Fireside Chat: The Essential Role of Literacy Coaches and Teacher Leaders
- District & School Leaders
- Classroom Teachers, Interventionists, & Specialists
- Literacy Coaches & Teacher Leaders
Invest your financial resources in building the professional capacity of your staff and achieve equitable outcomes for all your students.
Join us for a 1-hour webinar to discuss the importance of developing strong literacy coaches and teacher leaders to lead and facilitate literacy improvement in your school.
We invite school leaders, teacher leaders, literacy coaches and district wide decision makers to join us for a fireside chat with Irene Fountas and Cindy Downend from the Center for Reading Recovery & Literacy Collaborative.
Irene and Cindy will facilitate the discussion to help you think about the essential role that literacy coaches and teacher leaders play in supporting continuous professional learning of their colleagues that help teachers learn how to help students make accelerated progress.
Irene and Cindy will also introduce you to the variety of professional learning opportunities the Center offers to advance the learning of literacy coaches and teacher leaders.
The Literacy Collaborative Partnership provides a long-term, coherent approach to literacy teaching and learning.
Featured Blogs
Notebooks: Helping Students Notice, Wonder, and Think on Paper
One simple but powerful way teachers can nurture students’ curiosity is through notebooks. In classrooms, notebooks are not merely places to record learning; they create space for students to collect questions, sketches, observations, discoveries, and evolving ideas.
Poolside PD
Summer is the perfect time to slow down, recharge, and dive into a great book that refreshes your literacy knowledge. In this blog post, Cindy Downend shares a thoughtful collection of professional texts for literacy educators — covering early literacy, writing instruction, purposeful reading, and evidence-based teaching practices — all perfect for your summer poolside PD.
Every Student Matters
There is a growing body of research on what it means to matter, to feel seen, valued, and significant, and the findings are clear: when students experience a genuine sense of mattering, they are more willing to engage, more likely to take risks, and more able to persist through challenges. They become more secure learners. They perform better. How might this translate to literacy instruction?