Systems for Change in Literacy Education: A Guide to Professional Development / Edition 1

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Overview

Twice before, Carol Lyons and Gay Su Pinnell teamed up as coauthors and helped tens of thousands of literacy educators transform classroom practice. Now, with their latest collaboration, Lyons and Pinnell turn their eye to K-6 literacy teachers' professional development, offering the theories, designs, guidelines, examples, and materials needed to bring about schoolwide, long-lasting change.

Lyons and Pinnell asked themselves: "What if we could create more and better ways for teachers to learn from their own teaching? What if we could provide high-quality, ongoing professional development and coaching for literacy teachers that result in improving their students' achievement?" Well, they could . . . and they did.

Systems for Change offers specific - and, quite often, unique - suggestions for planning and implementing a literacy professional development course. Everything is covered, including how to get started the right way, what materials are needed and where to find them, what are the best activities for effective, hands-on practice, and how to develop K-6 inservice courses throughout the year. Particular emphasis is placed on how to help teachers of the reading and writing processes improve via coaching.

Most books about teacher-education processes are generic in their descriptions. This one is different. It is uniquely designed to enable staff developers and teacher educators to help teachers become effective in their teaching of the reading and writing processes. A framework for conceptualizing professional development programs is presented, along with guidelines, descriptions, and examples for using this framework to create a comprehensive K-6 professional development literacy program.

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Product Details

  • ISBN-13: 9780325002828
  • Publisher: Heinemann
  • Publication date: 2/14/2001
  • Edition description: New Edition
  • Edition number: 1
  • Pages: 272
  • Sales rank: 298,596
  • Product dimensions: 8.50 (w) x 11.00 (h) x 0.57 (d)

Meet the Author

Carol Lyons is Professor Emeritus at The Ohio State University, where she teaches graduate courses in reading, learning and cognition, and professional development courses for university and district-level trainers in Reading Recovery and the Literacy Collaborative. For the past twenty years, she has conducted research and published numerous articles and book chapters on teacher thinking/learning and practice, reading, and learning/reading disability. Lyons is coauthor (with Gay Su Pinnell and Diane DeFord) of Partners in Learning: Teachers and Children in Reading Recovery and coeditor (with Diane DeFord and Gay Su Pinnell) of Bridges to Literacy: Learning from Reading Recovery, which is published by Heinemann.

Gay Su Pinnell is a professor in the School of Teaching and Learning at The Ohio State University. She has extensive experience in classroom teaching and field-based research, and in developing comprehensive approaches to literacy education. She has received the International Reading Association's Albert J. Harris Award for research and the Charles A. Dana Foundation Award for her contributions to the field of education. She is also a member of the Reading Hall of Fame. Together with Irene Fountas she has authored numerous books, videos, and websites with Heinemann that are considered standards in the field of literacy instruction and staff development. Their latest innovations are The Fountas & Pinnell Leveled Literacy Intervention and The Fountas & Pinnell Benchmark Assessment System, a comprehensive assessment system for grades K-8. Fountas and Pinnell have influenced the classroom practices of teachers nationwide through bestselling titles such as: The Fountas & Pinnell Prompting Guide 1 (2008) When Readers Struggle (2008) The Fountas & Pinnell Leveled Book List, K-8+ (2009-2011 Edition, Print Version) The Continuum of Literacy Learning, Grades K-8 (2007) The Continuum of Literacy Learning, Grades K-2 (2007) The Continuum of Literacy Learning, Grades 3-8 (2007) Teaching for Comprehending and Fluency: Thinking, Talking, and Writing About Reading, K-8 (2006) www.FountasandPinnellLeveledBooks.com Leveled Books, K-8: Matching Texts to Readers for Effective Teaching (2005) Guided Reading: Good First Teaching for All Children (1996) Guiding Readers and Writers: Teaching Comprehension, Genre, and Content Literacy (2001) Interactive Writing: How Language & Literacy Come Together, K-2 (2000) The Primary Literacy Video Collection Series of DVDs: Guided Reading; Classroom Management; and Word Study (2006) Word Matters: Teaching Phonics and Spelling in the Reading/Writing Classroom (1998) The Reader's Notebook Help America Read and Coordinator's Guide (1997) In addition, through Heinemann's firsthand line of classroom materials, Fountas and Pinnell have authored Phonics Lessons (Grades K, 1, and 2), Word Study Lessons (Grade 3), Sing a Song of Poetry, and their corresponding word and picture cards. These materials are used in thousands of classrooms throughout the country. Fountas and Pinnell together present workshops nationwide on a variety of literacy-instruction topics through Heinemann Professional Development.

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Table of Contents

Developing Teachers' Conceptual Knowledge and Skills

Understanding and Supporting Adult Learning

A Framework for the Effective Professional Development of Literacy

Learning to Be Literate

Teaching Literacy: What Teachers Need to Know

Implementing High-Quality Professional Development

Organizing and Implementing a Professional Development System

Planning a Professional Development Course for Literacy Educators

Assessing the Classroom Context

Introducing and Trying New Procedures: The Basics and Demonstration

Enabling Professional Development Through Coaching

Analysis of Teaching as a Base

Analysis of Literacy Instruction

Working for Shifts in Teaching

Establishing the Analytic/Reflective Cycle

Supporting Lasting Change

Supporting Extended Learning

The Challenge of Professional Development

Design, Professional Development, and Performance Standards

Learning to Become a Teacher Educator: Making the Most of What We Know

Appendixes

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