Linda Murphy

Associate Director, Literacy Programs

What I like most about my role within the Center is…

I love working with teachers, thinking about effective practice together, and creating an instructional path of success for our students.

What I believe in

All students can learn, and it is our job to create the instructional path for them to achieve.

Previous work highlights

Principal of an intermediate school, Director of English Language Arts, Social Studies and Reading, District Trainer for Literacy Collaborative Intermediate, Reading Recovery Teacher Leader.

Favorite book

I have many favorites, and the list keeps growing!

Fun fact

I love to read! I also enjoy being in the mountains and on the beach.

Education

Bachelor of Science in Elementary Education, State University of New York Oswego
Master of Arts in Liberal Studies, Stony Brook State University
SDA in Educational Administration, Massachusetts College of Liberal Arts

June 11, 2026 Heather Rodman, Literacy Trainer

Notebooks: Helping Students Notice, Wonder, and Think on Paper

One simple but powerful way teachers can nurture students’ curiosity is through notebooks. In classrooms, notebooks are not merely places to record learning; they create space for students to collect questions, sketches, observations, discoveries, and evolving ideas.

May 20, 2026 Cindy Downend, Director

Poolside PD

Summer is the perfect time to slow down, recharge, and dive into a great book that refreshes your literacy knowledge. In this blog post, Cindy Downend shares a thoughtful collection of professional texts for literacy educators — covering early literacy, writing instruction, purposeful reading, and evidence-based teaching practices — all perfect for your summer poolside PD.

April 29, 2026 Wendy Vaulton, Associate Director for Reading Recovery & Early Interventions

Every Student Matters

There is a growing body of research on what it means to matter, to feel seen, valued, and significant, and the findings are clear: when students experience a genuine sense of mattering, they are more willing to engage, more likely to take risks, and more able to persist through challenges. They become more secure learners. They perform better. How might this translate to literacy instruction?