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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.
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