A children's advocate at heart, Frances Gonzalez-Garcia, Ph.D., has served in the education sector for the past 20 years through the capacity of multiple roles including that of a classroom teacher (experience teaching in K-5), Master Reading Teacher, District Job Embedded Trainer (Literacy, Math & Science), University Adjunct Instructor, University Reading Clinic Assistant, Reading Specialist, selected TEA Literacy Trainer, and an Independent Educational Consultant.
Most recently, Dr. Gonzalez-Garcia served as a District K-5 ELAR and K-12 Dyslexia Coordinator working in collaborative efforts with the Assistant Superintendent of Curriculum and Instruction, district content coordinators, Special Education/504 directors, K-12 teachers, K-12 administrators, K-12 dyslexia specialists, K-5 literacy leaders, school board members, numerous district/regional committees and community members.
During her tenure as the ELAR/Dyslexia Coordinator, she spearheaded the district’s ELAR Vertical Team, ELAR Administrative Team, Literacy Cadres, ELAR Professional Development Cadres and Literacy Job Embedded Trainers.
She provided professional development district-wide on literacy, dyslexia, and dysgraphia in addition to instructional coaching support and formal appraisals district-wide. She led the development of the district’s ELAR curriculum, dyslexia/dysgraphia initiatives and established an online support site for professional resources, webinars, and collaboration for both educators and parents.
Dr. Gonzalez-Garcia's extensive experience in education includes working with students of all diverse backgrounds including gifted and talented students, multilingual students, at-risk students, and dyslexic students in Title and non-Title campuses.
She is an active presenter for local, state and national conferences and is the national recipient of the International Literacy Association/MyOn Legends in Literacy Award and state recipient of the H.E.B. Excellence in Education Award in Elementary Leadership.
Her professional interests include multiple metacognitive approaches, dyslexia/dysgraphia, technology, reading/writing motivation, teacher education, educational leadership, curriculum and instruction, and literacy in multilingual/multicultural contexts.