Dr BethAnn Pratte

High-performing, strategic-thinking professional with more than two-decades of consistent success in leadership, teaching, mentoring/advising pre-service and inservice teachers, data analysis, curriculum design, and curriculum review and evaluation. Experience with diverse learners in the K-12 and higher education public/private sectors, establishing learning environments within a traditional classroom and through remote learning. Expertise and experience with: early childhood education in evidence-based literacy instruction; neurocognitive interventions/prevention; developmentally appropriate pedagogy; and advising/mentoring college students in all realms in order for one to achieve success. Motivated self-starter with experience in neurocognitive curriculum writing/design/validation, effective instructional practices, and dyslexia intervention/prevention; educational legislation; and special education. Maintained high-expectations, while providing on-going support and encouragement for others to achieve their goals. Adept at assessing needs, generating options, and implementing solutions in collaboration with stakeholders. Highly skilled at relationship building with individuals across all levels of organizations and teams. Exceptional writing, presenting, and interpersonal communication skills. Able to design and implement strategic plans and develop high performing teams; with a focus in the neuroscience of instruction, differentiation of instruction for neurodiversity, the science of reading, curriculum design, professional development, and special education law. Consistently receive positive feedback from employers, cohorts, students, and clients.

• Doctorate in Educational Administration: Immaculata University
  • Superintendent Certification (North Carolina Certificate)
  • Assistant Superintendent Certification (Pennsylvania Certificate)
• Master’s Degree in Curriculum and Teaching: Penn State University
  • Supervisor of Curriculum and Instruction Certificate (Pennsylvania and North Carolina Certified)
• Educational Leadership Certificate Program: Western Maryland College
  • Principal K-12 Certificate (Pennsylvania and North Carolina Certified)
• Bachelor’s Degree in Elementary Education: Millersville University
  • Pennsylvania: Instructional II Elementary Education K-8 Certificate
  • North Carolina: Teaching Certificate
• Dyslexia Practitioner Certificate: Wilson Language, Fitchburg State, and AIMs Academy
• The 7 Habits of Highly Effective People Certified Trainer

Post-Doctoral: Courses, Conferences, Studies, & Certificates

• Wilson Reading Systems Level II Completion Certificate: Conshohocken, PA
• Mind, Brain & Education Institute Certificate: Harvard University: Cambridge, MA
• Study Abroad: Trinidad W.I. Neurodevelopment of language.
• Research to Practice Symposium(s) Haskins Lab: Mathematics and Literacy: Conshohocken, PA
• WrightsLaw Advocacy Training(s): Various locations
• AIMs Academy: Early Literacy Development Conference(s): Conshohocken, PA
• Motivation: The Art & Science of Inspiring Classroom Success : Gratz College
• Dealing with ADHD Type Behaviors in the Classroom: Gratz College
• Learning & the Brain Conference(s): Various locations
• International Mind, Brain, and Education Summit: Philadelphia, PA

• Fellowship of Christian Athletes
• International Dyslexia Association International Mind, Brain, & Education Society
• Keystone State Reading Association
• Learning & the Brain Society
• Phi Delta Kappa First Capital Region Executive Board: Served in varying capacities for over a decade: President, Vice President of Programs, Research, Foundations, & Scholarship Coordinator
• Sandhills Children’s Center Festival of Trees: Board Member
• Wilson Language Group

• York Suburban School District: Pennsylvania Value Added Assessment System (PVAAS): Student Growth exceeded expected growth for the state. Scores attributed to the largest percentage of academic growth
• Exemplar Student Growth Acknowledgment for the Measures of Academic Progress Scores: Learners exceeded individual performance expectations and cohort’s class growth each year
• First Capital Phi Delta Kappa Chapter: First Capital Phi Delta Kappa Chapter Award for Presidential Leadership
• The Pennsylvania School Board Association Excellence in Education Fair: Bullying Prevention Program
• The Pennsylvania School Board Association Excellence in Education Fair: Book Clubs: A Novel Approach to Teaching Reading
• Shippensburg University School Study Council Exemplar Program: York Suburban Middle School P.R.I.D.E program for bullying prevention and character education
• Shippensburg University School Study Council Exemplar Program: The Friends of Rachel’s Club\York Suburban Middle School Top Performing School in the State of Pennsylvania: Team Leader

York Suburban School District York, PA | Primary/Elementary Teacher; Leadership; Professional Development | 1998-2018

Two-decades of classroom experience. Held all responsibilities as any classroom teacher in addition to many other positions, including:

