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Ensure positive literacy outcomes for every child in every classroom by partnering with Literacy Collaborative

Literacy Collaborative is a systematic approach for literacy improvement that brings educators together to continually refine their collective work on behalf of all students. This research-based model builds the capacity of school literacy coaches, teacher leaders, administrators, and leadership teams to guide and facilitate ongoing, job-embedded professional learning in their schools.

Literacy Collaborative schools and their university partner work together to achieve a common goal – that every child grows up literate.

Learn more about Literacy Collaborative

Request an information session about Literacy Collaborative via webinar, in person, or by phone by filling out this form. We will contact you directly via email and/or telephone upon completion of this form. If you have further questions about Literacy Collaborative, please email litcol@lesley.edu. Thank you! 

What are the goals of the Literacy Collaborative partnership?

When schools partner with Literacy Collaborative at Lesley University, they work towards implementing 7 elements of a systems design that includes:

  • Creating a shared vision for literacy learning;
  • Taking collective ownership of student outcomes;
  • Committing to teamwork and shared leadership;
  • Utilizing a set of research-based instructional practices to equitably address the strengths and needs of all literacy learners.
  • Using student data to inform decision making, document growth over time, and reflect on the effectiveness of teaching and learning
  • Participating in a variety of job-embedded professional learning and coaching; and
  • Working in partnership with families and community members.

Literacy Collaborative is about strengthening school culture and getting everyone on the same page about the most effective way of teaching reading and writing – from school leadership and literacy coaches to the classroom teachers.

Literacy Collaborative Application:

  • Complete the Literacy Collaborative Application (PDF). Applications are due June 1, 2020. 
  • After we have received the completed application, we will schedule an orientation call.
Literacy Coach Training Weeks & Ongoing Professional Development Dates
For schools already participating in Literacy Collaborative, here are the on-campus training dates for the next year. These dates are subject to change.

Literacy Collaborative Effectiveness

The results of Literacy Collaborative have been demonstrated in multiple independent research studies. Schools who train in Literacy Collaborative find that teacher quality improves, school cultures shift, and most importantly, student learning accelerates. A federally funded study found that after three years of implementation, student learning accelerated by 32%. Another study found that instructional quality in Literacy Collaborative schools improved at a rapid rate and is significantly higher after 18 months than in similar comparison classrooms without Literacy Collaborative.

"Though we have seen a variety of approaches to instruction and arguments about content over the years, the key role of teacher expertise in schools must be at the forefront of systemic change if we are serious about educating every child."
Irene C. Fountas, Director, Lesley University Center for Reading Recovery & Literacy Collaborative

Training Overview

Literacy coaches and teacher leaders engage in a year of hybrid coursework that combines theory with practical application to student literacy learning. Coaches/teacher leaders attend a combination of two weeks of face-to-face training at Lesley University and bimonthly online sessions. These frequent online sessions provide participants with immediate opportunities to apply new learning to their teaching of students and work with colleagues. Coaches/teacher leaders also receive 2 – 4 school based visits from a faculty member. Upon satisfactory completion of the coursework, candidates earn 9 graduate credits.

After the initial training year, coaches and teacher leaders return to the campus of Lesley University yearly for a week of professional development as part of Literacy Collaborative schools network.

 

Literacy Collaborative Courses

The literacy coaches/teacher leaders record videos of their teaching and coaching, and complete readings, case study assignments, and reflection papers. The literacy coach earns 9 graduate credits from Lesley University upon completion of the training.

Here are the three, 3-credit courses they take during the training year:

  • EEDUC 6056: The Reading Process, Texts, and Teaching in Reading Workshop

    This course will give you a deep understanding of theory and practice in the reading process and how children's processing changes over time; an in-depth knowledge of the features of texts, characteristics of genre, and an understanding of how to match texts to readers for effective teaching; and teaching within an organizational framework for reading workshop. We give attention to children who struggle and to children whose first language is not English.

  • EEDUC 6057: The Writing Process, Students as Learners, and Teaching in Writing Workshop

    This course is designed to help you develop deep understandings of theory and practice in the writing process and how children develop as writers over time; the use of assessment to inform ongoing instruction; supporting learners through inquiry into genre craft, and conventions of writing, and how to use an organizational framework for teaching in a writing workshop. We give attention to working with children who struggle learning and those whose first language is not English.

  • EEDUC 6051: Multiple Roles of the Literacy Coach

    This course gives you the opportunity to develop theoretical knowledge and skills necessary to work as literacy coaches in their schools or districts. You'll gain experience in how to develop and work with school literacy teams, plan and implement professional development sessions, and provide collegial coaching around the reading and writing processes and the implementation of reading, writing, and language/word study workshops.

“The three instructors were knowledgeable, but approachable and funny. I think this group of students is also a wonderful cohort to take this journey with this year. The amount of information available and shared (i.e. books) was extremely valuable to my upcoming practice in the classroom.”
Tara Venuti, Reading Specialist, Concord Public Schools, Massachusetts
Teacher counseling student about academic resources

Benefits of an Active Literacy Collaborative School

Find out more about what you get with the Literacy Collaborative affiliation fee.

“The activity that pushed my thinking the most was observing the pre-conference and post-conference videos. The structure of stopping the video mid-stream to talk about the doors we could have taken, coaching moves, and language to try out pushed my knowledge and proficiency around coaching.”
Lynni Nordheim, Literacy Coach

Primary and Intermediate Faculty Trainers

Faculty

Contact Us
Please contact the Center for Reading Recovery & Literacy Collaborative if you have any questions.