Assistant Professor of Education
Director – Master of Education in Reading
Phone: ext. 2276


Lexis McCoy, Assistant Professor of Education, is the director of the Master of Education in Reading program and Advisor to Kappa Delta Epsilon Honor Society at Centenary University. She is currently teaching graduate level courses in the reading specialist certification program and undergraduate literacy courses to future teachers.

Lexis began her career as a classroom teacher while earning her MA and Reading Specialist Certification. She was selected by the NJ Department of Education’s Office of Early Literacy and Governor’s Early Literacy Initiative to serve as a Reading Coach. This enabled her to model research-based best practices in literacy instruction to administrators and teachers in urban and rural schools throughout the State. After her tenure with the State ended, she worked as a Reading Specialist teaching children and supporting teachers’ and parents’ knowledge of literacy development.

As an educational consultant and professional development provider, Lexis wrote for NJ’s English Language Arts Committee and helped to create formative assessments for NJ’s Model Curriculum. She has coached teachers in implementing and supporting NJ’s Kindergarten Implementation Guidelines. Lexis is currently working in conjunction with the National Institute of Early Education Research and Rutgers Graduate School of Education as a trainer for the First Through Third Grade Implementation Guidelines. With this endeavor, she is training teachers to create developmentally appropriate and cognitively engaging classrooms through project-based learning.

Lexis’ research interests include differentiated professional development via coaching, the importance of developmentally appropriate practice and the vital role positive, genuine teacher-student interactions play in student success.

With over 20 years of public school teaching experience and as an adjunct professor at Centenary University since 2013, Professor McCoy is honored to be a part of the faculty as she currently engages in her doctoral studies.​