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CHRISTINA TAYLOR-DONOVANEducation Leadership • Strategy • Design
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Literacy LeadershipProfessional LearningEducation StrategySelected WorkConnect by email
LITERACY LEADERSHIP & INSTRUCTIONAL STRATEGY

I see literacy
from every seat.

Classroom instruction. Reading intervention. Coaching. District implementation. Systems design.

I understand the skills children need and the conditions adults need to teach them well. I connect literacy research and assessment findings to decisions about instruction, teacher learning, and school routines.

13+

years across the early literacy system

01CLASSROOM
02INTERVENTION
03COACHING
04DISTRICT
05DESIGN

What changed at every seat?The scale of the problem.

What stayed constant?The need for clear expectations, practical support, and follow-through.

FOUNDATIONAL LITERACYPhonological + phonemic awareness • phonics • decoding + encoding • fluency

SYSTEMSCore instruction • assessment • intervention • coordinated support

SUPPORTING ADULT LEARNINGProfessional learning • tools • communication • family partnership

MY EXPERIENCE

Every role added a lens.

Select a seat to see what the work revealed, what it taught me, and what I now bring forward.

PreK, Kindergarten & Grade 1

Classroom Teacher

WHAT THE ROLE TAUGHT ME

Where literacy becomes real

Built the instructional foundation: explicit early literacy teaching, oral language, differentiation, assessment-informed planning, and clear family communication.

“A sound framework matters only when it can survive the realities of children, classrooms, time, and varied needs.”
WHAT I BRING FORWARD

Instructional credibility

Child-development perspective

Respect for teachers’ time and workload

WHAT CONNECTS MY WORK

Literacy is my expertise.
I connect the work around it.

I connect what children need to learn with what adults need to understand—and the time, tools, and support schools and families need to act.

HOW I THINK

Start with the decision, not the activity.

Choose a familiar literacy challenge to see the questions and sequence I use to move the work forward.

THE FIRST QUESTION

What does the evidence actually tell us, and what must we investigate next?

  1. 01

    Distinguish a screening result from evidence of the specific skill that needs support.

  2. 02

    Preserve what the student can already do.

  3. 03

    Gather focused evidence to check which skill needs attention.

  4. 04

    Choose instruction that fits the findings, a way to check progress, and a review date.

What this protects

An instructional decision supported by evidence about the learner’s skills.

THE VALUE I ADD

I can hold the detail and the system at the same time.

Instructional precision

Distinguish a broad concern from a teachable literacy skill need.

Seeing how the pieces fit

Connect curriculum, assessment, intervention, professional learning, leadership, and family partnership.

Developing people

Explain research clearly and develop tools and practice opportunities educators and families can use.

Planning for follow-through

Set priorities, clarify responsibilities, review progress, and adjust when the evidence calls for it.

EDUCATION + CREDENTIALS

Grounded in literacy.
Growing in leadership.

Doctor of Education, Educational LeadershipIn progress • Liberty University

M.A., Family & Community ServicesAshford University

B.S., Early Childhood EducationValdosta State University

Georgia Professional CertificationsEarly Childhood Education P–5 • Reading P–12 • Reading Endorsement • Active through 2030

SEE THE WORK

Explore how this expertise becomes tools, systems, and experiences.

View selected work
LET’S CONNECT

Let’s talk about literacy leadership.

I welcome conversations about literacy leadership, instructional strategy, professional learning, and implementation.

Start a conversation