Cori L. Woytek

Cori L. Woytek

Lecturer, Clinical Coach
Crawford Hall 122


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


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 licensure year courses though her central role as a Clinical Coach. She is excited to continue overseeing clinical residency placements, which includes supporting and monitoring all mentors, licensure year students and regional coordinators.

Woytek and her husband Jim have three amazing sons—Asher, Gabe and Jacob—who are the light of their lives and keep them very busy. Jim and Cori were both born and raised in Gunnison and feel blessed that they are able to return to raise their family here. They enjoy all that this beautiful place has to offer as they love doing anything outdoors.

Research Interests

  • Researched-based reading and writing instruction for K-12
  • Technology integration in the classroom
  • Questioning strategies to promote higher level thinking
  • Brain-based teaching/learning and active engagement
  • Classroom management

Professional Experience

Mentor Director – (apprentice to Sandy O’Banion), Western Colorado University, January 2012-present

Regional Coordinator, Western Colorado University, July 2011-present

  • Responsible for monitoring candidate progress in Gunnison Elementary School as well as Crested Butte Community School through the academic school year.

Instructor, Western Colorado University, July 2011-present

  • Responsible for teaching the following undergraduate courses: EDUC 340: Brain-based Learning Motivation and Achievement, EDUC 400 Foundations for Literacy: Phonology and Linguistics, EDUC 402 Reading, Comprehension, Vocabulary, and Fluency
  • Responsible for teaching the following graduate courses: EDUC 600 Foundations of Literacy Development, EDUC 601 Methods and Strategies of Effective Reading Instruction
  • Responsible for co-teaching EDUC 404 Creating Positive Learning Environments – summer session

Third-Grade Self-Contained Classroom Teacher, St. Rose of Lima School, Haddon Heights, New Jersey, 2006-2011

  • Taught third grade curriculum subject areas, which included language arts (reading, writing, grammar, spelling, phonics, handwriting), math, and science, while meeting New Jersey State Standards
  • Evaluated student learning and retention through a variety of formal and informal assessments
  • Administered the DRAII reading assessment to each student bi-annually 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
  • Collaborated with colleagues to discuss and share ideas for instruction and assessment
  • Mentored colleagues in the areas of Guided Reading and Writers’ Workshop

Graduate Student/Reading Specialist Candidate, Honickmann Learning Center, Philadelphia, PA, 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 expressing findings from the test 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 weakness, and recommendations for future instruction