In today’s economy, retaining top talent is a vital focus, and presents exciting opportunities to strengthen an organization’s culture. By addressing factors like stress and burnout proactively, organizations can create a more supportive environment that helps talented workers thrive. Successfully nurturing these talented professionals can enhance your organization’s ability to fulfill its mission and achieve long-term success.
Lesley's Professional Learning Centers are dedicated to advancing the development of schools and organizations through targeted professional development.
Rooted in our commitment to supporting the world's best practitioners through every stage of their careers, these centers provide specialized support and training for educators, mental health professionals, and others in instructional leadership in literacy, STEAM (science, technology, engineering, arts, and math) education, working with multilingual learners, supporting students with a range of dis/abilities, and trauma-informed instructional practices. They're just another way we're helping organizations cultivate and retain highly skilled, resilient, and motivated employees.
Learn more about our Professional Learning Centers.
Center for Literacy Teaching and Instructional Leadership
The Center for Literacy Teaching and Instructional Leadership at Lesley University is dedicated to ensuring every child becomes literate. With over 35 years of evidence-based research and classroom expertise, the center supports educators in making systematic, instructional decisions that foster responsive, inclusive literacy practices across grades pre-K to 8.
Its tailored professional learning—offered through workshops, institutes, certificates, and long-term school partnerships—builds on the strengths of both experienced and new educators, respecting their valuable insights. Working alongside school teams, the center aims to create sustainable, effective literacy environments that help every child develop into a confident, capable reader and writer, transforming the vision of lifelong literacy into reality.
Learn More About The Center's Founder and Emereti faculty,Irene Fountas
Irene Fountas
Professor Emeritus
Education
Professor Emeritus Dr. Irene Fountas is a former classroom teacher, language arts specialist, and consultant in school districts across the nation and abroad. Her research and writing is focused on comprehensive PreK-8 literacy development and instruction. She has received numerous awards for her contributions to literacy.
In addition to her scholarly articles and research, Dr. Fountas, along with co-author Dr. Gay Su Pinnell, has published an extensive catalog of professional books and resources with Heinemann and Scholastic Publishers on literacy topics including phonemic awareness, phonics, reading, writing, language development, leadership, coaching, and systemic improvement.
Focus Areas:
Comprehensive Literacy PreK-8, Language and Literacy Assessment, Literacy Intervention, Coaching, Leadership, Systemic Change
Education:
BS, Boston University MEd, Boston University CAGS, Boston University EdD, Boston University
Selected Publications:
Fountas, I. and Pinnell, G.S. (2025). Your Literacy Coaching Playbook: What to Know, Say, and Do. Portsmouth, NH: Heinemann.
Fountas, I. and Pinnell, G.S. (2021). Sounds, Letters, and Words in PreK. Portsmouth, NH: Heinemann.
Fountas, I. and Pinnell, G.S. (2021). Joyful Writing in PreK. Portsmouth, NH: Heinemann.
Fountas, I. and Pinnell, G.S. (2021). Literacy Beginnings: A Prekindergarten Handbook, Third Edition. Portsmouth, NH: Heinemann.
Fountas, I. and Pinnell, G.S. (2020). “Literacy Leadership From the Classroom: Learning From Teacher Leaders.” The Reading Teacher, 74(2).
Fountas, I. and Pinnell, G.S. (2020). “Facilitative Talk: Shaping a Culture of Professional Learning Over Time.” The Reading Teacher, 74(5).
Fountas, I. & Pinnell, G.S. (2018). “Every Child, Every Classroom, Every Day: From Vision to Action in Literacy Learning.” The Reading Teacher, 72(1).
Fountas, I. & Pinnell, G.S. (2018). The Literacy Quick Guide: A Reference Tool for Responsive Literacy Teaching. Portsmouth, NH: Heinemann.
Fountas, I. & Pinnell, G.S. (2018). Fountas and Pinnell Classroom. Portsmouth, NH: Heinemann.
Fountas, I. & Pinnell, G. S. (2017). The Fountas & Pinnell Literacy Continuum, Expanded Edition. Portsmouth, NH: Heinemann.
Fountas, I. & Pinnell, G. S. (2017). Guided Reading: Responsive Teaching, Second Edition. Portsmouth, NH: Heinemann.
Fountas, I. & Pinnell, G. S. (2017). The Fountas and Pinnell Benchmark Assessment System 1(3rd ed.). Portsmouth, NH: Heinemann.
Fountas, I. & Pinnell, G. S. (2017). The Fountas and Pinnell Benchmark Assessment System 2(3rd ed.). Portsmouth, NH: Heinemann.
Fountas, I.C. & Pinnell, G.S. (2012). Genre Study: Teaching with Fiction and Nonfiction Books. Portsmouth, NH: Heinemann.
Fountas, I. & Pinnell, G. S. (2009). When Readers Struggle: Teaching That Works. Portsmouth, NH: Heinemann.
Fountas, I. & Pinnell, G. S. (2009). “Keys to Effective Coaching: Cultivating Self-Extending Teachers in a Professional Learning Community.” Journal of Reading Recovery, 8(2).
