AUSSIE

Cathy Conway-Archer came to the United States with an elementary school background, who taught Grades K – 7. Her roles included lead teacher, literacy specialist and teacher mentor in the State of South Australia.

Significant achievements during her tenure in Australia included: 
1. The establishment of a ‘model’ middle school setting for grades 6-7 – Literacy Specialist
2. Post graduate studies and research into English as a Second Language (ESL), specifically directed towards meeting the needs of the large South Australia Vietnamese student population.  
3. Team member for the publication of a social studies/language arts curriculum, with a focus to address the needs of foreign students in the primary grades of South Australia.  
4. Teacher mentor for students from the University of South Australia, for 5 years.
5. Classroom teacher across grades K – 7
6. Library resource teacher K-7
7. Scholarship recipient for Studies of Asia in Country Tour – Vietnam 2000   

Since coming to the United States, in 2002, she regularly worked as a literacy consultant in a wide range of public schools, in Queens, the South Bronx and Harlem sections of New York City, The Tarrytown Schools of Westchester County and Weston Elementary Schools, Connecticut.

She works directly with both new and experienced classroom teachers in addition to leadership teams. The range of work includes curriculum development, planning, review, and lesson delivery daily all aspects of English Language Arts, Science & Social Studies. All work focuses on improved Standards Based, planning, instruction, and assessment in an effort to address and correct identified deficiencies.

As the primary source of educational/professional development for AUSSIE, Cathy works directly with principals/assistant principals, Lead teachers, literacy coaches, English Language Learner (ELL) supervisors, curriculum coordinators, teachers, teaching assistants and para-professionals.

A major focus of Cathy’s most recent work has been in curriculum development and planning, for specific grade cohorts as well as developing whole school plans all with consideration to the specific needs of the English Language Learners(ELL)