Curriculum renewal is a multi pronged process that involves every part of the school community. To ensure long lasting impact, I work with administration, teachers, teacher assistants and parents to support school wide understanding, implementation and support of literacy best practices. I’ve worked with many different schools, both in the United States and around the world at various points on their journey to implement the use of current research based literacy practices in their schools from schools just starting on this journey to schools deeply into this work and everything in between. (Dr. Monica Medina)
Click on the link to see:
How Monica Helps Teachers Change Their Practice in Culturally Diverse Setting
How Monica Helps Bilingual and Early Childhood Teachers
How Monica Supports Administrators, Coaches and Teachers Leaders
“These workshops have been packed with information and strategies that are ready to use. The pace was perfect, with opportunities to engage and talk with colleagues and clarify our thinking. Understanding the essentials of each workshop was empowering in order to use time a bit more effectively.” (Bobbi Tracy, Wausaukee School, Wausaukee).
“She conducted model lessons at each grade level. These lessons were invaluable and provided faculty with real world hands on training on how to successfully implement the curriculum effectively. Monica’s personalized attention to each teacher’s needs really sets her apart from other experts in her field. Monica’s love for literacy, passion for teaching, perseverance and dedication are commendable.” (Jessica Martinez, American International School Abuja and Escuela Americana El Salvador).
“Her wealth of knowledge, her keen understanding of people, her ability to identify and fill gaps in staff understanding, her support of distributed leadership structures, her ability to make dramatic within-visit adjustments based on staff need, and her inspiring vision about what could be accomplished all contributed to powerful and transformative improvement efforts that were self- sustaining after she left.”
“She has also created a website for our school where she provides resources, videos, and uploads any presentations and materials she has used during her visits.”
“This is another example of Monica working in collaboration with our administration team and myself to tailor her visit to suit the needs of our staff. During this visit, I was able to witness Monica redesign her professional development session for the staff. Over the first three days of her visit, she observed that there was a greater need for using data to drive instruction so she created a session that guided teachers through the moderation of our assessment tool and provided strategies for teachers to implement when taking part in small group instruction.” (Ann Kox, Superintendent, Wausaukee School District, USA and Principal, American School of Valencia, Spain).
“In the early stages of our work together, Monica took the time to truly listen, understanding our vision, our challenges, and the diverse needs of our learners. Now, well into our third year of collaboration, I can say with confidence that her work has been consistently engaging, immediately applicable, and deeply relevant to our teaching context.” (Marwa Nsouli, International School London, Doha, Qatar).
“Monica was so knowledgeable in the change process and prepared us for the challenges we might see along the way.” Monica always makes herself available for support and guidance throughout the year for the teachers at our school.” (Bobbi Tracy – Wausaukee School, Wausaukee).
“In all the work Monica does, she successfully plans her work to give teachers a clear target for their learning, engages teachers in meaningful discussions and experiences, and efficiently assesses the necessary knowledge and skills needed to be addressed.” (Kimberly Shannon, Instructional Coach Pechersk School International, Kyiv, Ukraine).
“Over the last decade, Monica was hired as a consultant in three different schools where I have worked, and thus I have had the pleasure of seeing how she has adapted and measurably impacted schools who have different cultures and challenges.” (Ann Kox, Superintendent, Wausaukee School District, USA and Principal, American School of Valencia, Spain).
“Monica is a thoughtful listener who helped us craft a clear, realistic plan for growth. Her ability to adapt to our school’s culture and readiness was absolutely invaluable.” (Damon Rickett, Verdala International School, Malta).
“Monica’s coaching style is a rare combination of high expectations and high support. She asks the right questions to spark reflection, provides targeted feedback that drives meaningful progress, and celebrates achievements in ways that inspire continued growth. Her ability to balance the big-picture vision of school-wide literacy goals with the practical realities of classroom teaching is exceptional.” (Marwa Nsouli, International School London, Doha, Qatar).
“Monica designed and led a full-day workshop for our bilingual pathway team, introducing the core structures of Reading and Writing Workshop and modeling strategies that balanced best practices with the demands of a dual-language context. She not only made the use of Workshop seem possible in the bilingual context, but motivated teachers to experiment with these structures and strategies in their German-language literacy blocks.” (Katerine Deutsch, Curriculum Coordinator and Coach, Zurich International School).
“I was amazed by the power of the writing strategies Monica taught our early childhood staff. The stories live in the same place as our K2 class poems – an A3 flip book with plastic sleeves. The children have every day access to this and use it daily! So powerful. Thank you so much for teaching this powerful strategy to me.” (Katy Hawkins, Early Childhood Teacher, ACS Abu Dhabi).
