Faith Hightower

Support a statewide culture that assumes high expectations for all students, including those with disabilities. Provide ongoing technical assistance to the state regarding services for students with dyslexia and related disorders. Perform highly advanced (senior-level) consultative services and technical assistance work for the Division of Review and Support.

Coordinate, lead, and provide programmatic and technical assistance around the identification and intervention of dyslexia and related disorders. This includes interfacing with agency staff, Education Service Center (ESC) staff, school personnel, families, and other stakeholders. Work under minimal supervision, with considerable latitude for the use of initiative and independent judgment.

Education Specialist IV - Texas Education Agency - Austin, Texas

(2020-05)

Support a statewide culture that assumes high expectations for all students, including those with disabilities. Provide ongoing technical assistance to the state regarding services for students with dyslexia and related disorders. Perform highly advanced (senior-level) consultative services and technical assistance work for the Division of Review and Support.

Coordinate, lead, and provide programmatic and technical assistance around the identification and intervention of dyslexia and related disorders. This includes interfacing with agency staff, Education Service Center (ESC) staff, school personnel, families, and other stakeholders. Work under minimal supervision, with considerable latitude for the use of initiative and independent judgment.

Dyslexia Specialist - Wimberley ISD - Wimberley Jr. High and High School - Wimberley, Texas

(2014-08 - 2020-05)

Responsibilities include having knowledge of State's dyslexia mandate and the federal 504 procedures, knowledge of effective instruction and evaluation methodologies for students with dyslexia, and ability to instruct secondary grade level dyslexic students and manage their behavior. I also use appropriate instructional activities, materials, and equipment that reflect understanding of the learning styles and needs of students assigned, conduct ongoing assessment of student achievement through formal and informal testing and create classroom environment conducive to learning and appropriate for the physical, social, and emotional development of students. I work closely with parents and teachers, ensuring best teaching practices in the classroom and hold yearly professional development for teachers in my district to ensure understanding of 504 policies, dyslexia and ADHD.

2nd Grade Teacher - Dripping Springs ISD - Dripping Springs Elementary School – Dripping Springs, Texas

(2011-08 - 2014-08)

Teach a diverse student population which includes ELL, GT, and all identified dyslexic students. Create differentiated and engaging lesson plans for special education IEPs, as well as ESL scaffolding and GT. Wrote district-wide language arts and science curriculum and curriculum-based assessments with TEKS-based rubrics.

• Serve as campus UIL coordinator. Recruit coaches and provide all information on UIL events, host academic meets, ascertain that all UIL rules and regulations are followed, encourage teachers and students to become involved in UIL contests, and attend (sometimes lead) all UIL meetings held in the district. Coached Ready Writing event for two years, resulting in first, second and third place student wins both years.
• Integrate technology into lessons and student-led center activities, using Mimeo Board, computers and iPads, Serve as teacher technology advocate, assist other teachers with technology integration, implement lessons and project-based learning utilizing district-wide Bring Your Own Device policy, participate in district-wide technology professional development and workshops, achieved level 3 technology proficiencies, including the implementation of the SAMR model in the classroom. Prepared intere
• Trained through Neuhaus and Rawson-Saunders School in Basic Language Skills (BLS.) Classroom Responsibilities include having knowledge of State's dyslexia mandate and the federal 504 procedures, knowledge of effective instruction and evaluation methodologies for students with dyslexia, andability to instruct dyslexic students and manage their behavior. I also use appropriate instructional activities, materials, and equipment that reflect understanding of the learning styles and needs of students
• Responsible for organizing, implementing, and supporting modified instructional strategies to meet the needs of gifted students, participate in the screening process when appropriate, provide specialized instruction to individual and small groups of gifted students to support learning.

Academic Language Therapist - Private Practice - Wimberley, Texas

(2013)

Provide one-on-one therapy to dyslexic fifth grader. Use appropriate instructional and learning strategies, activities, materials, and equipment that reflect understanding of her learning style and needs.

Early Elementary Lead Teacher - Parkside Community School - Wimberley, Texas

(2005 - 2010)

Prepared lessons and facilitated learning in an Early Elementary classroom. Some teaching subjects included Reading, Grammar, Writing, Math, Chemistry, Botany, Geology, Geography, History, and World Cultures. Implemented practical applications of parent/teacher communication, working with an assistant and classroom management. Provided a stimulating and supportive environment for exploration.

Volunteer - United States Peace Corps - Gymnazium, Spisska Nova Ves - Slovak Republic

(1994 - 1996)

Masters of Education - Advanced Literacy - Concordia University (2014 - 2016)

Bachelor of Arts - English with a minor in Spanish - Texas A&M University (1987 - 1991)

Spanish Minor - Emphasis: Latin-American Literature and Advanced Spanish Composition - North Carolina State University (1990-06 - 1990-08)