Cohort 1
Darah Doty
EDUCATION • M.S. in Teaching, Learning and Curriculum Drexel University • B.A. in Spanish University of Texas at San Antonio
ENROLLED • Cohort 1
LOCATION • Salt Lake City, Utah
Darah Doty is an elementary level educator, literacy practitioner, and doctoral student. Her work focuses on improving early language and literacy outcomes through evidence-based instruction and systems-level change. With more than a decade of experience teaching in diverse educational settings, she has developed particular expertise in early literacy, structured literacy, multilingual learner support, and instructional improvement. Darah currently teaches first grade in Salt Lake City, Utah, where she leads the implementation of evidence-based literacy practices, including the adoption of a new phonics curriculum. She has taught first and third grades in South Carolina and Maryland, where she collaborated with literacy specialists to conduct action research examining the impact of phonological awareness instruction on multilingual learners’ literacy development. Her professional experiences also include adapting literacy instruction for virtual learning environments during the COVID-19 pandemic and mentoring students through STEM enrichment programs. She holds a Master of Science in Teaching, Learning, and Curriculum from Drexel University, a Bachelor of Arts in Spanish from the University of Texas at San Antonio, and an ESOL certification from Winthrop University. She is certified in Early Childhood, Elementary Education, and ESOL in Utah and has completed Associate-Level Orton-Gillingham classroom training. These experiences inform her commitment to structured literacy and the implementation of evidence-based instructional practices that support diverse learners. Darah is currently pursuing a Doctor of Education (Ed.D.) in Language and Literacy. Her research interests include the implementation of sustainable schoolwide literacy systems, structured literacy practices, teacher professional learning, and improving educational outcomes for multilingual and developing readers. She is especially interested in bridging literacy research and classroom practice to help schools build coherent instructional systems that support both teacher effectiveness and student achievement. Through her scholarship and professional practice, Darah seeks to contribute to the development of equitable, research-informed literacy initiatives that foster lifelong learning and active civic engagement.
UW-Stevens Point
10
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