Dalham Lawrence

• Partner with families to conduct in-depth literacy evaluations, diagnosing root-cause gaps in phonics, comprehension, and interdisciplinary application.
• Design and implement tailored intervention plans that blend structured literacy with inquiry-based methods, leading to measurable student progress.
• Build long-term engagement through consistent communication and transparent progress reviews, resulting in high client retention, referrals, and glowing testimonials.
• Systematize effective strategies into a coherent, repeatable framework, creating a foundation for future collaboration with schools looking to bolster the design and delivery of their existing literacy programs.

• Aligned Standards & PYP Framework: Mapped CCSS (ELA) and NGSS (Science) standards directly onto the PYP framework for Grade 5, creating a unified curriculum that met rigorous external benchmarks while staying true to inquiry-based learning.
• Accelerated Student Literacy Attainment: Implemented targeted interventions that elevated my class's average reading level from third to fifth grade within one year, as measured by the STAR Renaissance framework.
• Led Teacher Development: Planned and led professional development sessions on literacy strategies for PYP teaching staff, focusing on the explicit teaching of active reading strategies in accordance with the C.A.F.E framework.
• PYP Exhibition Experience: Supported students through their PYP Exhibition projects, from tuning in to taking action, in accordance with Kath Murdoch’s inquiry cycle model.

• Integrated Ontario Curriculum & PYP: Overhauled the mapping of Ontario primary standards for language, math, science, and social studies onto the Grade 4 POI, designing a more robust curriculum that clearly scaffolded learning outcomes while fully meeting IB standards and practices.
• Implemented a School-Wide Literacy Framework: Adopted and enhanced the school's Daily 5 framework by integrating C.A.F.E. strategies, resulting in my class's average reading level advancing from third to fourth grade within the academic year (via Fountas & Pinnell Benchmark Assessment System).
• Led Professional Development: Designed and delivered a literacy development workshop for 20 colleagues, focusing on the practical application of active reading strategies and the intentional design of classroom learning spaces.
• Contributed to School-Wide Initiatives: Collaborated with a staff-led action research group for WASC accreditation; established a monthly, internally led professional development series; and volunteered for the athletic coordinator during important interschool sporting events.

Built a Foundational Literacy Framework: Designed and implemented the school's first comprehensive K-6 language and literacy framework, encompassing phonics, grammar, and core literacy skills, including a research-based, grade-specific phonics progression.

Introduced Standardized Assessment Systems: Created and rolled out standardized tools for evaluating student learning, including writing rubrics, reading proficiency benchmarks, and oral presentation criteria, establishing consistent methods to track and report progress.

Established Collaborative Planning Structures: Coordinated grade-level planning meetings and resource-sharing protocols to foster curriculum consistency and provide direct instructional support to teaching staff.

• Delivered Integrated Curriculum: Implemented the Singapore-adapted curriculum for Grade 4 within a collaborative teaching model, responsible for literacy and science instruction.
• Structured Foundational Literacy: Designed and taught dedicated literacy blocks built on a systematic phonics progression, with clear fluency benchmarks for reading, writing, and oral communication.
• Bridged Science and Language: Developed and delivered inquiry-based science units that intentionally integrated language objectives, strengthening content knowledge and literacy skills in a transdisciplinary manner.

• Taught Grade 5 English language arts using the British Columbian curriculum.