Kelly Burlison, B.S., M.S., Ed.D.
Kelly Burlison is an Assistant Professor and Coordinator of Reading and ESOL at Lynn University. Born in upstate NY, she received both a B.S. degree in Health Education K-12, a M.S. degree in Reading Education K-12 from SUNY Cortland, and an Ed.D. degree in Instructional Leadership at Nova Southeastern University.
Burlison began her teaching career as a reading specialist working briefly in the elementary grades before becoming a high school reading teacher, mentor, and reading coach. She has experience working extensively with diverse students, struggling and resistant readers, and novice reading teachers grades K-12. Burlison has attended various reading district and state conferences, conducted literacy workshops, and has experience assessing students’ academic needs for all grade levels. She has been trained in several academic intervention programs, facilitated reading leadership teams, and implemented reading and writing tutorials. In 2006, Burlison was nominated for the “My Teacher, My Hero: Consistency to Mission” award and in 2009, she was nominated for the Reading Coach of the Year award from Just Read! Florida. She is a member of the Reading Council of Palm Beach County, International Reading Association and the Eta Sigma Gamma National Health Honor Society.
- B.S., SUNY Cortland
- M.S., SUNY Cortland
- Ed.D., Nova Southeastern University
Kelly Burlison strives to be an outstanding instructional leader and role model to her students by utilizing her extensive knowledge of balanced literacy within her classroom experiences. Her goals are to educate and support students in reading, writing, listening, and speaking, preparing tomorrow’s teachers for a successful future. She believes that our future teachers must strive to be leaders with a vision that permeates throughout their future workplaces, and is manifested in the actions, beliefs, values, and goals of their future students and colleagues.
In today’s educational climate, there is a correlation between reading proficiency and academic success. Therefore, it is essential for students to read at a proficient level, receiving the proper instructional needs, and having the opportunity to learn hands-on. Providing students with the individual attention they need helps address their diverse and cultural backgrounds. The goal of instruction, “every child a reader,” is our responsibility as educator’s to provide effective reading instruction and assessment to all students-those that are learning to read and those that are learning to teach.