This highly practical guide is grounded in the authors' experience setting up and running a successful professional development program to improve K-3 reading instruction. The book systematically describes how professional development works: how sessions are organized, what they contain, routines and procedures, and the roles of each participant. Teacher educators, literacy specialists, and coaches also get invaluable information on the nuts and bolts of accountability, management, resource allocation, and reporting to multiple audiences. Many specific illustrations and examples are included, as are sample forms and other planning materials that can be adapted to the needs of particular schools, districts, or states.
|Publisher:||Guilford Publications, Inc.|
|Series:||Solving Problems in the Teaching of Literacy Series|
|Product dimensions:||7.00(w) x 10.00(h) x (d)|
|Age Range:||5 - 8 Years|
About the Author
Catherine A. Rosemary, PhD, is Associate Professor in the Department of Education and Allied Studies at John Carroll University in Cleveland, Ohio. Before joining the university in 1995, Dr. Rosemary worked for 16 years in public schools as a special education teacher, reading specialist, and director of curriculum and instruction. She currently directs the Literacy Specialist Project, a statewide professional development initiative for improving literacy teaching in preschools through grade 12, and is codirector of the Reading First--Ohio Center for Professional Development and Technical Assistance in Effective Reading Instruction. Her work has led to numerous research presentations and publications on the influence of professional development on teacher learning and practice. Dr. Rosemary was instrumental in developing the Literacy Specialist Endorsement, a newly offered credential available to teachers in Ohio.
Kathleen A. Roskos, PhD, a Professor in the Department of Education and Allied Studies at John Carroll University, teaches courses in reading instruction and reading diagnosis. Formerly an elementary classroom teacher, Dr. Roskos has served in a variety of educational administration roles, including director of federal programs in the public schools and department chair in higher education. For 2 years she directed the Ohio Literacy Initiative at the Ohio Department of Education, providing leadership in pre-K-12 literacy policy and programs. Dr. Roskos studies early literacy development and learning, teacher cognition, and the design of professional education for teachers, and has published research articles on these topics in leading journals. She is currently a member of the e-Learning Committee and the Early Childhood Commission of the International Reading Association (IRA) and President of the IRA’s Literacy Development for Young Children Special Interest Group.
Leslie K. Landreth, MA, is Assistant Director of the Literacy Specialist Project at John Carroll University, where she also teaches undergraduate reading courses as an adjunct instructor. Before joining the Literacy Specialist Project in January 2000, she taught for 25 years in elementary schools and libraries in Michigan, California, South Carolina, and Ohio. Her work has been driven by a passion for children’s literature, an interest in the English language, and a desire to provide effective literacy instruction. Ms. Landreth’s current role with the Literacy Specialist Project centers on the design and implementation of a literacy curriculum for educators in Ohio. Through her curriculum development work, she has made significant contributions to statewide professional development in literacy.
Table of Contents
Foreword, Ronald Gallimore
5. Professional Development into Practice
6. Coaching to Improve Practice
7. Accountability and Other Practical Matters
8. Research on the Model
Appendix A. Going Live with Martin: Inside Session 9, Teaching Oral Language
Appendix B. Going Live with Stephanie: Inside Session 5, Acknowledging Curriculum Expectations
Teacher educators, literacy specialists and coaches, curriculum directors, and school administrators. May serve as a supplemental text in graduate-level courses such as Principles of Staff Development, Administration and Supervision of Reading Programs, and Leadership and Professional Development.