Welcome to Our Blog

Now that 2020 has come to a close, we are reflecting on some of our most read and revisited blog posts from the year.

Dr. Gay Su Pinnell generously endowed Lesley University with a $3 million gift to support the Center for Reading Recovery® and Literacy Collaborative within the Graduate School of Education. As a longtime collaborator with our director, Irene Fountas, Pinnell has more than three decades of partnership with Lesley.

Learn more about the Channing School’s partnership with the Center for Reading Recovery and Literacy Collaborative began in 2014 when the school was identified by the Massachusetts Department of Education as a turnaround school.

The unprecedented circumstances of our world have illuminated the need to address the literacy needs of marginalized students in our educational system.

Take your career to the next level, whether you are working in a remote setting or socially-distanced classroom!

Whether we are teaching in person or from a distance, the following are suggestions that will allow you to partake in genuine meaningful conversations about books and learn more about your students as readers.

To celebrate we’re featuring stories from educators who are passionate about literacy. Thank you Debra for sharing your story!

While content coaching cycles can never replace classroom coaching cycles, they offer new opportunities to partner together around shared teacher learning and can be an important first step to deeper, more intense collaboration in the classroom, either in-person or virtually.

Getting to know every child as an individual requires intention, observation, and inquiry. The fundamentals of good assessment still apply.

As literacy coaches, we want to build relationships, empower teachers, and foster collaborative learning environments. So why do we often end up listening to respond instead of listening to understand?