Professional development must be initiated strategically by leaders who have a strategic vision based on the needs of their schools and the principles of adult learning.
Our course, Action Planning for Disciplinary Literacy, ensures that every district-based Reading Ways site leader has been introduced to our coaching approach and developed a strategic plan for supporting cross-disciplinary literacy at his or her school. Dr. Jacy Ippolito developed this course around the concepts set forth in Cultivating Coaching Mindsets: An Action Guide for Literacy Leaders (written with Dr. Rita Bean).
Our mental models and frames shape how we think about our work and how we think about change processes. Much of coaching work is about helping colleagues, other adult learners, to become more reflective practitioners and shift their instruction slowly to improve outcomes for students. However, if the work of coaching is viewed through a purely technical lens (Heifetz et al., 2009) or as single-loop learning (Argrys & Schon, 1974, 1996), in other words, learning that simply requires detection of a problem and implementation of a known solution, then this frame for coaching will likely not produce the deep, systemic changes that most literacy leadership work is meant to provoke. – Bean and Ippolito
Our course introduces some of the big ideas in adult professional learning and provides guidance, examples, and specific tools for school leaders as they set out to determine the literacy needs in their schools and develop plans to meet those needs.
If after completing this course your team determines it is time to become a Reading Ways Partner School, we step into action. We work with your school’s leadership team to refine and implement the plan developed by the RW site leader. Most schools use our book, Adolescent Literacy in the Era of the Common Core, as a key text. Depending on the plan the site leader develops, we may use some or all the following:
If you want to get started, contact us now. We will follow up immediately to get you or a member of your staff enrolled in Action Planning for Disciplinary Literacy.
Every team member has been a teacher, literacy coach, and researcher. We work exclusively with middle and high schools to help content-area teams meet adolescents’ literacy needs.
Joshua Lawrence is an assistant professor of language, literacy and technology in the Department of Education, University of California, Irvine. His research focuses on: (1) creating and testing interventions and teaching methods to improve adolescent literacy outcomes and, (2) understanding L1 and L2 language and literacy development.
Josh’s experience as a Boston Public School teacher has motivated his interest in children’s language and literacy development.
Jacy Ippolito is an assistant professor in the Adolescent Education and Leadership Department in the School of Education at Salem State University, Salem MA. His research and teaching focus on the intersection of adolescent literacy, literacy coaching, teacher leadership, and school reform. Jacy is specifically interested in the roles that teacher leaders, principals, and literacy coaches play in helping institute and maintain instructional change at middle and high school levels. After completing his doctorate in education at the Harvard Graduate School of Education (HGSE), Jacy has taught courses on adolescent literacy, school reform, teacher leadership, and literacy coaching at Salem State and at HGSE.
Jacy’s writing has appeared most recently in the books Adolescent Literacy (2012), Best Practices of Literacy Leaders (2012) and Essential Questions in Adolescent Literacy (2009), as well as in journals and online publications such as The Elementary School Journal (2010), Texas A&M Corpus Christi’s CEDER Yearbook (2010), the Literacy Coaching Clearinghouse (2009), the Massachusetts Reading Association’s Primer(2009; 2005), the Harvard Educational Review‘s Special Issue on Adolescent Literacy (2008), and the International Reading Association’s Standards for Middle and High School Literacy Coaches (2006).
Jacy continues to consult in Boston-area K-12 schools as a licensed reading specialist and literacy coach. Jacy taught in the Cambridge Public Schools for over seven years after earning his master’s degree in education from HGSE and his bachelor’s degree in English and Psychology from the University of Delaware’s Honors Program.
Lisa is an advanced doctoral candidate in Curriculum and Teaching at Boston University, focusing in adolescent literacy and teacher development. She has served as lead teaching fellow, research assistant, and teaching assistant at Boston University, visiting lecturer at Salem State, and as lead teacher in the Intergenerational Literacy Program in Chelsea. Her research interests include academic language development, teacher leadership and development and disciplinary literacy instructional growth and innovation.
Prior to her doctoral work, Lisa spent close to 20 years in a variety of education-related capacities including serving on various public and private school boards and teaching reading, English and social studies at the Watertown Middle School, where she also mentored new and student teachers.
Lisa is a literacy coach and is currently building a private consulting practice working with secondary and college students in Academic reading and writing, college essay writing and college counseling. Prior to her career in Education, Lisa was in marketing with IBM, where she sold IBM systems solutions to solve business problems. She holds a master’s degree from the Harvard Graduate School of Education and a bachelor’s degree in Economics from Georgetown University.
Jessica Tunney is an advanced doctoral student in the School of Education at the University of California, Irvine. Her research interests include professional development design and facilitation, clinical supervision and classroom mentoring in teacher preparation, and the intersection between research and practice-based knowledge in classroom teaching and learning.
