I work with independent and public schools on curriculum design, English department renewal, and faculty development — the slow, structural work that doesn’t fit neatly into a single PD day.
Building courses, units, and assessments that prioritize transfer over coverage. Custom work or guided implementation of Learning That Transfers with your department.
Multi-session engagements with English departments and humanities faculties on multiliteracies, AI in the writing classroom, disciplinary thinking, and literary study in a postdigital age.
Topics include AI in ELA, multiliteracies, transfer-focused curriculum design, and literary aesthetics. Reach out directly to discuss availability and topics.
For school leaders rethinking signature programs, interdisciplinary sequences, or capstone structures. Limited engagements each year, often by referral or prior relationship.
Disciplinary literacy strategies that build interpretive skills — moving students from summary to analysis, from passive reading to literary knowledge production.
Authentic methods for creative, multimodal representation — giving students new modes of expression while deepening rhetorical awareness across mediums.
Integrating CML frameworks into ELA and humanities instruction — equipping students to interrogate, analyze, and create across contemporary media environments.
Building concept-driven units using multimodal text sets — units that privilege transfer, inquiry, and meaning-making over content coverage.
Flexible PBL scaffolding for ELA and humanities classrooms — authentic products, transferable skills, and assessment that matches the work students are actually doing.
Cognitive science approaches to writing skill application — designing instruction so that what students learn in one context travels with them into the next.
We start with a conversation about your school’s context, what you’re trying to accomplish, and whether this is the right kind of engagement. No obligation — just a real conversation.
I’ll put together a clear proposal with scope, timeline, and what the work involves. For keynotes and workshops this is usually simple; for longer curriculum engagements it takes more time to get right.
I show up prepared, engaged, and willing to adapt. The goal is always to leave your faculty with something durable — not just an inspiring afternoon, but a framework or artifact they can actually use.
Good professional development doesn’t end when the session does. Depending on the engagement, I’ll check in, provide additional resources, or plan follow-up sessions to support ongoing implementation.
For consulting inquiries, keynote requests, or to talk through what your school needs. I read everything and respond within a week.
aleotc@gmail.comEssays on literary study, pedagogy, and the postdigital classroom. If you’re wondering what my perspective looks like on the page before reaching out, this is the place to start.