High School Fort Lauderdale

Sonya L. Pope, EdD’s Curriculum Vitae

Sonya LaDawn Pope, EdD

School Improvement Specialist, RtI

Coordinator, & Turnaround District

Coordinator

EDUCATIONAL GOAL

To utilize knowledge and skills attained as

an educational leader to help all school

districts to accomplish its mission and goals

as we strive for all students to achieve

excellence.

EDUCATION

Doctorate in Educational Leadership 2007

Organizational Leadership and Curriculum Instruction Nova Southeastern University

Fort Lauderdale, FL

Dissertation Topic: An Evaluation of a Library Reading Intervention in Improving Reading Skills of Fourth Grade Students

Educational Specialist, Educational Leadership 2006-2008 Nova Southeastern University

Fort Lauderdale, FL

Master of Science, Library Media Science 2000

University of West Alabama

Livingston, AL

Bachelor of Science, Elementary/ 1995

Early Childhood Education

Concordia College

Selma, AL

--Elementary Education – University of West Alabama – Livingston, AL (1990-1993)

--Computer Science - Shelton State Community College – Tuscaloosa, AL (1989- 1990)

High School 1989

Sweet Water High School, Advanced Diploma- Sweet Water, AL PROFILE

I am an enthusiastic educator with a proven

success record in instructional leadership,

employee leadership evaluation and

supervision, coordination of academic

support services, school improvement, I

value the lives and success of all students

and know that they all do not learn the

same way, and even teachers does not

teacher the same way, but they both are

coachable.

CONTACT

102 Tensley Drive

Sweet Water, Alabama 36782

Work: 334-***-**** ext. 6642

Cell: 334-***-****

EMAIL: *********@*****.*** or

*****.*******@*********.***

WORK EXPERIENCE

[Central Office Level Experience

Turnaround District Coordinator

Wilcox County School System

August 2022- Present

The Turnaround District Coordinator provides leadership, coordination, support and implementation of the

Turnaround initiatives. The coordinator works closely with the Academics and Schools Office (State Dept. of Alabama) to ensure schools are implementing turnaround initiatives of literacy/mathematics and turnaround instructional coaching and their impact on student learning. This position reports to the Superintendent.

Identify, coordinate, and monitor the implementation of effective turnaround models, programs, and interventions to improve reading and mathematics achievement.

Coordinate and facilitate professional learning opportunities for turnaround instructional coaches and

literacy/mathematics specialists on implementing the standards-based curriculum, formative assessment process, and data analysis models.

Philosophy of Education

My philosophy of education is simple. I

believe all children can excel. The key is taking

the learning to their level and building from that point. The trick is tapping into their strongest

learning modality and not giving up until you find it. The challenge is making learning meaningful

by forming connections to their lives and

experiences. The joy is convincing them they are

deserving of love and respect, and capable of

achieving anything they believe they can achieve.

The reward is being part of this wondrous

process.

I believe education is more than just

textbook knowledge, it is also personal life skills gained in the classroom. An educator’s job is not

only to teach the curriculum; it is also his/her

responsibility to develop the whole child. By this I mean that, he/she should also be concerned

with a child’s emotional, mental, physical, and

cognitive abilities. To me, school is more than

just a building block where reading, writing, and

mathematics are taught. It is a place where

children grow and learn. I believe school is

where children learn to socialize, respect others, develop a high self-esteem, and learn discipline

and responsibility.

In this new day and age, we must keep up

with the changes. Technology and social media

are taking the world on a whirlwind. We must

integrate technology in the schools. The use of

technology will prepare the students to become

college and career ready by keeping them engaged

in the learning. Students are empowered to be

active learners by using the technological tools of the “real world”. Technology will help students

access and process information, preparing them

to be life-long learners. Learning is the result of time and patience and teachers should have high

expectations for all of their students.

Teachers need to teach students to

achieve those expectations and at the same time

not make the expectations so high or too low that

the learners become bored or frustrated. Students

learn in different ways; therefore, there is no one way to teach. It is the responsibility of the teacher to meet the different learning styles of the

School Library Media Specialist Coordinator

Wilcox County School System

August 2017- Present

(Pre-Kindergarten – Twelfth Grade)

Assesses learning and information needs of students and staff. Plans and works collaboratively with teachers.

Instructs students and staff in the effective use of ideas and information and incorporates information literacy into day-to-day instruction. Advocates and promotes reading and lifelong learning.

Leads in the school's use of instructional technology to enhance learning. Works with the principal and school leadership team to provide flexible access to school library media center resources. Creates and maintains an environment conducive to learning.

