1. Curriculum Vita
Etta Willis
Contact Information
Etta Willis
Professional Educator and Interpreter for the Deaf
Cell: 810.241.3058
Email: DrEttaG@gmail.com
Website: https://DrEttaWillis.wordpress.com

2. Curriculum Vita – Etta Willis
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Curriculum Vita Summary
Section 1 Academic Preparation ________________________________________ Page 3
1975, BA in Liberal Studies, Minor in English, Michigan State University
1989, BA in English, Minor in Linguistics, University of Michigan State University
1991, Student of Linguistics ~ 39 Cumulative Credits, Michigan State University
2001, AA in Interpreter Ed & Early Childhood Ed, Mott Community College
2007, MS in Deaf Education, Rochester Institute of Technology
2010-2018, PhD Education, English Writing Secondary Level, Walden University
2013-Current, Educational Leadership, University of Michigan
Section 2 Professional Employment _____________________________________ Page 4
1988-1996, Teacher for Kindergarten through 1st
Grade
1996-2001, Program Director
2001-2004, Interpreter for the Deaf
2001-2005, Long-Term Substitute Teacher for the Deaf and Hard of Hearing
2006-2009, Substitute Teacher
2009-2012, English Language Arts Instructor
2012-2013, Education Liaison
2013, Substitute Teacher at the Michigan School for the Deaf
2013-2014, English & Language Arts Instructor
2014 to Currently, Interim Itinerant Teacher for the Hearing Impaired
Section 3 Licenses and Certifications ____________________________________ Page 7
South Carolina Teacher Certification
North Carolina Teacher Certification
Michigan Teacher Certification
Section 4 Presentations________________________________________________ Page 8
Workshop: Daystar Childcare Center – Parenting Empowerment Skills: Goal Setting
Capstone Project: Presented in ASL, Rochester Institute of Technology
Section 5 Community Service Activities__________________________________ Page 9
Volunteer in Service to America (V.I.S.T.A.) AmeriCorps
Volunteering: various public and private schools
Section 6 Professional Societies_________________________________________ Page 9
Walden University Kappa Delta PI – Secretary 2009 - 2010
Council of American Instructors of the Deaf 2009 - 2014
Section 7 Honors & Awards___________________________________________ Page 10
American Business Women’s Scholarship, 1989
Charles Steward Mott Community College, Merit Award
Section 8 Brief Personal History________________________________________ Page 11

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1 Academic Preparation
Bachelors of Arts in Liberal Studies, Minor in English, University of Michigan,
Flint, MI, 1975
Bachelors of Arts in English, Minor in Linguistics, University of Michigan, Flint, MI, 1989
Acquisition of English language scholarship from a deep structure perspective
Student of Linguistics, 39 Cumulative Credits, Michigan State University, 1989-1991
Investigating language origins, history, cultures, customs, and mores
Applied Associates in Interpreter Education & Early Childhood Education, Mott
Community College, Flint, MI, 2001
To acquired skills, fluency, and understanding and expressive use of American Sign
Language (ASL) for use with deaf and hard of hearing individuals: studies did include
the facilitation knowledge and understanding of Early Childhood Education
coursework, which led to placement as program director at a daycare center.
Master’s of Science in Secondary Education of Deaf Education, Rochester Institute of
Technology, Rochester, NY, 2007
To acquire deeper insight with respect to the Deaf and Hard of Hearing students,
Master’s Thesis involved a teaching strategy known as ‘Focus on Form’ used in a
pilot program with deaf and hard of hearing high school students. This strategy
utilized a coding system for students to assess whether a specific targeted
grammatical from was used successfully in these high school students written
productions.
PhD Educational English Writing Secondary Level, Walden University, 2010-2018
Educational Leadership K-12 and Administration focusing on English Instruction:
Deaf and Hard of Hearing students. To date, I have covered coursework in research
design, human and social development, second language acquisition, and legislation
concerning disability/handicap children. I am also pursuing certification for
assuming administrative responsibilities.
Dissertation Pursuit: The writing process for students with a hearing loss is
particularly challenging. The intent of my doctoral study is to investigate what
teaching strategies best facilitate improving the writing process for deaf and hard of
hearing middle and high school students.

