District Names Demedia Edwards Director of Literacy

She’s probably reading more than one book at a time. You can guess one is related to literacy and reading instruction, another is connected to her doctoral studies, and if there is time, she may be balancing a book that she’s reading for fun. It is probably historical fiction and based in the deep south. That’s just a guess. After talking to Demedia Edwards, the district’s new director of literacy, it’s not too much of a stretch. She’s an ardent advocate for literacy and believes that reading is the gateway to life.

As the district’s head of literacy, her role is designed to align our Student Achievement strategic priority’s work — and specifically our goal that all third-graders will read on or above grade level. We have work to do in this area to ensure our students are set up for a life of choices and opportunities, and literacy is the foundation of those successes.

The director of literacy role is new, spotlighting the district’s focus on getting students to master skills early in their education, so they read on grade level. Since 2019, the district has been working on revamping the literacy program. Edwards quickly took on a leadership role in instituting some of the rigorous, progressive changes as a principal and served on the district’s Literacy Task Force. Once Aldine’s new literacy program launched over the summer, training staff to begin using the new program at the start of the 2020-21 school year, she didn’t let up and stayed the course — offering ideas and suggestions to anyone who would listen. The job was posted, and she snagged the role. With her strong background and passion for literacy, Edwards was the perfect selection for the role.

“The literacy director is charged with implementing the district’s strategic plan for students by building strong literacy foundations, providing quality resources, and improving instruction support,” said Todd Davis, Aldine ISD chief academic officer. “Demedia is taking that assignment and running with it. She’s creating excitement for reading and improving student outcomes in her own way.”

Edwards knows what is at stake. “Getting literacy right” in AISD means ensuring every student has the literacy skills to engage, learn, grow, and achieve, opening a world of opportunities that every student deserves.

Edwards grew up in Little Rock, AR, and the city’s history lit a path forward for her. Little Rock is best known for the Little Rock Nine — the brave students who integrated Little Rock Central High. Edwards knows the power of literacy. It provides a path for changing the direction of a student’s life, including her own. The strong ability to read, comprehend, write, think, and communicate allowed her to succeed in school, college, and career. Edwards is currently pursuing her EdD in Learning and Organizational Change at Baylor University, studying leadership’s impact on student learning in Title I schools.

“The proud history of our community was the catalyst that would guide my career and focus on literacy,” said Edwards. “All children, regardless of socioeconomic status, deserve an education that actively prepares them to participate in their world. As educational leaders, we are responsible for improving literacy outcomes for all students. This means more than just improving test scores. This literacy work is equity work, providing our students with opportunities and choices in their futures.”

Edwards joined Aldine ISD in 2001. Over the years, she has served in different capacities, including elementary classroom teacher, assistant principal, skills specialist, and dyslexia specialist. In her most recent role, she was the principal of Marcella Elementary School. She received her bachelor’s degree in education from Henderson State University and a master’s degree in curriculum and instruction from Houston Baptist University.

Literacy Vision and Framework
Studies show that students who read on grade level by the end of the third grade are more likely to succeed in school and their future careers. Yet, literacy rates have declined across the nation, even though educators feel that they are doing what they perceive as the “right” work. In 2019 STAAR results, only 30% of AISD third-graders scored proficient in reading.

The district set out to study the research and best practices surrounding literacy instruction in 2018, following a curriculum audit that identified areas of opportunity in the reading curriculum. That task work developed a literacy framework designed to guide decisions and ensure a focused effort on literacy instruction that best serves our students in Aldine. Additionally, district-level literacy coaches were hired, and new and improved curriculums were launched across all grade levels.

“Our plan is not just about new books,” said Superintendent Dr. LaTonya M. Goffnery. “Instead, we are approaching teaching in a completely new way. While also finding more ways to get students excited about building their knowledge of the world through books, magazines, poetry, prose, and other text.”

Edwards is excited about the changes, the work, and the implications for Aldine students.

“Through our collaborative work and the researched-based approach, we will see marked gains in reading and writing across our district. This has been an interesting year. The pandemic has highlighted the inequities that exist in our country. We must provide a high-quality program to ‘get it right’ for all students to enable them to reach their aspirations. This is what inspires me.”