vitea

Professional Goal: To serve in closing the achievement gap through collaboration, ethical leadership, innovation, research based practice, and social justice.

2005 to present George Mason University, Ph.D. in Education, Specialization in Literacy, Minor in
Teacher Education

2004 National Board for Professional Teaching Standards Certification, Early and Middle Childhood/Literacy: Reading and Language arts.

1998 Shenandoah University; Reading Recovery Certification

Professional Background

Spring, 2009; Graduate Lecturer, EDRD 630, Advanced Teaching and Learning, George Mason University

Fall 2008 to present; Graduate Research Assistant, Dr. Lena Hall, Developing a model to award graduate level credit for job embedded professional learning.

November, 2008 to present; Prinicpal's Steering Committee member, Reviewing and discussing pertinant literature regarding best practices in providing appropriate challenges for all learners

Fall, 2007; Fairfax County Public Schools Academy Instructor; DRA 2 for Upper Grades.

September, 2006 to present; Reading Teacher Advisory Council representative for Cluster IV, Fairfax County Public Schools; Duties include information dissemination and guiding the study and discussion of the following topics: grouping, differentiated instruction for English language learners and special education students; transitioning from the traditional reading specialist to literacy coach.

October, 2006 to May, 2007; Graduate Research Assistant, Dr. Valdez Pierce; Updated citations and instructional practices in the book, Authentic Assessment For English Language learners (1996)

January, 2000 to present; Fairfax County Public Schools, Belle View Elementary School; Reading Specialist/Reading Recovery Teacher; work with colleagues to accelerate struggling readers and facilitate use of best practices in language arts instruction in grades kindergarten through sixth; contribute to development of school improvement plan and classroom collaboration.

September 1997 to January 2000; Alexandria City Public Schools, Patrick Henry Elementary School; Title I Teacher/Reading Recovery Teacher; worked with colleagues to accelerate struggling readers in primary grades.

September, 1990 to June, 1994; Alexandria City Public Schools, George Mason Elementary School; First grade teacher, Fourth grade teacher; differentiated instruction across the curriculum, collaboratively wrote first grade science curriculum, participated in the formation of a school based management policy for the district.

1989-1990 Fairfax County Public Schools, Kindergarten assistant; Assisted teacher in management and instruction

Breslin, D., Mittapalli, K., Samaras, A. P., Adams-Legge, M., Infranco, J., Johri, A. K., Mcilwain, M. J., Magaha O’Looney, J., Pearson, B., Pratt, T., & Wilcox, D. R., (2008). Embarking on an adventure while drawing the map: Journeys through
critical friend work in self-study methodology. In M. Heston, D. Tidwell, K. East, & L. M. Fitzgerald (Eds.), Pathways to
change in teacher education: Dialogue, diversity and self-study. Paper presented at the Seventh International Conference on the Self-Study of Teacher Education Practices, Herstmonceux Castle, East Sussex, England.

Hall, L. & McIlwain, M. J. (2009). Job Embedded Professional Learning for Graduate Credit. NSDC Summer Conference. Boston, MA.

McIlwain, M. J., Gingrich, L., Betz, A., Rezendes, L., & Larkin, K. (2009). Book Blogs, Reading Engagement, and Academic Identity.
CEHD Alumni Professional Development Conference. Fairfax, VA.

McIlwain, M. J., Langley, M., Lipski, J., Schuenamann, T., & VonGuggenberg, G. (2009). Decreasing the gap in 30 minutes a day. Presentation at the Natiotional Reading Recovery Conference, Columbus, Ohio.

Magaha O'looney, J., Mcilwain, M. J., & Pratt, T. (2008). Huey's relevance 100 years later. Study session at the National Reading
Conference.

Breslin, B., Jordan, A., McIlwain, M. J., Pratt, T., & Samaras, A. (2008). Invited speaker, Doctoral Seminar, George Mason University.

Exploring the use of self study and action research as a professional development platform in preschool through elementary school settings.

Contributing to the construction of a socio-cultural, developmental framework that guides literacy teaching and learning for early to middle childhood.

Researching the effect a developmental framework for literacy instruction has on an existing achievement gap in a school setting.

Researching the relationship between oral language proficiency and phonological awareness and reading acquisition and early development.

Vitae