The greatest predictor of student achievement is a teacher’s understanding that the collective efforts of teachers can change student results! John Hattie’s meta-analysis on the effect sizes related to student achievement places collective teacher efficacy at the top of the list with an effect size of 1.57. This data speaks to the need for ongoing, targeted professional development around what we know is effective teaching pedagogy.
As a thirty-six year veteran of public education, Julie Kline understands first-hand what this research confirms. Teachers are our most important resource! Her various teaching positions during her twenty-four years in the classroom include elementary and secondary special education positions, sixth-grade classroom teacher, K-6 reading specialist, and 5-6 gifted education teacher. These years, coupled with one year as an assistant principal and eleven years as a K-12 literacy and ESL supervisor and federal programs coordinator within the Curriculum and Instruction Department, have deeply instilled in Julie the importance of ongoing professional learning for all educators.
Julie worked elbow to elbow with teachers and administrators at the K-12 level in curriculum design. This collective work includes backward design; including writing across the curriculum, balanced literacy, and content area literacy. She has lead district initiatives and professional development in these areas as a trainer in Reading Apprenticeship and through her work with Penn Literacy Network.
Julie earned her B.S. with a dual certification in K-12 special education and K-6 elementary education from Kutztown State College. She completed her Master’s in Education with a Reading Specialist Certification from Kutztown University and her K-12 Principal Certification from Alvernia University.