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2 Professional Employment
Educational Professional, August 1988 to May 1991
Daystar Educational Center, 1295 East Maple Avenue, Burton, MI
• High School Teacher, 1993 to 1996, Implementing and guiding students through a self paced
curriculum for the subjects in English, Math, Science, Social Studies, and Reading. I also
developed a composition writing course and study skills preparedness class for the SAT test.
• Middle School Teacher, 1991 to 1993
• Teacher for Kindergarten through 1st Grade 1988 to 1991
• Facilitated instruction and learning of early childhood education reading, writing and math
skills
Program Director, June 1996 to July 2001
Daystar Childcare Center, 810.743.3893, 1295 East Maple Avenue, Burton, MI
Served as a program director. Responsibilities included, but were not limited to, daily
operations of the center, accounts receivable, preschool curriculum, meal and menu
planning, reviewing resumes for hiring and training, establishing employee policies and
procedures, interfacing with state, local and federal agencies, and making sure that both
parents and their children were comfortable and satisfied with the services of the center.
• Oversaw daily operations of the center including administrative tasks such as
establishing employee policies and procedures, and ensuring local, state and federal
facility requirements were met according to standards
• Responsible for accounts receivable for entire organization, which had an
approximate annual budget of $450,000
• Acted as Human Resources representative, hiring and training 25 employees worth
$200,000 in collective salaries annually, responsible for planning master schedule
• Responsible for Public Relations and Customer Service, ensuring both parents and
children were comfortable and satisfied with provided services
• Oversaw instruction of daily living skills and care for deaf clients living in community
group homes
Interpreter for the Deaf, May 2001 to 2004
Various Interpreting Agencies including Flint Community Schools, and Carman-Ainsworth Schools
Responsibilities were to provide and convey communication for individual and groups of
deaf and hard of hearing students in mainstream educational classroom.
• Conveyed communication for deaf and hard of hearing individuals and groups of
students in inclusion mainstream educational classrooms
Long-Term Substitute Teacher for the Deaf and Hard of Hearing, May 2001 to 2005
Communication Access Center for the Deaf and Hard of Hearing, Michigan School for the Deaf
Responsibilities were for daily curriculum for English, Social Studies, Reading, Math for
middle school students.
• Provided daily curriculum lessons for middle school students, covering subjects
including English, Social Studies, Reading, and Math
• Resident Care Aid for the Deaf and Hard of Hearing community
Responsibilities in overseeing daily living skills and care for deaf clients living in

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community group homes. to ensure the residents prepared to arrive to work, school, and
activities in a timely manner; to ensure the residents safety, health care, nutrition, and
social needs were being met and maintained
Substitute Teacher, November 2006 to November 2009
Flint Community Schools, 923 E. Kearsley Street, Flint, MI, November 2007 to 2009
The Romine Group, 7877 Stead STE 100, Utica, MI, November 2006 to 2009
• Implemented lesson plans as provided by absent teachers, serving kindergarten
through high school students
English Language Arts Instructor, January 2009 to July 2012
Eastern North Carolina School for the Deaf, 252.234.1114, 1311 Hwy 301 North, Wilson, NC, May 2009 to
July 2012, and
Jonesboro High School, 770.473.2855, 7728 Mt. Zion Boulevard, Jonesboro, GA, January 2009 to April 2009
Developed curriculum for two groups of deaf and hard of hearing high school students on a
daily basis were my responsibilities. Regular education students: English Language Arts
curriculum preparing them for prospect of a postsecondary education. Transition students
(non-regular education): curriculum centered on daily living, personal-social, and
occupational skills with a strong emphasis in acquiring writing skills for life after graduation.
• Developed daily curriculum and presenting classroom instruction by way of
technology and strong visual components for two groups of approximately 35 deaf
and hard of hearing high school students,
• Prepared and presented English Language Arts curriculum for regular education
students, preparing them for post-secondary education, increased national test scores
by 2.5%
• Taught transition students in non-regular education curriculum, who did not plan to
attend post-secondary education, independent daily living skills, self-advocacy, and
personal-social and occupational skills, which included strong emphasis in equipping
students with writing skills useful for work life after graduation
Education Liaison, September 2012 to March 2013
Ohio School for the Deaf, 500 Morse Road, Columbus, Ohio
At the request by a given school district statewide and as assigned by the office supervisor, I
observed designated hearing-impaired students. Responsibilities were to write observations
of the student, confer with members of the IEP team. Bring the data to members of the
outreach team upon which recommendations were generated and provided to the school
district at scheduled follow up meeting.
• Collaborative member of the Individualized Educational Plan (IEP) Team, provided
observation and data as requested for individual hearing impaired students including
using auditory input devices, academic performance, behavioral issues, and social
skills
• Recommended updates to IEPs for qualifying students, ensuring upwards of 85%
accuracy for state and national reporting and grant funding purposes
Substitute Teacher at the Michigan School for the Deaf, April 2013 to June 2013
Communication Access Center, 810.239.3112, Educational Staffing, 1277 West Court, Flint Township, MI
• Provided teaching services in English and American Sign Language translation in
various classrooms as assigned, working with over 50 of students daily