“Our team learned a lot from her knowledge of modeled, shared, and interactive writing. She shared helpful strategies we can use, gave us time to reflect, and answered our questions to support our learning. She also gave us a great set of resources and continues to be available for support. Monica’s teaching style is engaging and clear, which helps both students and teachers stay involved and excited to learn.” (Charlotte Lillywhite, Early Childhood Teacher, American School of Dubai).
“In my work with schools and with the International Literacy Coach Cohort (ILCC) I have on the ground evidence (and the research supports) that administrative support is key to the success of any change initiatives in school. They play a unique role supporting teachers as they venture to use the most effective instructional practices. They also rely on coaches to support teachers in using these practices. As a Principal myself, and having worked closely with coaches in my administrative role, I’m uniquely positioned to support Principals and Coaches to implement effective school change initiatives in literacy.” (Dr. Monica Medina).
“In addition to her work with our teachers, Monica was also supportive of me as I led the curricular change. We worked very closely together as we planned ways in which I was able to bring more accountability to our staff and support staff in their progress.” (Sue Williams, Principal – Pechersk School International, Kyiv, Ukraine).
“She and I met on a regular basis while she was on-site to discuss progress and needs of our faculty members and when she left, I always had a plan and steps to move forward. Monica was a crucial part of our learning journey and as an experienced principal herself, knew how to support me and help move our school forward.”
“In all three contexts where I worked with her, Monica’s work with principals and teachers at all levels left each school in a dramatically stronger position in three realms: leading, teaching and learning.”
“Finally, I feel it is important to reflect on the effect Monica has had on my own growth as a professional. Her ability to connect, coach, empathize, converse, model, plan and follow through have been singular and unique in my career. When unique circumstances or complications arose, I sought Monica’s feedback. Her coaching, which she infuses expertly into conversation (I typically didn’t feel that I was being coached, but looking back I clearly was), helped me to find next steps at critical junctures. The reach of those conversations extended far beyond literacy; I am a different leader after working with Monica – a much more centered, realistic, reflective and smart leader.”
Even prior to her arrival in the first year, Monica began to collect data and perceptions regarding the school. She involved all stakeholders in this assessment, which was then used to fashion long and short-term district-wide goals (which the school did not have). This critical step brought direction and discipline to the administrative team.” (Ann Kox, Superintendent, Wausaukee School District, USA; Principal, American School of Valencia, Spain).
“When my role changed from first grade teacher to reading specialist and literacy coach, Monica was there for me every step of the way. She always knows what questions to ask to get me to process and understand my role and knows how to support me when I need a confidence boost. I have appreciated her clarity, kindness, and reliability.”
“Whenever I have a question about literacy she is quick to provide me with resources. She has such expertise in literacy development and instruction. I have learned how to lead with respect from her coaching and watching her interactions with staff. She always allows me to “get in her head“, explaining why she asked what she asked, which has made me more thoughtful in the questions and responses I give when I am coaching.” (Bobbi Tracy, Coach and Teacher Leader, Wausaukee School District, USA).
“At the end of each visit, Monica always provides the leadership team with a reflection of the week’s work as well as possible next steps for us to include in our year-long literacy plan. As a literacy coach, this feedback is invaluable to me as it structures the work that I continue to do between visits.”
“Monica began to take on the role of mentor for me. She continually coached me to help lead the discussion with staff and asked my opinion on the instructional decisions she was making. This allowed for a partnership approach to her visit and I was able to benefit as a literacy coach from her work with staff. This level of collaboration also includes the work she does with our administrative team.”
“Due to her many years of experience as an International Schools Principal, she understands the needs of our staff and school community and works well with me and with our administrative team to support the school’s program development.” (Kimberly Shannon, Instructional Coach – Pechersk School International, Kyiv, Ukraine).
“As a school leader, I’ve deeply value Monica’s strategic insight and partnership. She acted as a trusted and reliable thinking partner and mentor.” (Damon Rickett,Verdala International School, Malta).
“Working with Monica has left a lasting imprint on my professional journey. I am more confident, more strategic, and more attuned to the nuances of supporting teacher growth because of her guidance. Any school, team, or educator fortunate enough to work with her will find in Monica not just a literacy expert, but a true partner in educational excellence. She skillfully guided me as I developed my own coaching skills, modeling best practices in literacy instruction while also demonstrating what it means to be a reflective, empathetic, and strategic coach. Monica doesn’t just share strategies, she empowers you to think critically about your context, your learners, and your goals, helping you design solutions that are both evidence-based and sustainable.” (Marwa Nsouli, International School London, Doha, Qatar).
© 2025 by Monica Medina