Encourages the widest possible use of print and electronic resources and services--within the school library media center, throughout the school, and through remote access.

Leads teachers, technology staff, and students in a collaborative process to select and evaluate resources that address curricular needs and learning goals of students and teachers in the information age.

Keeps accurate inventories of print, non-print, and technology materials and equipment. Works cooperatively with other libraries and agencies to share resources that enhance teaching and learning.

Implements an ongoing collection development and evaluation process, in collaboration with the Media and Technology Advisory Committee, that focuses on a variety of formats and resources to meet diverse learning needs.

Adheres to copyright as well as other laws and guidelines pertaining to the distribution and use of resources. Advocates the principles of intellectual freedom and ethical behavior.

Works with school staff to design and implement short- and long- range plans to ensure balance among teaching, instructional technology, collaboration, collection development, and program management.

Evaluates the school library media program on a continual basis according to accepted standards of quality.

Organizes school library media facilities and resources in a manner that supports the mission, goals, and objectives of the school and maximizes intellectual and physical access to resources.

Leads in the budgetary process of the school through the Media and Technology Advisory Committee to ensure equity of access to instructional materials. Leads the Media and Technology Advisory Committee in effective decision making to promote the school library media program.

Interacts effectively with students, staff, administration, and the general public to promote and expand the school library media program. Demonstrates professional integrity through ethical behavior.

Prepares and submits accurate reports as required. Carries out assigned non-instructional duties and adheres to established laws, policies, rules, and regulations. Performs other related work as required.

District Response to Intervention (RTI) Coordinator/ MTSS Wilcox County School System

August 2017 - Present

(Pre-Kindergarten – Twelfth Grade)

Support and coach at the district, school, and classroom levels in the implementation, monitoring, and improvement of Response to students, by utilizing best practices and research- based strategies. Teaching children includes

caring, kindness, loving, communication, and

growing together. Students need teachers to

believe in them. I’ve chosen the greatest

profession anyone could ever have and it is up to

me to influence my students, faculty, and staff in the most positive way possible. By keeping the

lines of communication open between parents,

teachers, administrators, and the community the

success and development of the whole child will

definitely take place.

As a parent and educator, it is my desire

to support all of our students in order for them

to meet their fullest potential in these

fundamental areas of human growth and

development. I believe that schools need to

educate the while child. So often we place all our emphasis on the child’s academic achievements.

While this is, I also important believe that we

need to address the child’s physical, emotional,

and social needs as well. We need to help

children learn to work as team players with their

peers and adults. Learning to treat others

respectfully and in a fair manner should also be

of top importance in our school today.

Intervention, assessment literacy, balanced assessment, and Classroom Assessment for Student Learning.

Provides on site professional development to ensure that teachers are knowledgeable about core and intervention program components and understand the instructional design of how the program meets the standards.

Assists teachers in building interactive classroom environments focused on content and instructional strategies that are supportive of student engagement and promote student success.

Observe students in the instructional environment and helps teachers identify appropriate intervention strategies; identify and remove barriers to intervention and assists teachers with the implementation of identified interventions.

Develops and implements the 3-tier RTI instructional system at the school level to increase student achievement; Identifies groups of learners with specific targeted learning needs; Organizes curriculum and instruction for Tier 3/Student Support Team (SST) students;

Oversees data collection and progress monitoring at every tier; Uses data to help teachers plan whole and small group instruction and help teachers identify and group students who need additional help;

Facilitates and monitors Student Support Team (SST) meetings;

Supervises, evaluates and supports Intervention Specialists

Attends monthly and weekly district, school and department meetings

Collaborates with Instructional Support Assistant Principal to provide communication and updates regarding RTI to teachers via school newsletter and/or email blasts

Prepares data and attends monthly Data meetings and updates information

Meets with leads, administration, collaborating teachers, students and parents/Learning Coaches to discuss student progress and instructional supports through the RTI process Title I School Improvement Specialist

Curriculum Assistant (Reading)/ Global Scholar Overseer/CCRS Implementation Overseer

Wilcox County School System

August 2006 – Present

(Pre-Kindergarten – Twelfth Grade)

Assisted, supported, and coached staff members in effective instruction with emphasis in the curriculum areas of reading, math, and writing to ensure student success and academic achievement. Promoted school improvement by facilitating training, providing professional development and ensuring the implementation of the ELA and Math Standards, the district curriculum/ pacing guide, and the school improvement plan including all ESEA compliance regulations. Plan, organize, lead, direct, and coordinate a variety of programs, projects, and activities related to the function of Coordinator. These functions include leadership, K-12 curriculum and instruction, accountability and student assessment, career technical education, school improvement, counseling and guidance, accreditation, library media, textbooks, Alabama Reading Initiative (ARI), Alabama Math, Science, Technology Initiative (AMSTI), Software Technology, Inc. (STI), professional development, personnel evaluation, test development, program evaluation, technology and technology integration.

