Clarify
Define the actual problem, the people affected, and the decision in front of them.
CHRISTINA TAYLOR-DONOVANEducation Leadership • Strategy • Design
ConnectEDUCATION LEADERSHIP • STRATEGY • DESIGN
Complex education work needs clarity.
I help people understand literacy, make sound decisions, and put strong ideas to work.
I help educators move from assessment evidence to instructional decisions, design professional learning around those decisions, and create resources that help families identify a starting skill and develop it at home. I bring classroom experience, district leadership, and resource design to that work.
13+
years across classroom instruction, coaching, and district literacy work
DEEP EXPERTISELiteracy, instruction, assessment
DEVELOPING PEOPLEModeling, practice, feedback
CONNECTING THE WORKPriorities, people, follow-through
What connects my work:I make complex work clear enough to understand and practical enough to carry out.
KNOW DEEPLYFoundational literacy • instruction • assessment • intervention
DESIGN INTENTIONALLYProfessional learning • tools • frameworks • experiences
PLAN FOR FOLLOW-THROUGHPriorities • people • evidence • ownership • follow-through
MY PROFESSIONAL IDENTITY
Deep expertise. Broader leadership.
Literacy is where I developed my deepest content knowledge and learned to see the difference between a broad concern and the precise problem underneath it.
Each role helped me see what else affects a learner’s progress: what adults understand, how teams make decisions, and whether the time, tools, and support match the expectations. I connect those pieces so people can act with purpose and confidence.
THREE LEADERSHIP AREAS
One body of work. Three ways to explore it.
Across all three, I ask: What is the actual need? What are we overlooking? What will help people respond—and keep improving?
01Explore literacy leadership02Explore professional learning03Explore education strategy
Literacy Leadership & Instructional Strategy
Literacy expertise that connects assessment, instruction, intervention, and teacher learning across K–3.
Professional Learning & Team Development
Learning experiences that show the thinking behind a practice, give adults time to try it, and prepare them to use it in their work.
Education Strategy & Systems Design
Plans, tools, and team routines that clarify priorities, responsibilities, and next steps.
HOW I MOVE THE WORK
A clear need. A thoughtful response. A plan people can use.
I do not begin with the activity, product, or meeting. I begin with the decision the work must improve.
Align
Agree on what needs to happen, who is responsible, and what support they need.
Design
Develop the tools, learning, and routines that help people do the work well.
Implement
Make time to practice, review progress, and adjust the plan together.
HOW I LEADClarity first.
Clarity first.
Support always.
Accountability follows.
I lead by helping people understand the purpose, listening to what stands in their way, and making responsibilities clear. Then I provide the tools, practice, and feedback they need to follow through.
I pay attention to the instructional details and the decisions around them—from a child’s skill need to the time and support a team has to respond.
SELECTED WORK
Evidence of how I think and build.
Examples of the decisions I make, the resources I develop, and how I prepare others to use them.
PAIR Early Literacy Systems Suite
A five-resource K–3 system connecting diagnostic thinking, professional learning, family communication, workshop design, and implementation.
From Screening Signal to Instructional Response
A professional learning design concept showing how educators can investigate a literacy concern, explain an instructional decision, and plan for classroom application.
PAIR Literacy Pathway
A pilot-stage, informal literacy skills check that helps families identify a starting skill and develop it at home through individualized activities, practical guidance, and PAIR’s supporting resources.
Explore the live pathwayEDUCATION + CREDENTIALSGrounded in education.
Grounded in education.
Growing in leadership.
Georgia Reading P–12 & Reading EndorsementActive through 2030 • Early Childhood Education P–5
Doctor of Education, Educational LeadershipIn progress • Liberty University
M.A., Family & Community ServicesAshford University
B.S., Early Childhood EducationValdosta State University
LET’S CONNECT
Start a conversation Let’s talk about the work ahead.
I welcome conversations about education leadership, literacy strategy, professional learning, resource design, and implementation.