Prepares individuals to coach teachers in reading, writing, and word study. Participants will learn how to work with teachers to help them become more effective in their classroom practice.
Topics will include: writing workshop, working with resistant teachers, implementation of the Common Core State Standards, and fine-tuning “What do you see? What will you say?” You must complete Academy for Literacy Coaches I before you can attend Academy for Literacy Coaches II
(All prices are subject to change.)
Intermediate Cross-training will prepare previously trained Primary Literacy Coaches to support Intermediate teachers and their students with a literacy framework designed specifically for intermediate readers and writers.
Schools that have implemented Literacy Collaborative are well on their way to fulfilling the requirements of the 2004 Individuals with Disabilities Education Improvement Act (IDEIA). It allows the use of RtI, a different approach to identifying and assisting children who may have learning disabilities. It also allows the use of funds for early intervention services without the determination that a child has a learning disability.
Policy into Practice is a series of briefs created in collaboration with the Ohio Resource Center to support districts’ efforts to achieve the Ohio Third Grade Reading Guarantee. Each brief focuses on a question about literacy teaching and learning and provides a response to the question, implications for teaching, questions for further discussion, and suggested readings. Policy into Practice briefs are intended to support conversations among educators leading to quality instruction and increasing literacy achievement.
Visit the Ohio Resource Center website to access the briefs.
Literacy Collaborative is a comprehensive school reform project designed to improve the reading, writing, and language skills of elementary and middle school children. The cornerstone of this project is dynamic, long-term professional development. School-based literacy coaches are trained in research-based methods; provided with ongoing professional development as they continually implement research-based approaches in their own classrooms; and supported as they provide on-site training for the teachers in their schools. The goal of this comprehensive effort is to significantly raise the level of achievement for all students.
The Literacy Collaborative incorporates all of the elements of effective schools to support improved literacy instruction and student achievement through:
Providing a research-based instructional model that is language-based, student-centered, process-oriented, and outcome-based;
Creating in-school and in-district leadership through the training and support of school-based literacy leadership teams, administrators, and literacy coaches;
Establishing long-term site-based development for every member of the school’s literacy faculty; and
Helping schools monitor the progress of every student through systematized assessment, data collection, and analysis.
Read the Literacy Collaborative Brochure for further information.
Literacy Collaborative’s Effects on Teaching and Student Learning
Large-scale federally funded study finds Literacy Collaborative raises rates of learning by 32%
"Assessing the Value-Added Effects of Literary Collaborative Professional Development on Student Learning" in The Elementary School Journal, Volume III, Number I, reports on a 4-year longitudinal study of the effects of Literacy Collaborative. Results demonstrated increasing improvements in student literacy learning during LC implementation, and the benefits persisted through subsequent summers. Findings warrant a claim of substantial effects on student learning for the LC coaching model.
OSU Literacy Collaborative Trainer Jenny McFerin offers an overview of the K-2 literacy framework teaching and learning.
Education Week reports that a study of the Literacy Collaborative approach to instruction finds that putting reading coaches in schools can yield strong gains.
This achievement was also featured in the College of Education and Human Ecology's 2010 edition of Inspire (p.17).
"The literature on teacher professional development stresses a number of the same points time and again. To be effective, experts say, teacher learning should be closely integrated with curriculum and educators' actual work in the classroom. It should be continuous and sustained over long periods. It should focus on evidence of student progress. And it should foster collaboration among faculty members and incorporate teachers' own expertise."
"... One viable example is the Literacy Collaborative, a coaching-based school-improvement model jointly run by The Ohio State and Lesley universities."
Click here to read the complete article in Education Week
Sherman Elementary School and Woodland Elementary School in Mansfield have been named High Progress Schools of Honor by the Ohio Department of Education, based on their 2012-13 Local Report Cards. Mansfield Superintendent Brian Gaverick, recognizes teacher hard work using the Literacy Collaborative framework, Reading Recovery, and the Algebra Project in achieving this honor.
Mansfield News Journal (November 18, 2010): "At the beginning of the school year, 35 percent of the students in Kimberly Johnson's kindergarten class knew most of the letters of the alphabet. Through the teaching plan she helped design, that number was up to 75 percent by October. Superintendent Dan Freund commended the work being performed by Mansfield teachers in partnership with The Ohio State University's Literacy Collaborative."
Click here to read the full article (external link)