A former classroom and special education teacher in New York City and Los Angeles, Jessica has been leading professional development for over ten years to support teachers in addressing learning diversity in the classroom through instructional practice and inclusive curriculum design.
Chris Buttimer is currently a doctoral student at the Harvard Graduate School of Education (HGSE). His research interests include adolescent literacy, critical pedagogy, instructional coaching, and school reform. Chris recently completed a master’s degree in Language and Literacy at HGSE, obtaining a K-12 reading specialist license in the process.
Prior to coming to HGSE, Chris earned his master’s degree in teacher education from UMass Boston and taught 7th and 8th grade ELA in the Cambridge (MA) public schools for six years. In addition to his coursework, Chris has worked with HGSE and the Boston Public Schools (BPS) in a variety of roles, including as an advisor who supported teacher candidates during their teaching practicums.
Chris has also worked as a middle school curriculum developer for BPS through SERP, a non-profit organization linking educators and researchers together to create cross-disciplinary curriculum and improve teaching and learning.
Jenny Jacobs is currently a doctoral student at Harvard Graduate School of Education (HGSE). Jenny has focused much of her research and coursework at HGSE on teacher reflection & group inquiry and facilitating discussions among teachers.
Her professional development experience includes one year working as Academic Director of a K-9 bilingual school in Honduras, where she coached relatively inexperienced teachers, including modeling lessons, facilitating group planning and professional development, and observing lessons and giving feedback. Jenny also spent one year in San Salvador, El Salvador where she designed and implemented the first year of a professional development program from K-6th grade teachers which included the first-ever coaching program in the country.
Jenny prepared 30 national-level coaches, and they worked with local universities in introduce the program in 300 schools nationally. Jenny is currently working with Wheelock to supervise undergraduates doing school-based pre-practicum work with K-2 students as part of their training to teach early reading.
We have created hundreds of resources in for teaching math, science, history, world languages and more. More importantly, they are clearly organized and labeled, alterable, and clearly aligned with our online and in-person courses. Our goal is to help you share your passion for learning in your discipline by making text more accessible for your students.
Course descriptions of each high quality course are available through links on the right.
How can literacy tools and strategies enable students to learn and communicate content knowledge? In this foundation-building course, we discuss the challenges adolescents face reading, writing and communicating in their various academic content classes and introduce a framework for thinking about disciplinary literacy tools and strategies to support learning across academic disciplines. We also introduce the six domains of disciplinary literacy (disciplinary literacy, vocabulary, discussion, digital literacy, multiple texts, and writing to learn) that will help to form a bridge between teacher instructional strategies and student content learning. Finally, we introduce our publications and website resources that will help teachers enhance their instruction to meet context specific student learning challenges.
What are the various text types that students encounter and how can we help them read and make sense of this vast variety? In this course we introduce these texts and the habits of mind that experts use to build and communicate knowledge in their fields. We highlight some of the challenges these texts pose to students and how disciplinary literacy tools and strategies can help students learn content information. In the second part of this course, we explore ways to build disciplinary literacy teaching and learning skills school and district wide.
Key concepts: disciplinary pedagogy, three levels of literacy skill (basic, general, discipline specific), strategy adaption
Why is vocabulary knowledge so important? In this course we introduce key research pertaining to vocabulary teaching and learning, the socio-economic effects on early word learning, how vocabulary knowledge and reading comprehension are related, and the associated instructional implications for secondary teachers. We then overview how academic language is challenging for students, which kinds of words to spend time teaching, and the particulars of facilitating word learning with English language learners and other student populations. Finally, we introduce an interdisciplinary vocabulary-learning program and online tools that can help you decipher which words are most important to teach in the content specific texts you use in class.
Key concepts: general academic words, content-specific words, Word Generation program, signal words, text structure
In this course we introduce a three-part framework to enhance discipline specific vocabulary learning within the context of your unit and lesson learning goals. These three interconnected pieces are: 1) create a language-rich, word curious classroom; 2) teach word-learning strategies; and 3) strategically choose which words to teach. You will learn ways to create a language rich learning environment, learn a variety of strategies to enhance vocabulary concept learning in your classroom, and learn to use a framework to help you choose which words to teach. Finally, we introduce some key word learning strategies from our shop and how you might adapt them to meet your context and learning objectives.
Key concepts: Frayer model, foot-in-the-door words
What is the relationship between rich discussion, reading comprehension, writing and deep learning? According to Erdmann and Metzger (2013), “Discussion is the queen of lesson plans: an essential, prominent, but often under-taught tool for the classroom teacher. Although discussion is the most difficult classroom format to plan and to manage, it is also the ultimate bridge between reading and writing.” In this course we explore these connections, discuss the qualities of productive classroom talk, and explore the types of topics and questions that lend themselves to fertile discussion and debate. We also explore why productive classroom discussion is so hard to achieve and introduce some strategies and resources that can help you incorporate rich discussion into your lesson planning.
