Experience

EL Education

• United States
• Education Administration Programs
• 100 - 200 Employee

• Director Curriculum Design, Custom Solutions

  • Mar 2022 - Present

• Lead Curriculum Designer, Digital Specialist

  • Mar 2019 - Mar 2022



Memphis-Shelby County Schools

• United States
• Education Administration Programs
• 700 & Above Employee

• Instructional Support Advisor, Literacy

  • Aug 2016 - Mar 2019

  In this role, Corey works directly with teachers and administrators to shift instruction within school buildings to improve student outcomes. His work includes designing whole-school, small-group, and one-on-one learning opportunities targeting observable teacher and student needs. These supports include interactive professional learning sessions, teaching model lessons, guiding leaders on learning walks to identify trends and assess needs, and collaborating to design school-wide Cycles of Professional Learning. He has substantial experience creating and evaluating curricular materials. He has designed knowledge-building ELA curriculum used district-wide, as well as evaluated and advised the implementation of a pilot program eventually adopted to be the District-wide curriculum. He has built multiple teacher-facing instructional support tools designed to facilitate independent lesson planning, collaborative teacher planning, lesson practice, and student work analysis based on the EQuIP protocol. He has created multiple monitoring documents, centralized online-learning community supports, and a coaching plans designed to facilitate district-wide curriculum implementation.In this role, is professional accomplishments include:- Collaborating on a small team to Designed a comprehensive and coherent Arc of Professional Learning to forecast teacher learning needs for the 2018-2019 school year aligned to key priorities for curriculum use to impact student achievement. - Advised EL Curriculum Pilot by developing Learning Sessions, providing direct teacher preparation support, and monitoring progress with vendor and school leaders around key indicators resulting in district-wide adoption.- Developed and managed a system of Virtual Collaborative on the Zoom platform to connect over 70 teachers across school sites. - Collaborated to design over 1,500 hours of high-quality, student and teacher-responsive 6-12 literacy professional learning sessions. Show less

• English Teacher

  • Jul 2014 - Jul 2016

  While at Kingsbury Middle School, Corey designed data informed, benchmark aligned, topic-based lessons and units aimed at developing students ability to analyze and make meaning from texts, as well as prepare for the Tennessee Comprehensive Assessment Program (TCAP) in English Lanuguage Arts. During his tenor at KMS, he maintained a positive impact on student achievement at a level above expectations based on TVAAS data and TEM Observation Rubric.He was chosen as a teacher-leader to lead multiple professional development sessions on a range of topics including co-teaching to meet the needs of English Language Learners (ELL/ESL) and Students with Exceptionalities (SPED), effectively using data management tools, designing small-group instruction, and creating a positive classroom environment to manage student behavior.He worked closely with building administration to design, implement, and monitor a Positive Behavioral Intervention and Support (PBIS) system designed to work in collaboration with teachers and students to address recurring negative behaviors. This included the development and implementation of a school-wide hierarchy of consequences to guide teacher and student interactions. The committee's work resulted in decreased in and out of school suspensions, as well as a a more equitable application of consequences across student subgroups (race and sex). He also lead his grade-level Professional Learning Community to design grade-wide supports for students including positive behavioral incentives, cross-curricular units, and grade-wide learning strategies. This role also involved assessing and discussing teacher and individual student needs with school administration to ensure the school was a positive place to teach and learn. Outside of the classroom he supported students outside the classroom by running the only non-sport after school club: Board Game club focused on building logical reasoning and creative strategy skills in a fun environment. Show less

• English Teacher

  • Sep 2013 - Jul 2014

  While at Fairview Middle School, Corey designed data informed, benchmark aligned, topic-based lessons and units aimed at developing students ability to analyze and make meaning from texts, as well as prepare for the Tennessee Comprehensive Assessment Program (TCAP) in English Language Arts. While at Fairview, he was rated significantly above expectations based on Tennessee's Value Added Assessment System for student growth (Level 5). He developed a grade-wide system of behavioral expectations based on positive student-teacher relationships, collaboratively developed incentives, and a hierarchy of consequences based on the principals of No Nonsense Nurturing. Show less



Memphis Teacher Residency

• United States
• Education Administration Programs
• 1 - 100 Employee

• Resident Teacher

  • May 2012 - Aug 2013

  Corey joined the Memphis Teacher Residency in 2012 as a Resident Teacher. During his time, he worked as a High School English teacher at Kingsbury High School in Memphis, Tennessee under the guidance of a mentor teacher. At the same time, he earned a Master's degree in Urban Education. During his time as a Resident Teacher, he learned the fundamentals of standards-aligned, data-informed literacy instruction. He conducted action-research to understand the impacts of social pressures on adolescent males and literacy achievement. Since graduating from the program in 2013 he has been an active alumni providing multiple training sessions for new and developing teachers. Topics he has been asked to present include: Designing effective classroom systems and routines, managing active classrooms, the connection between knowledge and literacy attainment, and successfully navigating and executing new District curricular materials Show less