Meredith Calloway

Profile

Licensed K–5 educator with 9 years of experience designing differentiated literacy and math curricula in high-need Title I schools. Specializes in data-driven small-group instruction and trauma-informed classroom management. Raised average reading proficiency scores by 22 percentage points across three consecutive school years.

Work Experience

3rd Grade Lead TeacherAug 2019 - Present

Eastwood Elementary School, Columbus, OH

Designed and implemented a differentiated literacy block serving 27 students across 4 reading levels, lifting 89% of students to grade-level proficiency by year-end as measured by DIBELS Next.
Led a 6-teacher grade-level PLC that analyzed biweekly formative data and co-developed intervention plans, reducing the number of students requiring Tier 3 reading support by 34% over two academic years.
Integrated Google Classroom and Seesaw into daily instruction, increasing family engagement check-ins by 60% and earning a 4.8/5.0 rating on the school's annual parent-satisfaction survey.

2nd Grade TeacherAug 2016 - Jun 2019

Riverside STEM Academy, Dublin, OH

Piloted a project-based math curriculum aligned to Ohio Learning Standards that raised class average on the state 2nd-grade math diagnostic from 61% to 79% in one school year.
Differentiated instruction for 3 English Language Learner students using SIOP strategies, enabling all 3 to exit ELL services within 18 months—12 months ahead of the district average timeline.
Mentored 2 first-year teachers as a formal instructional coach, with both earning 'Developing' or higher ratings on all domains of the Ohio OTES evaluation rubric in their first year.

1st Grade TeacherAug 2015 - Jun 2016

Hilltop Community School, Columbus, OH

Established a structured phonics program using the Wilson Fundations curriculum for 22 first-graders, with 82% reaching benchmark on end-of-year DIBELS assessments versus a 64% school average.
Built and maintained individualized student learning portfolios reviewed at quarterly parent-teacher conferences, achieving 95% parent attendance—up from 71% the prior year.
Collaborated with the school counselor to implement a morning meeting SEL routine that reduced classroom behavioral incidents by 28% compared to the previous school year.

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