• Professional Development Trainer and Curriculum Writer: Designed, development, delivery, and maintenance of key district-wide programs. Ensured fidelity of coordination and articulation of materials for consistency and quality control. Collaborated with all sites and stakeholders to assess program fidelity, function, and effectiveness, used elements of the ADDIE and SMAR models. Designed follow-up learning experiences and embedded key practices and growth mindset ideas into the daily routine. Utilized the continuous training model, reinforced key knowledge and skills, added additional content, provided clarification, identification of problems and analysis of the root cause in order to address them in an effective and timely manner. Utilized various technology platforms including, but not limited to: SurveyMonkey, Microsoft Software. Design and Delivered Topic Training at District Level at the Direction of Leadership.
• Coordinator of District Character Education Program: The PRIDE program focused on character education, bullying prevention, and the 7 Habits of Highly Effective Teens. Provided orientation to teachers and ongoing professional development for assigned teachers. Observed and mentored assigned teachers regarding best practices in instruction. Promoted instructional practices that were modified and differentiated to meet the needs of the individual learner. Assisted in facilitating the integration and use of instructional technology, as appropriate. Planned professional development program for faculty. Served as a mentor and role model in the creation of the character education, bullying prevention, and real-world readiness program. Planned and delivered orientations for new teachers and yearly follow-up training for seasoned teachers. Provided support for teachers struggling to uphold the culture and the expectation of excellence.
• Per Diem Principal and Administrator: Served as an elementary principal. Held all administrative responsibilities: including substitute teachers, student discipline, bus dismissal, and supporting all staff to keep the school seamlessly operating until the permanent individual returned.
• Science Department Middle Level Chair: Lead teachers in implementation of curriculum and instructional practices that resulted in exceptional student achievement and teaching. Integrated mathematics and other content area standards. Responsible for targeted professional development. Assisted in the research and implementation of best practices in curriculum and instruction and worked collaboratively with the team. Created budget and ordered supplies. Assisted in teacher training and met with teachers regularly.
• Leadership Team: As a member of the district leadership team, numerous seasoned administrators invested time into my life and served as mentors. Their influence shaped my paradigm of effective, authentic, servant leadership. They entrusted me with important tasks, which provided me with countless unique experiences. The wisdom gained from more than two decades of diverse teaching experiences, coupled with many opportunities allowed me to acquire an eclectic skill-set, which transfers to many career opportunities.
  • Responsibilities: Many of my responsibilities were long-term assignments such as: leading committees of teachers in writing curriculum; planning events for parents and the community; conducting needs assessments for specific content areas, buildings, or the district; providing professional development, creating teacher and student schedules; budgeting and purchasing science supplies, writing grants, revising district forms and policies; planning student assemblies; and training bus drivers.
  • Committees: Community Collaborator Leadership Team Liaison; Student Board Faculty Representative; District All Hazard Committee Member/Emergency Management Team; Parent Educational Program Planner and Student Assembly Coordinator; Professional Development Committee; District Assessment Committee; District Assessment Training Team; and District Social Committee.

York College of Pennsylvania | Adjunct Professor: MED503 Curriculum Trends and Issues Course | 2008-2019

• The Curriculum Trends and Issues course focused on the trends and scientific research in both the worlds of business and academia.. Each semester, the course evolved to stay in alignment with trends, issues, and science. The course content included: neurocognitive elements of curriculum design, science of learning, science of reading, evidence-based instruction for teaching reading, analysis of data from various assessment to determine potential deficits and needs, early childhood development, development of literacy and mathematics, special educational law, federal/state/local education legislation and policies, neurodiversity, and neurocognitive interventions. Provided teachers resources and information to give them the abilities and empower them to construct and provide learning opportunities, which optimize learning. Maintained high-expectations, while providing support and encouragement so teachers could find their own style of teaching and use their creativity to implement their lessons. Provided instruction and guidance in the assessment of student needs, maintaining accurate and confidential records, generating options, and implementing solutions.
• The course facilitated implementation of Neurocognitive Design and Delivery Framework into students’ careers. Individualized projects allowed for the graduate students to implement instructional strategies and interventions within their workplace. Various technologies were used to establish learning communities for continuous support, learning, and collaboration and to deliver content through multiple forms of representations. Content was tailored to individual circumstances and delivered in multiple formats: in person, E-learning in either synchronous or asynchronous formats, and hybrid sessions. Learning communities were established which allowed for differentiation, microlearning, individualized support, and built a culture of collaboration. Each semester, the course format was reviewed based on the learners and delivery of trainings were adjusted as needed including, but not limited to: Moodle; Blackboard; Angel; Google Platforms: Drive, Classroom, Sites, Documents, Presentation, and Hangout; FlipGrid; iMovie; Wix; and Microsoft products to design, house learning materials and resources, and create a dynamic learning experience. Each course participant completed assignments in their districts; therefore, there was a need to monitor and adjust technologies to be compatible for everyone. Tools, resources, and materials were available in various formats to assist neurodiverse learners and maintained compliance with the American’s with Disabilities Guidelines (ADA).

