Matthew C. Natale

📧 matthewnatale@gmail.com

Professional Experience

Curriculum is never just about content—it’s about access, equity, and ensuring every child can engage meaningfully with learning. My professional path has centered on creating instructional systems that are inclusive, high-quality, and grounded in the belief that when we design for the margins, everyone benefits. That approach has guided my work across roles and settings, from classroom teacher to instructional specialist to teacher educator and state-level contributor.

Literacy has always been my foundation, but the principles that guide it, clarity, coherence, and inclusivity, extend across all subjects. As a certified Orton-Gillingham Teacher, Dyslexia Specialist, and Structured Literacy/Dyslexia Specialist, I’ve championed approaches to instruction that are not just effective but accessible. My passion lies in empowering teachers and equipping them with the tools, research, and confidence to create classrooms where all students can thrive.

Professional Expertise & Credentials

Professional Expertise & Credentials

My graduate studies in Reading Specialization at Kean University, completed with distinction, deepened my understanding of instructional best practices, assessment, and intervention. I later earned my Supervisor Certification from Fairleigh Dickinson University and am currently pursuing a Teacher of Students with Disabilities certification to ensure that every learner, especially those with diverse needs, receives the instruction they deserve.

Currently, I serve as an Instructional Coach in Montville Township Public Schools, where I collaborate with teachers across all content areas to strengthen instruction, align curriculum with standards, and support the use of data to drive student learning. I also lead professional development, support intervention strategies, and help guide curriculum and assessment decisions across the elementary level.

Beyond this, I served as an Orton-Gillingham Teacher Trainer and Adjunct Professor at Fairleigh Dickinson University’s Center for Dyslexia Studies, where I trained and certified educators in structured literacy approaches. In that role, I designed and led coursework, conducted formal evaluations, and mentored teachers while supervising the clinic portion of the course. This work supported the implementation of structured literacy approaches in schools across New Jersey, helping ensure that training translates into strong, research-based classroom practice. Over the past three summers, I also designed and taught a Structured Literacy course, helping educators bring this work into their daily instruction. In 2016, I was honored as the Governor’s Educational Service Professional Award recipient for Montville Township Public Schools.

Prior to this role, I spent nine years as a fourth-grade teacher in Saddle Brook, NJ. During my summers, I also worked as an instructional aide in a school for children with autism, which deepened my understanding of differentiated instruction and the importance of tailored support for all learners. That hands-on experience reinforced what I had always believed: one-size-fits-all instruction fits no one.

Leadership in Curriculum & Instruction

My leadership extends beyond the classroom and into the systems that support high-quality teaching and learning. I’ve worked to refine and improve curriculum and instructional practices to ensure that what we teach is meaningful, consistent, and responsive to student needs. Specifically, I have:

• Refined and wrote various curricula to enhance effectiveness, clarity, and accessibility for all learners

• Collaborated on the selection of new instructional programs, ensuring that only high-quality instructional materials (HQIM) are implemented

• Contributed to the development of literacy and math assessments that support all learners, including those in Basic Skills and Gifted & Talented programs

Additionally, I have served on key district committees, including:

• Blue Ribbon Committee – Contributed to district-wide efforts that led to Blue Ribbon School recognition in September 2024, supporting excellence in curriculum and instruction

• Intervention & Referral Services (MTSS) – Ensuring evidence-based interventions support students through aligned systems of support

• Basic Skills & Gifted and Talented Committees – Supporting equity by helping to meet the needs of learners at all levels

• School Improvement Committee – Contributing to districtwide initiatives that support student growth and instructional coherence

At the state level, I was selected by the New Jersey Commissioner of Education to serve on the New Jersey Department of Education’s Working Group on Student Literacy. In this role, I partnered with literacy experts to develop statewide recommendations on high-quality instructional materials and literacy screeners—helping shape the future of instructional practice across New Jersey.

Commitment to Communication & Professional Development

Instructional leadership isn’t just about what happens in classrooms. It’s also about how we communicate, collaborate, and advocate for best practices

From 2023 through 2024, I served as a  planDisney Panelist, providing expert guidance to families planning Disney vacations. While seemingly unrelated, this experience strengthened my ability to:

• Break down complex information in clear, engaging, and accessible ways, mirroring how I make research-based literacy instruction practical for educators.

• Contributed to a video podcast episode and featured in a resort guide, where I played a role in both script development and on-camera delivery, further refining my ability to present information in ways that are informative, engaging, and easy to understand.

• Connect with diverse audiences, ensuring that professional learning, coaching, and literacy leadership are accessible, relatable, and effective.

Just as I guided families through individualized recommendations, I support teachers in implementing literacy practices tailored to their students’ unique needs. Both roles center on clarity, accessibility, and empowerment. These are key elements of effective educational leadership.

A Vision for Literacy Leadership

At my core, I believe that meaningful change in education happens when we work together. When we empower teachers, equip them with research-based practices, and foster an environment where all students can thrive.

Teachers are the key to student success. My role is to ensure they have the tools, trust, and support to make instruction effective and equitable, across all subjects and all learners.

Every student deserves high-quality instruction. That means curriculum must be clear, inclusive, and grounded in what we know works. Assessments must inform, not overwhelm. And instructional materials must be worthy of the students we serve.

Collaboration is everything. Teaching and learning are dynamic, interdisciplinary, and deeply human. My goal is to bring this passion and perspective to a district that values evidence-based instruction, curriculum innovation, and collective growth.

Because when we do this well, when we lead with intention and equity, everything else can grow.