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• Implemented lesson plans as provided by absent teachers, serving kindergarten
through high school students
English & Language Arts Instructor, October 2013 to April 2014
Old Redford Academy, 22122 W McNichols Rd, Detroit, MI
• Constructed lesson plans for eighth grade students, ensuring plans aligned with core
curriculum for content area, meeting 80% of district and national targets, including
instructing special education students in inclusion classroom environment
• Incorporated individual, small group, and differentiation student collaboration into
classroom instruction, for an at-risk student population, resulting in a 1.5% increase
for standardized test scores
Interim Itinerant Teacher for the Hearing Impaired, April 2014 to June 2014
Henderson County Public Schools, 414 Fourth Avenue, Hendersonville, NC
Responsibilities included facilitate students that have hearing loss IEP’s goals and objectives
are being met either with direct instruction and/or on a consultative basis.
• Facilitated classroom education and consultations for 20 students with hearing loss
IEPs
• Provides direct instruction and consultations resulting in meeting 85% of district and
national Common Core Standards, goals and objectives
• Responsible for implementing program support for hearing impaired students at
thirteen schools, ranging from pre-school to college level
Itinerant Teacher for the Hearing Impaired, August 2014 to Currently
Buford County School District, 250 H.E. McCracken Circle, Bluffton, SC
• Works with individual deaf and hard of hearing students to increase cognitive skills
and incidental learning, as a response intervention for remedial purposes, saving the
school district approximately $200,000 by eliminating the need for interpreters at
each individual school
• Provides direct instruction and consultations, with the goal of 80% proficiency
student achievement in district and national Common Core Standards
• Responsible for implementing program support for hearing impaired students at
four public schools, K-12, resulting in saving over 1500 direct instruction hours for
regular education teachers

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3 Licenses and Certifications
English Language Arts Teaching License, Public Education, Grades 8-12
Licensed in the following states: Michigan, Georgia, South Carolina & North Carolina
Special Education & Deaf Education License, Grades K-12
Licensed in the following states: Michigan, Georgia, South Carolina & North Carolina
TESOL: Teaching English to Speakers of Other Languages
Licensed in the following state: Georgia

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4 Presentations
Thesis Capstone Project, 2007
Goal: To produce a scholarly paper based on a literature review about best practices in
facilitating Deaf and Hard of Hearing (DHH) individuals to improve using English
syntactical and grammatical procedures toward becoming proficient writers to communicate
thoughts, ideas, feelings, and scholarly expositions.
Method: Develop a proposal to conduct a small sampling group of DHH high students
consisting of (1) a 3-week long lesson plan, (2) an analysis of the data collected, and (3)
writing a final paper of the project.
Outcome: The students’ work demonstrated development improving the correct use of
grammar, specifically the application of using irregular verbs and signs of self-correcting
simple syntactic structure in their writing. Based on their journal writing, they did appreciate
the process.
Reflection: The sampling was small, yet very telling. Modeling was a big part of the research
methodology, and it was exciting to see how, in a short period of time, the students
performed earnestly and consciously to respect the process. There was a lot to accomplish in
a short timeframe. They struggled, but did well.
1-Day Workshop: Parenting Concerns and Responsibilities, 2000
This workshop provided information, tools, and resources for educating parents, many of
whom were single and head of household. Topics included:
a. Child safety at home
b. Child car seat safety
c. Child nutrition, emotion, social, and academic well being
d. Enriching and empowering academically and financially, and to encouraging
parents to be the best parents they could be for their children