Fountas, I. & Pinnell, G.S. (2004). Everyday Literacy. New York, NY: Scholastic.
Selected Presentations:
With G. Pinnell (2021). Examining Craft Decisions in the Teaching of Nonfiction Reading and Writing. 32nd Annual Literacy for All Conference, Cambridge, MA.
With G. Pinnell (2018). Leading Literacy Forward with Shared Reading. International Literacy Association 2018 Conference, Austin, TX.
With G. Pinnell (2017). Teaching for Coherence: A Design for Literacy Instruction and Responsive Teaching: Four Keys to Effective Decision Making Within the Guided Reading Lesson. International Literacy Association 2017 Conference, Orlando, FL.
With G. Pinnell (2016). Celebrating the Twentieth Anniversary of Guided Reading: Elevating Teacher Expertise in Differentiated Instruction. 27th Annual Literacy for All Conference, Providence, RI.
With G. Pinnell (2016). Digging Deep: Teaching for Reading Power in Guided Reading Lessons. 27th Annual Literacy for All Conference, Providence, RI.
With G. Pinnell (2016). Effective Professional Development for Elementary Literacy Instruction. International Literacy Association 2016 Conference, Boston, MA.
With G. Pinnell (2016). Honing Teacher Expertise in Guided Reading: The Science and Craft of Differentiated Instruction. International Literacy Association 2016 Conference, Boston, MA.
With G. Pinnell (2016). Teach the Child, NOT the Book or Program: Maximizing the Power of The Fountas & Pinnell Literacy Continuum. International Literacy Association 2016 Conference, Boston, MA.
With G. Pinnell (2012). When Readers Struggle in the Intermediate Grades: Teaching That Works [Teaching Edge speaker series]. International Reading Association 57th Annual Conference, Chicago, IL.
With G. Pinnell (2012). Text Complexity: Its Critical Role in Reading Development. International Reading Association 57th Annual Conference, Chicago, IL.
With G. Pinnell (2011). Coaching for Expert Teaching in Guided Reading Lessons, 22nd Annual Literacy for All Conference, Providence, RI.
With G. Pinnell (2011). Genre Study in a Reader's Workshop, Grades 1-8 [Pre-conference all-day workshop]. 22nd Annual Literacy for All Conference, Providence, RI.
Fountas, I.C. (2011). Teacher Expertise: Key to Student Achievement. Keystone State Reading Association 44th Annual Conference, Lancaster, PA.
Fountas, I.C. (2010). Effective Literacy Interventions: What Will it Take? Minority School Achievement Network Conference, Cambridge, MA.
Fountas, I.C. (2010). Teacher Expertise: Key to Improving Literacy Achievement. 38th Annual Conference, State of Maryland International Reading Association Council, Baltimore, MD.
With G. Pinnell (2010). Expert Teaching in Literacy Lessons: Teaching, Prompting, and Reinforcing Problem-solving Behaviors. International Reading Association 55th Annual Conference, Chicago, 2010.
With G. Pinnell (2009). When Readers Struggle: Teaching that Works (K-3). Near East South Asia Council of Overseas Schools, Cairo, Egypt.
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Science, Technology, Engineering, Art and Math
Lesley's STEAM Learning Lab is an innovative center that research new opportunities for hands on inquiry-based learning and engagement. They provide schools and organizations with professional development and technical assistance, on-site or in our learning lab in Cambridge, on how to embrace the 'maker' way of knowing. The lab provides community partners and Pk-12 educators with support to develop new ways to tinker, play, and create to further science, technology, engineering, arts-integration, and mathematics education.
The Center for Mathematics Achievement helps educators to deepen their mathematics content knowledge and pedagogy through a variety of professional development offerings. We focus on deepening teachers' content knowledge, refining the implementation of effective instructional routines, and building their professional capacity to foster student success. With a proven track record of improving math teaching both nationally and internationally, the center has positively impacted thousands of students’ learning experiences.
We support teachers, coaches, specialists, teacher leaders, and administrators through a variety of professional development opportunities, including workshops, webinars, coaching, and tailored consultations. Our programs, offered on-site at Lesley and virtually, are designed to enhance teaching skills and empower instructors to create engaging, meaningful math experiences for your students, leading to brighter academic outcomes.
Lesley’s Center for Inclusive and Special Education is dedicated to supporting educators, families, and communities in creating equitable, inclusive learning environments for all students. Guided by the belief that every individual possesses unique ways of knowing, learning, and expressing, the center works to expand access beyond mere compliance—aiming to develop practices that are culturally and linguistically responsive, learner-centered, universally designed, and trauma-sensitive. Through partnerships with districts, we provide coaching, professional development, graduate courses, research, and model programs that support the diverse needs of learners.
Key initiatives like the Lesley Institute for Trauma Sensitivity and the Inclusion Institute focus on building capacity for trauma-informed, inclusive education—helping schools foster safe, supportive environments. Our work has led to notable improvements, including reduced suspensions, stronger classroom communities, and better support networks for educators, ultimately broadening the scope of special education and inclusive practices to ensure every child has meaningful access and opportunity to succeed.