Guide planning and development of District Plan 20/20.

Assist with the development, implementation, monitoring and evaluation of the school’s improvement plan and align student needs with Title I expenditures/ budget.

Communication link between the district and school sites.

Assist principal and school staff’s in analyzing data, the cause, and the next steps for increasing student achievement.

Guide formulation and development of new graduation policies and procedures.

Develop and assess academic standards and content standards to increase advanced and advanced placement courses at high and middle schools.

Guide development, implementation, and evaluation of College and Career Ready Standards.

Guide selection, planning, implementation, and evaluation of K-6 reading curriculum.

Guide planning, development and implementation of a K-12 Strategic Teaching instructional model termed TWIRL (Talking, Writing, Investing, Reading and Listening).

Facilitate development of school improvement plans using AdvancED ASSIST.

Develop and implement district and school formative benchmark assessment program using Global Scholar assessment program.

Visits classrooms for the purpose of formative observation and provides commendations and/or recommendations to teachers as appropriate for instructional improvement.

Assists in the interpretation and communication of test results and ensures their appropriate use.

Implement district-level monthly data analysis meetings.

Assist the Federal Programs Director in E-Gap procedures and other Title I support

Assist in developing the System’s English Learner’s Plan (ELL)

Serves as a resource for all instructional personnel, and also abides by the guidelines of the Literacy Act for K-3. Co-Chairperson

Presently Cognia Accreditation

Wilcox County School System

The Wilcox County Public School System is currently working on their accreditation and as School Improvement Specialist there, I am serving as the Co-Chairperson for the System. I am diligently working with the different team at the Central Office Level, as well as the school level to make sure we are in compliance with Cognia performance standards. Acting Assistant Principal

Wilcox County School System

July 2013 – Present

At all Schools

In the absence of the principal/assistant principal, performed administrative duties, as directed by the principal and/or the Superintendent. Coached instructional strategies and practices to accelerate learning of struggling students; shared knowledge of scientifically based research programs; monitored and analyzed assessment data; led grade level meetings in which instruction was planned and adjusted; organized (with the principal) intervention strategies; facilitated embedded professional development activities; exhibited winsome human relations; motivated faculty and staff to reach goals; established and maintained positive relationships with students, parents, and colleagues fostering an environment of open communication and support.

Central Office/Building-Level Experience

School Improvement Specialist

Wilcox County School System (ALL Schools)

July 2013 – Present

(7th & 8th Grade – Camden School of Arts & Technology) July 2013- July 2014 Instructional and administrative school leader; Work with staff, students, and community to ensure a high-quality educational programs and services to accomplish the school’s mission, and formulate to accomplish the school mission. Specific job duties: plan, develop, implement, and evaluate the instructional program; interpret and enforce federal and state laws and state and local board policies; recruit, screen, select, and assign school’s certified and classified staff; secure, maintain, and manage material resources; prepare and administer school budget and supervise school finances; create school schedule; facilitate personal professional growth plans for faculty and staff; provide a safe, orderly environment that facilitates teaching and learning; provide a climate of high expectations for staff and students; supervise, observe, and evaluate teachers and staff; works with the principal to implement, support, mentor, and facilitate in the areas of curriculum, instruction, and assessment.

Implements school-wide Strategic Teaching Model, improved academic and behavioral performance.

Assists principal and school staff’s in analyzing data, the cause, and the next steps for increasing student achievement.

Assists with the development, implementation, monitoring and evaluation of the school’s improvement plan and align student needs with Title I expenditures/ budget.

Implements tiered math and reading intervention programs, improved academic performance.

Implements school-wide supplemental reading program: READ 180.

READ 180 program increased reading performance among special education subgroup.

Implements a strong Title I School Program, increased resources, and intervention programs.

Assists and supports staff (principal, classroom teachers, special education teachers, and the instructional assistants) in providing effective instruction and improving student achievement

Models best instructional practices through classroom demonstration lessons and coaches staff on effective instruction.

Assist with coordination of parental involvement meetings, workshops, family academic events, and curriculum nights.

