Dalyce Beegle, special education literacy consultant, Oakland Schools
Dalyce worked for Lake Orion Community Schools for nine years. She has taught general and special education English in grades nine through twelve. Access to core curriculum and literacy intervention continues to be her primary focus. She has a Bachelors of Arts and a Masters in the Art of Teaching in Special Education from Saginaw Valley State University. Dalyce has also been a lead coach and trainer for AARI (Accelerated Adolescent Reading Initiative) for the last six years. At Oakland Schools, Dalyce is on the Special Education Professional Learning Team where she provides professional learning opportunities for teachers and works with individual districts to create district literacy plans for students with IEPs.
Delia DeCourcy, literacy consultant, Oakland Schools
Delia has taught middle school, high school, and college students in California, Kentucky, North Carolina, and most recently in Michigan at the University of Michigan’s Sweetland Center for Writing where she won the Moscow Prize for Excellence in Teaching Composition. She is the co-author of Romeo & Juliet: A Differentiated Approach published by NCTE, as well as online reading and writing curriculums for Duke University’s Talent Identification Program, and nine Common Core-aligned writing units for grades 6-8 for educators in Michigan. She has also acted as an assistant principal, non-profit director, and arts administrator. Delia has an M.A. in literature from the Breadloaf School of English at Middlebury College and an M.F.A. in creative writing from the University of Michigan. For more information about Delia, visit her page on the Oakland Schools Literacy website.
Carol Egbo, independent social studies consultant
Carol has over 40 years in education as a teacher, curriculum developer, staff development specialist and social studies consultant. Among her many areas of expertise are cultural studies, history education, content literacy and instructional strategies. She has directed two federal Teaching American History Grants and is a lecturer at Oakland University.
Paul Morsink, independent educational technology and literacy consultant
After earning his B.A. (Yale University) and M.A. (UC Irvine) in comparative literature, Paul taught middle school, high school, and college English in California for fourteen years before moving to Michigan. He is currently completing work for a Ph.D. in Educational Psychology and Educational Technology (with a specialization in Literacy) at Michigan State University. He is especially interested in the intersection of literacy and technology, and for the past six years he has collaborated with students and teachers (a) to research some of the positive and negative ways technology is transforming our multiple literacies (e.g., visual literacy, information literacy) and (b) to discover effective ways of integrating technology in K-12 classrooms to enhance literacy development.
Darin Stockdill, Instructional and Program Design Coordinator, University of Michigan, Center for Design, Education, Research and Evaluation
Darin has a range of educational experience, including teaching literacy and ESL to adults in Chicago, and then working as a substance abuse and violence prevention specialist with youth in Detroit. For the next 10 years, he was a middle and high school social studies and English teacher in Detroit, and also held curriculum leadership roles in his school. Darin holds a B.A. in history from the University of Michigan, an M.A. in Social Foundations of Education from EMU, and a doctorate in Literacy, Language, and Culture from the University of Michigan. At UM, he taught content area literacy methods courses to pre-service teachers and researched adolescent literacy. His work on literacy in history has been published in the Handbook of Reading Research and the Berkley Review of Education. He has also written several units of instruction for the Oakland Schools 7th grade world history curriculum where he served as a content-area literacy consultant for three years before returning to work at the University of Michigan School of Education.
Jane Strunck, Universal Design for Learning (UDL) and special education consultant, Oakland Schools
Jane has worked for the Macomb Intermediate School District and Royal Oak Schools as a classroom teacher and Outreach Teacher Consultant servicing students and teachers in general education and special education settings. Much of her work in the Royal Oak Schools focused on collaborative problem solving with an emphasis on instruction. At Oakland Schools, Jane is on the cross-departmental Universal Design for Learning Team working to bring UDL into curriculum and instructional practice. Her work on the Special Education Professional Learning Team is focused on literacy for teachers working with students who participate in alternate assessments. Jane has a Bachelors of Arts degree from Michigan State University and a Masters in Educational Psychology from Wayne State University.