Learn how to advocate for your school's vision of literacy teaching and learning. 

Online: May 11–July 5, 2020 (Summer Term I)

In their roles, literacy coaches and teacher leaders must be prepared to promote literacy teaching, mentor colleagues, and communicate with stakeholders. In this online course, we'll explore how to take on this leadership role.

Learn how to lead productive literacy leadership teams. Create a culture of collaboration, trust, and respect in your school. Study the importance of developing long-term school improvement.

You can take this 3-credit online course individually or as part of the 12-credit online Graduate Certificate in Literacy Coaching and Teacher Leadership (program beginning in Fall 2018). It is a required course for this certificate.

  • Course Outcomes
    • Examine essential elements that support the development of professional capital and long-term school improvement.
    • Cultivate a culture of collaboration, trust, and respect.
    • Facilitate conversations with sensitivity to gender, race, ethnicity, and culture across the school.
    • Lead and sustain the work of school leadership teams to support the school’s vision for teaching and learning.
    • Manage and lead data analysis with the leadership team.
    • Use data to tell stories and communicate with stakeholders.
    • Examine the opportunities for teacher leadership within the school or district.
    • Develop a plan to work with administrators, teams, and stakeholders to increase leadership opportunities and build professional capital.
  • Required Texts

    Participation in this course requires all of the books to learn the content. 

    • Aguillar, E. (2016). The art of coaching teams: Building resilient communities that transform schools. San Francisco, CA: Jossey-Bass.
    • Fountas, I.C., & Pinnell, G.S. (2014). A vision for literacy in education: Core values. Fountas & Pinnell LITERACY. Portsmouth, NY: Heinemann.
    • Hargreaves, A., & Fullan, M. (2012). Professional capital: Transforming teaching in every school. New York: Teachers College Press.
    • James-Ward, C., Fisher, D., Frey, N., & Lapp, D. (2013). Using data to focus instructional improvement. Alexandria, VA: Association for Curriculum and Development.
    • Learning Forward. (2011). Standards for professional learning. Oxford, OH: Author.
    • Killion, J., Harrison, C., Colton, A., Bryan, C., Delehant, A., & Cooke, D. (2016). A systematic approach to elevating teacher leadership. Oxford, OH: Learning Forward

    Getting the Texts

    We are unable to lend participants any books. Please plan to:

2 educators engaged in literacy coaching session
Literacy coaches and teacher leaders work with teachers and administrators in their schools. They are a resource and advocate for best practices in literacy teaching and learning.


Cost, Registration, & Cancellation

3 Graduate Credits

Other Online Courses

Here are the 3 other online courses that are part of the 12-credit Graduate Certificate in Literacy Coaching and Teacher Leadership.

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