Cori L. Woytek

Cori L. Woytek

Lecturer, Lead Clinical Coach
Crawford Hall 122

Education

B.A, Colorado Mesa University, Liberal Arts, Elementary Teaching, 2005, M.S., Gwynedd-Mercy University, Reading, 2010

Biography

During Cori Woytek’s time in the Education Department at Western Colorado University, she has had the pleasure of teaching a number of undergraduate and graduate courses, though her central role in the department is that of Lead Clinical Coach. She is excited to continue her work with cohorts of undergraduate and graduate students completing their yearlong clinical residency experiences to earn their initial teaching licenses.

Woytek and her husband Jim have three sons – Asher, Gabriel and Jacob. Jim and Cori were both born and raised in Gunnison and feel blessed that they were able to return after graduate school to raise their family and serve their home community. They enjoy all that this beautiful place has to offer as they love adventuring with their boys.

Research Interests

  • Best Practices in Reading and Writing Instruction
  • Technology Integration in the Classroom
  • Questioning Strategies to Promote Higher Level Thinking
  • Brain-based Learning
  • Best Practices in Mentoring Pre-service Teachers
  • Co-Teaching
  • Effective Mentoring
  • Use of video in growing reflective teachers

Professional Experience

Lead Clinical Coach & Lecturer, Western Colorado University, 2015-present

Design & Delivery of Instruction through Blackboard/Canvas

  • Student Teaching EDUC 409/410/459/609/610/615/619
  • EDUC 405/605: Curriculum and Assessment
  • EDUC 404/604: Learning Environments
  • EDUC 402: Reading, Comprehension, Vocabulary & Fluency
  • EDUC 684: Materials and Motivation for Reading

Lead Clinical Coach

  • Restructured teacher licensure residency year-long experience by designing a robust a cohort model with scaffolded supports
  • Revised our program guidebooks provided to residents and their mentors to guide them through the residency year
  • Recruited regional coordinators when needed
  • Designed and co-led regional coordinator summer training sessions
  • Revised our Regional Coordinator Training manual yearly based upon program changes and RC needs
  • Planned and facilitated Summer Licensure Orientation for incoming residents
  • Liaised with Edthena, video platform, to build and facilitate online coaching for residents throughout the year
  • Developed and maintained collaborative relationships with regional coordinators and mentors
  • Planned and led weekly Clinical Coach team meetings, providing training and supports as needed
  • Provided consistent messaging to Clinical Coaches to send to stakeholders (residents, mentors and regional coordinators) throughout the year
  • Chaired the search committees for the Director of Educator Licensing (spring 2018) and Director of Educator Preparation (spring 2020) searches
  • Trained the incoming Director of Educator Licensing (May 2018) and current Director of Educator Preparation (2020-2021 academic year)
  • Participated in weekly standing meetings with the Director of Educator Preparation to complete projects and move residency teamwork forward
  • Collaborated with department faculty to design end of program surveys

Regional Coordinator

  • Supported, communicated, and collaborated with 3-6 local residents and their respective mentors in Gunnison Elementary and Crested Butte Community School
  • Conducted weekly walk-throughs, observations, and in-classroom support as needed
  • Guided meetings and goal setting & reflection for 4 Continuous Improvement Cycles throughout the year

Mentor Program Coordinator & Lecturer, Western Colorado University, 2011-2015

Design & Delivery of Instruction

  • Student Teaching EDUC 409/410/459/609/610/615/619
    • Facilitated the reflection process as students completed their residency requirements and hours, kept in frequent contact with students to offer/deliver support, provided detailed and individualized feedback on documents uploaded from the guidebook to help guide student reflection, learning, and growth
  • Redesigned (2014) and taught EDUC 340: Brain-Based
    • Learning, Motivation, and Achievement redesigned to meet the needs of the students and incorporate the state’s new evaluation system for practicing teachers.  Modeled active engagement, brain-based learning, effective lesson planning and delivery, and professionalism skills, integrated technology, helped develop writing skills, and monitored students’ field experiences.
  • EDUC 400: Foundations for Literacy: Phonology
  • EDUC 402: Reading Comprehension: Vocabulary and Fluency

Mentor Program Coordinator

  • Designed and co-led regional coordinator summer training sessions
  • Recruited regional coordinators when needed
  • Developed and maintained collaborative relationships with regional coordinators and mentors
  • Developed a Regional Coordinator Training manual
  • Planned and facilitated Summer Licensure Orientation for incoming residents
  • Developed/revised our program guidebooks provided to residents and their mentors to guide them through the residency year
  • Oversaw and guided 100+ residency placements by communicating with mentors through the mentor database support team meeting updates and frequent email and phone communication
  • Supervised 13 regionals coordinators
  • Designed and maintained Tk20 field experience binders for 100+ licensure students, a student teaching information database

Regional Coordinator

  • Supported, communicated, and collaborated with 3-6 local residents and their respective mentors in Gunnison Elementary and Crested Butte Community School
  • Conducted weekly walk-throughs, observations, and in-classroom support as needed
  • Guided meetings and goal setting & reflection for 4 Continuous Improvement Cycles throughout the year

St. Rose of Lima School, Haddon Heights, NJ, Third Grade Teacher, 2006-2011

  • Taught third grade curriculum subject areas, which included language arts (reading, writing, grammar, spelling, phonics, handwriting), math, science, and religion, while meeting New Jersey State Standards
  • Evaluated student learning and retention through a variety of formal and informal assessments
  • Administered the DRA II reading assessment to each student quarterly to assess reading skill growth throughout the year
  • Differentiated instruction and developed interactive/hands-on learning activities in all content areas
  • Designed and implemented centers to reinforce skills learned in whole-class instruction
  • Assisted student learning through Guided Reading, focusing each small group lesson on specific areas of struggle
  • Conferenced with students in a one-on-one setting to provide feedback on work or reinforcement of difficult skills
  • Incorporated technology into many lessons across the curriculum, which include use and knowledge of the computer, typing skills, internet searches, and use of a classroom blog
  • Collaborated with colleagues to discuss and share ideas for instruction and assessment
  • Professional Development Coordinator and designer for faculty development in the areas of Guided Reading and Writers’ Workshop
  • Third Grade Team Leader, Middle States Association of Schools and Colleges re-accreditation
  • Language Arts Team Leader, Middle States Association of Schools and Colleges re-accreditation
  • Language Arts Curriculum Team Leader

Honickmann Learning Center, Philadelphia, PA, Graduate Student/Reading Specialist Candidate, Summer 2010

  • Performed a full battery of reading tests on two middle school students to assess and analyze their reading abilities. The test battery included CORE Phonics Survey, Burns/Roe Informal Reading Inventory, Morrison-McCall Spelling Scale, an informal writing assessment, and the Reader Self-Perception Scale
  • Interpreted the tests to determine reading levels, as well as areas of strengths and weaknesses
  • Compiled a formal written report for each student. Expressed findings from the tests and gave suggestions and interventions to improve student achievement in the areas of alphabetic skills, reading and decoding, spelling skills, word recognition in isolation and in context, fluency, retell, comprehension, written expression, and self-perception
  • Developed a five-week scope and sequence for each student to address weaknesses in the areas of phonics and word identification strategies, fluency, vocabulary, comprehension, and written expression
  • Developed and implemented interactive lessons addressing the necessary skills providing the students with plenty of practice and repetition of those skills
  • Evaluated student progress daily through formal and informal assessments to track progress
  • Used assessments to guide future instruction
  • Implemented curriculum-based assessments to assess progress after five weeks
  • Completed a final report describing what instruction took place, the progress that was made, continued areas of weaknesses, and recommendations for future instruction