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5 Community Service Activities
VISTA, Cantonment, Fl, 1975
I provided community social services and daily tutoring at a middle school. I assisted in
providing various activities and clubs established for children and community members at
large. Programs for the children included after school tutoring, sports activities (i.e., baseball
teams), boys and girls club, a sewing circle, and a place of ‘respite’ from parental pleas.
Programs for the community included a food co-op, transportation services for
appointments, and a senior citizens group. Someone from the program was available twenty-
four seven to the community for addressing needs and concerns.
Classroom Volunteer, Flint Community Schools, 1987-1990
I volunteered at a Title 1 school in a kindergarten classroom for two years, volunteered at
various middle and high schools, and for the most part served the dire at-risk students with
one-on-one academic remediation.
Ameri-Corps, VISTA, Flint, MI, 2008
As an Ameri-Corps volunteer, my principle responsibility involved recruiting community
members to become volunteers at Flint Community Schools. Procuring volunteers included
making brochures, conducting meetings at schools/church/community centers, and going
door-to-door in search of volunteers to tutor, mentor, and counsel students in the school
system. Secondarily, I provided tutor, mentor, and counseling for students, just as the people
I recruited.
6 Professional Societies
Walden University Kappa Delta PI – Secretary, 2009
I served as the secretary during the first year of the inception of this chapter. During my
tenure, the chapter had one fund raising project, which included selecting chapter colors
collaborating with a clothier to make hooded sweatshirts to sell to fellow graduate students.
The experience was unique in that all meetings were conducted via online meeting sessions,
establishing a link for students to use to make purchases, and a banking institution for the
deposits of revenue. This was my introduction to twenty-first century method of conducting
business and sales.
Council of American Instructors of the Deaf, 2009-2014
This affiliation provided a means to access educational tools and information for the
instruction of DHH.

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7 Honors and Awards
American Women’s Business Association Scholarship, 1989
Mott Community College: Academic Achievement, 2001

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8 Brief Personal History
Michigan born and bred, I remained a resident of the state for a quite a number of
years. I was born into the warm, loving, and caring home of William and Bernice. I
have six siblings, which continues to be a blessing. Our parents encouraged us
toward education from the beginning. Their expectation for us was nothing less than
a college education. Learning is a lifestyle for me; both formal and informal
education continues to be an instrumental part of who I am.
Shortly after graduating high school, I enrolled at a community college and began my
journey of formal learning. My older sister and I shared taking turns driving to
college. A couple of years later, there were four of us were attending the same
college. College life was exciting, especially sharing it with my sisters. A few years
later, the rest of my other siblings followed the path of formal education.
Upon graduating, I took time to give service volunteering for America through
Americorps. After that, formal employment ensued. Marriage, a family, and familial
responsibilities placed my career ambitions on pause. When my youngest child began
his formal education, my career and education also resumed and I became a teacher.
Since I began my career and lifelong journey in the field of education, my
commitment to teaching is to facilitate, foster, and fuel the cognitive development of
students. To this end, I strive to be exemplary in my commitment to the teaching
profession. Teaching requires one to be creative, resourceful, and persistent in
imparting curricular instruction to students’ continued academic growth. I feel this is
an attribute I have acquired and have continued to refine over the years.
Forming collaborative partnerships and developing meaningful and authentic
curriculum serves to enable, empower, and enhance the literacy, reading
comprehension, and writing process of all students particularly students with a
hearing loss, which has been my focus for the last ten years.
Possessing leadership capabilities and knowledge regarding curriculum development,
school policies, and best practices as evidenced by replicable and substantiated
research equips me to speak intelligibly about methodologies to influence significant
outcomes and promote students’ success.