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Literacy Professional Development

Leadership for Literacy

Teachers Raising Expectations and Opportunities

A teacher-led initiative in a Washington, DC, high school resulted in school-wide study groups and professional development centered on subject area reading and writing, with Reading Apprenticeship as the framework.

AUTHORS
Nicole Chilla, Diane Waff, Heleny Cook
National Council of Teachers of English, English Journal, May 2007

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From the Text

“It became clear to Wilson faculty that three factors are crucial to the improvement of student learning and teacher practice: a critical mass of teachers trained in reading/writing strategies; teachers regularly sharing problems and successes in a dialogic framework; and continuous data collection to evaluate the impact of implementation. Guided by the enthusiasm of the teachers and the potential for improved student learning, the principal gave the green light to design a two-year professional development plan in collaboration with the Strategic Literacy Initiative to deepen teacher knowledge and use of Reading Apprenticeship across the curriculum.”

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