiation Specialist, Plainfield District 202, Plainfield, Illinois 08/00-08/01. Conducted staff development on differentiated instruction. Facilitated high ability students needs in classrooms. Modeled innovative strategies for heterogeneous classrooms. Provided resources and assistance to 38 second grade classroom teachers as requested. Graduate Assistant, Northern Illinois University, DeKalb, Illinois Managed curriculum inventories for Social Studies and Early Childhood courses. Catalogued and inventoried resources and materials. Assisted students with materials requests to support course requirements and

4 assignments. Conducted qualitative research with Dr. Randi Wolfe on parent education groups. Student Teacher, Krug Elementary School, Aurora, Illinois, Taught students in multiage Title One first and second grade classroom. Taught students in Title One Kindergarten classroom. Tutored second and third grade students after school. Teacher, Wheatland Salem Preschool, Naperville, Illinois, Fall 1995 to Facilitated Systematic Training for Effective Parenting course for teachers and parents. Mentored and supervised peer staff. Taught 3-4 year old child emphasizing print rich and center based instruction. Conducted parent conferences and home visits. Presented staff in-services on parent involvement and emerging literacy. PUBLICATIONS Wolfe, R.B. & Haddy, L. (2001). A qualitative examination of parents experiences in parent education groups. Early Child Development and Care, 167, PRESENTATIONS Haddy, L. (March, 2015). Developing emergent math concepts through music, movement, and literature. Keynote presentation at the Tennessee Family Child Care Alliance State Conference, Nashville, Tennessee. Haddy, L. (March, 2015). Playing with sounds: Developing early phonological awareness. Presentation presented at the Tennessee Family Child Care Alliance State Conference, Nashville, Tennessee. Haddy, L. (December, 2014). Effective use of I Pads in a thirty-minute intervention for diverse struggling third grade readers. Presentation presented at the Tennessee Reading Association Conference, Murfreesboro, Tennessee. Haddy, L. (September, 2014). The three m s: Music, Movement, and Math. Teacher conference presented to the South Central AEYC, Columbia, Tennessee. PROFESSIONAL DEVELOPMENT Service Member, Early Literacy Committee, International Literacy Association, Member, Task Force to Increase Minority and Male Enrollment in Education, Austin Peay

5 State University, Member, Teacher Education Council, Austin Peay State University, Board Member, Two Rivers Association for the Education of Young Children, Clarksville, Tennessee, Member, Advisory Council, Tennessee Early Childhood Training Alliance, Clarksville, Tennessee, Continuing Education Tennessee EdTPA Workshop, Clarksville, TN. November RESEARCH INTERESTS Comprehensive school reform/policy analysis Job embedded learning/professional Development Teacher research Early literacy acquisition PROFESSIONAL MEMBERSHIPS National Association of Early Childhood Educators National Association for the Education of Young Children Southern Early Childhood Association Tennessee Association for the Education of Young Children Two Rivers Association for the Education of Young Children International Reading Association Tennessee Reading Association Austin Peay Reading Council HONORS Dissertation Fellowship (Northern Illinois University), Graduate Assistantship, Curriculum and Instruction, (Northern Illinois University), Alpha Upsilon Alpha Honor Society in Reading. CERTIFICATION Arizona Certification in Elementary Education and Reading Specialist Illinois Reading Specialist Endorsement

6 Illinois Type 04 Certification in Early Childhood with Special Education approval Illinois Type 03 Certification in Elementary Education Illinois Type 09 Certification in Secondary Education Illinois State approval to teach gifted education California Multi-subject Certification