Penn State University York Campus | Adjunct Professor and Course Designer | 2005-2015

• Penn State York’s graduate program was uniquely structured as each course encompassed two semesters. The first semester was a 3-credit course, which taught the knowledge and skills and the subsequent semester was a 1-credit Implementation course where graduate students implement the course content within their classrooms. The implementation aspect was designed to provide graduate students with support through professor mentorship, cohort collaboration, and support as the graduate students honed their craft. Throughout the semester, students learned how to effectively collect, organize, and interpret data from at least three different tools to measure their classroom students’ response. Graduate students were provided resources, strategies, and evidence-based research.
• Additional responsibilities: Designed and developed multiple courses for the graduate school of education. Scope and sequence(s) and implementation plans were developed in alignment with organizational performance targets. The knowledge and skills required to reach the learning targets were scaffolded at the four levels of cognitive growth, which allowed for complexity of thought. New knowledge builds on prior knowledge. The knowledge and skills were explicitly taught and regularly assessed at each cognitive level to ensure performance targets were learned and mastered. Materials and instruction were rolled out in a succinct and engaging manner. Tools, resources, and materials were available in various formats to assist neurodiverse learners and maintained compliance with the American’s with Disabilities Guidelines (ADA).

Heritage Hills Kidz Camp | Curriculum Director; Professional Development; Operational Board Member | 2010-2015

• Designed and evaluated all curricula for grades K-5. Provided instruction as needed to model best practices and to decrease adult:camper rations. Wrote and facilitated staff development, policies, and camps systems/procedures. Mediator for parent/staff conflicts and staff/staff conflicts. Served on advisory board and operational board. Served as consultant after 2015.

Anchor Educational Services: Educational Resources for Schools, Families & Businesses | Founder and Educational Service Provider | 2006 - Present

• Services included: consultations; curriculum writing; development of instructional materials; staff development; public speaking; advocacy for students with special needs; advisor for college students on course selection; review of records review/ data analysis with interpretation of the educational assessments results with implications in the general educational setting; administration of educational testing related to early literacy skills, mathematics, and executive functions learning barriers; early childhood instruction; dyslexia/reading
  interventions; and provided instruction for individuals or small groups.
• Successfully advocated for students with special needs. Collaborated with districts to provide administrators and teachers resources. Worked with parents and the Office of Civil Rights, state departments of education/public instruction and special education attorneys to provide effective interventions for students. Provided consultation for local, state, and federal legislators regarding special education law, effective teaching practices, and early childhood education.
• Professional development tailored to support educators in various roles; both formal and informal. For formal sessions, training and support were developed with principles of the science of learning, coupled with technology design engaging training experiences, materials, and tools using methods proven to create success for learners. The Neurocognitive Design and Delivery Framework was used to construct and deliver a high-quality learning experience with optimal learning outcomes. Upon request, instructor’s manuals, supplemental materials (participant guides, interactive apps, etc.) and tools were created, including an electronic learning library allowing access to training modules.

• Author: A-Z Guides for Intentional Education, Parenting, & Achieving GOals: book series [IP]
• Author: Manuscript for Collins Keys: The M.A.G.I.C. of Success
• Author: Teacher Perceptions of a Bullying Prevention Program (Published 2005)

• Architect of the Literacy Research Study: The Effects of Closed-Captioning Television on Sixth Grade Students’ Reading Comprehension and Fluency [N.P.] Team member: Dr. Julie Wise
• Creator of the Neurocognitive Design and Delivery for Learning: Culminating project for Harvard’s five month Mind, Brain, Education Institute. Framework built from a meta-analysis of scientific findings from the world’s leading neuroscientists in varying cognate fields to education. Over the past decade it was implemented at the local level, with unprecedented  success. Framework is revised as needed to integrate relevant scientific findings. Detailed design increases the probability of all learners to experience success and differentiates for neurodiversity. Simplifies the learning process to optimize understanding of even the most complex concepts. [N.P.]
• Committee Member for Doctoral Dissertations at Immaculata University
• Contributor to the article, “Reluctant Writers' May Have A Learning Disability Called Dysgraphia” by Pauline Campos, Huffington Post
• Designer of the Error Analysis Model to Increase Diagnostic Thinking: Learning Through Mistakes based off of research study on Student Error Analysis and its Impact on Learning
• Department of Defense (DoD) Congressional Directed Medical Research Program approved panelist for the Consumer Reviewer Administrator for the CDMRP’s Neurotoxin Exposure Treatment Parkinson’s (NETP) and Autism Spectrum Disorder
• Producer for the ForeChange Media Documentary: History and Projects of ForeChange
• Producer: “Book Clubs: A Novel Approach to Reading” - an instructional resource video for teachers
• Participant in Charlotte Danielson’s Framework of Teaching tutorial videos to share various activities that reflected the ‘Distinguished Domain’ as a tool to help teachers