Conducts school walk-throughs and teacher evaluation within the district and school sites, with the Central Office Monitoring Team.

Assists with the development, implementation, monitoring and evaluation of the school’s improvement plan and align student needs with Title I expenditures/ budget.

Trains faculty and staff on implementing a daily Response to Instruction in every classroom.

Implements Parent Night Out; increased parent

involvement.

Implements College and Career Ready Standards and facilitated professional development through the awareness and implementation stages.

Reading Instruction Trainer/Educational Consultant Independent Contract (Kindergarten – Twelfth Grade) March 2008 to Present

Aligned content with instructional goals; and trained teachers on how to implement their reading program, along with using a variety of resources. The training consists of the use of best practices, knowledge of research based instructional strategies, greater understanding of Alabama Reading Initiatives’ expectations and guidelines, and how to integrate science, social studies, technology, and the arts’ content/concepts. Higher Education Experience

Adjunct Instructor of Curriculum and Instruction/ School Management

Concordia College, Selma, Alabama

August 2003-December 2012

Instructed undergraduate leveled pre-service educators in the following courses:

Orientation to Teaching provides an introduction to the roles and responsibilities of the teacher, characteristics of today’s schools and curricula, and selected issues facing today’s teachers.

Educational Foundations examines the roles and

responsibilities of teachers within the historical and philosophical foundations of education in our socially and culturally diverse country. Views of influential educators are introduced and principles and ideas underlying educational policies are examined. Students are challenged to build a philosophy of education by identifying the ideologies behind educational systems, curricula and goals. Fundamental historical, philosophical, legal, political and social context of education will be examined. Policies that shape a teacher’s day- to-day instructional existence is critically examined.

Children’s Literature is designed to familiarize prospective teachers with a variety of books for children. Discussions include the history of children’s literature, principles of selecting suitable books for children; development of skills necessary to guide students toward comprehensive, creative, and insightful utilization of books in the classroom setting.

Reading Skills Development is a thorough study of the content to be taught when teaching reading including: knowledge, skills, and processes of the five components of reading (i.e., phonemic awareness, phonics, vocabulary comprehension, and fluency).

Teaching Reading provides prospective teachers with the knowledge of best-practices in reading instruction, curriculum, and the materials needed to teach reading to children from varying backgrounds in the elementary/early childhood classroom setting. This course is intended to develop the following: an understanding of the reading process as one of the integrated language arts; competencies in reading, knowledge of different approaches and materials used in teaching reading; knowledge of objectives in the Alabama Course of Study and the Alabama Reading Initiative; and the discovery of the beginning of a personal literacy framework for teaching reading.

Teaching Language Arts provides knowledge and practical application for the understanding and implementation of writing, listening, and speaking. Procedures and activities that stimulate creativity, problem solving, critical thinking and decision making is enhanced in this course.

Teaching Mathematics provides methods and materials of teaching mathematics. This course focus on the scope, sequence, and development of mathematical understandings. Discovery learning, computational skills, and problem solving are stressed.

Teaching Health & Physical Education is designed to provide the prospective teacher with the skills and concepts needed to organize, teach, conduct, and evaluate health and physical education curriculum.

Diagnosis & Treatment of Reading Difficulties provides an overview of the reading process and explores the causes of reading difficulties. It focuses specifically on instruments of measurement, instructional materials, and techniques for the identification, diagnosis, placement, and remediation of reading difficulties.

Measurement & Evaluation in Teaching and Learning is an introductory course in evaluation for prospective early childhood and elementary school teachers. Includes informal methods of pupil observation, assessment and evaluation, standardized testing and interpretation, and teacher self-evaluation for instructional improvement.

Classroom Management and Home School Connections is designed to provide skill development in facilitating student learning, establishing order and organizing the classroom for instruction. Methods of facilitating positive student behavior and achievement are explored. Emphasis on skills that will assist teachers in developing a positive home-school and community connection is included in this course.

Elementary School Curriculum identifies the essential elements, scope and sequence, objectives, skills, and trends of the elementary school curriculum; processes in evaluating curriculum resources and texts. Includes legislation which impacts curriculum.

TEACHING EXPERIENCES

Library Media Specialist

August 1997 to October 2006

J.E. Hobbs Elementary School, Camden, Alabama

Created an environment where collaboration and creative problem solving thrive; collaborated with classroom teachers and specialists to design and implement lessons and units of instruction, and assess student learning and instructional effectiveness; participated in the curriculum development process at both the building and district level to ensure that the curricula include the full range of literary skills.

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