In this course we will consider the qualities of rich discussion and learn essential tools and strategies to enable your students to participate in and ultimately lead rich discussion about disciplinary ideas, challenges and solutions.
How can you facilitate high quality discussions in your classroom that broaden student perspective and deepen learning and understanding of content material? In this course we further explore the connection between rich classroom discussion and content learning and examine a variety of talk moves and discussion strategies that engage students and extend and deepen learning. We also examine ways to create a classroom environment where students feel comfortable expressing their thoughts, opinions and ideas and listen to, consider and build understanding through peer conversations. Finally, we view and reflect on a variety of rich classroom discussions in a variety of content areas.
To incorporate effective questions and talk moves into your instruction that can yield productive discussion and debate and learn how to create a classroom environment that supports it.
How do we determine what level of difficulty will be appropriate for our students, especially those who are struggling? This short course provides a quantitative framework for measuring text complexity (which considers aspects of text, such as sentence length and the number of infrequent words) and a qualitative rubric developed for informational and narrative texts. Additionally, we explore how readability formulas are arrived at, explain how they can be useful but also misleading, and provide online tools that teachers can use if they want to determine a text’s readability level.
Key concepts: general service list
Learning activity: Analyze a lesson text using alternative methods.
While textbooks can be important sources of information in middle and high school classrooms, teachers wishing to encourage critical thinking and strategic reading often introduce multiple texts to students—at different reading levels—to promote understanding and engagement with content-area concepts. In this course, participants will explore the various text types available in their disciplines, as well as how different text types might be used to support student learning. Participants will be introduced to the notion of text sets—groups of texts related to the same content-area topic. We will examine example text sets and create an example that leads students to use key disciplinary habits of the mind.
Key concepts: key central text, sourcing, entry points
Learning activity: Create a text set for one of your lessons.
Our courses introduce some of the big ideas in adult professional learning, and provide guidance, examples and specific tools for school leaders as they set out to determine the literacy needs in their school and develop a plan to meet those needs.
Please explore the course descriptions to learn more.
Why is it powerful “to think like a coach when beginning to design a literacy professional learning project? In this module, we overview the field of disciplinary literacy and introduce the four-part coaching framework that can effectively drive your capacity building work with teachers. You will also be asked to think about the current state of literacy teaching and learning in your context and then determine the next steps needed to build a strong disciplinary literacy professional learning initiative.
Why is an effective literacy assessment necessary in designing professional learning? This module will introduce you to the six critical steps in designing a literacy needs assessment that will inform you of the literacy teaching and learning strengths and areas of need in your school or district, which is essential to know in designing a strong disciplinary literacy professional learning initiative. We also provide access to the Carnegie Content Area Literacy Survey, which is an easily alterable online survey tool that you can use with teachers and students. Analysis of this survey data can help you determine the next steps in the design of your professional learning project.
To design and conduct a literacy needs assessment to determine your areas of strength and need in literacy teaching and learning.
The six critical steps to assist those involved in conducting a needs assessment, as outlined by Bean and Ippolito (2017) are:
Why should we differentiate learning for adults? In this third module, you will learn the importance of differentiating the learning for the adults in your school. You will learn enough about Constructive Developmental Theory to understand how learning might look different for instrumental, socializing and self-authoring learners and when and how each type of learning might have a place in your professional learning project. You will also learn about human and social capital distinctions and how this might influence teams, departments and the school culture in which you work, and ultimately how these distinctions might influence the design of your professional learning initiative.
To learn about adult development and differentiating adult learning in your school or district.
What will your professional learning design look like? By the end of this module, you will be ready to complete a draft of your literacy leadership action plan. You will read a case study of a recent disciplinary literacy professional learning project, consider its relevance to your context, and decide which elements you might borrow or adapt for your own professional learning initiative. You will learn about and decide which professional learning structures and routines will help you reach your goals. You will also think about who will participate in this initiative, the timing of various action items and the scope and sequence of the learning over months or years.
Complete a draft of your Literacy Leadership Action Plan that outlines the scope and sequence of your disciplinary literacy professional learning project, the collaborative, inquiry-based professional learning structures you will use, who will participate and who is responsible for what.
We have developed a set of guidelines and resources for district leaders who have prioritized literacy through partnership with Reading Ways. We have tools to help select instructional leaders for the role of Reading Ways Site Leader, and for working with these leaders to develop a multi-year strategic plan. We have also developed our own Disciplinary Literacy Professional Learning & Coaching Standards which align with our course materials to ensure that leaders at all levels have the same expectations for learning and professional growth.
Instructional innovation is a complex issues that requires support at multiple levels.
Best team of educational leaders, coaches, and researchers bar none.
Clear process for creating a needs assessment and strategic plan for your school or district.
Hundreds of free print and digital resources. Online, in person and hybrid coaching solutions.
We are dedicated to providing you and your school the best possible value.