Aimee Volk

Aimee Volk

Aimee Volk, PhD, is an assistant principal who specializes in ELA curriculum development and implementation, evidence-based and authentic literacy practices, instructional coaching, and empowering educators and learners by fostering self-efficacy and agency.

Dr. Volk served learners as an elementary and middle school educator for 20 years. During this time, she developed the knowledge, skills, and dispositions to support educators as an instructional coach and district level curriculum coordinator—supporting the development and implementation of curriculum, standards-based grading practices, authentic and evidence-based literacy practices, disciplinary literacy, and further developed the secondary instructional coaching program.

Advocating for evidence-based authentic literacy practices, and building capacity in others by cultivating educator’s self-efficacy and agency, Dr. Volk facilitates the North Dakota state literacy team. She has served on the North Dakota state secondary ELA standards development committee and the North Dakota state course code committee. In addition, she has served state educators as a learning facilitator and steering committee member for the North Dakota Competency Based Learning Network.

In collaboration with her current school district and a partnering state university, Dr. Volk continues to learn and build capacity in fellow educators as a co-developer and adjunct instructor for the Teacher Leadership Institute, an education leadership master’s program. She has published articles on ELA curriculum development, the implementation of authentic literacy practices, and instructional coaching.

Dr. Volk earned her bachelor’s degree in elementary education, a master’s degree in reading, and a PhD in teaching and learning with a cognate in education leadership. She believes that every decision and instructional move is triggered by evidence of learner needs. She is passionate about learning, supporting teacher implementation of evidence-based practices, building educator capacity by cultivating educator self-efficacy and agency, fostering collective efficacy within educational teams, and supporting others as they find joy in reading, learning, and reflecting on continuous improvement practices.