Literacy Collaborative is a research-based literacy improvement model that strengthens the adult learning culture and gets everyone on the same page about the most effective ways to teach reading and writing in grades K–8.
Through a unique design, Literacy Collaborative offers a systems approach to ensuring high literacy outcomes for all children and fosters collective responsibility amongst the school team.
Seven Elements of the Literacy Collaborative Systems Design
- A shared vision for literacy learning
- Collective ownership of student outcomes
- A commitment to teamwork and shared leadership
- A set of research-based instructional practices that equitably address the strengths and needs of all learners
- Student data to inform decision making, document growth over time, and reflect on the effectiveness of teaching and learning
- Job-embedded professional learning and coaching
- Partnership with families and community members
Affiliated Literacy Collaborative schools also enjoy a range of partnership benefits. For more information the Literacy Collaborative Partnership, click here.
Literacy Collaborative Training is Virtual!
Accepting Applications for the 2021 Cohort
The 2021 cohort will be held online through a combination of live, interactive sessions and on-demand learning starting in August. Participants will apply what they learn and receive job-embedded coaching from Lesley University faculty as part of their coursework.
The literacy coaches/teacher leaders record videos of their teaching and coaching, and complete readings, case study assignments, and reflection papers. The literacy coach takes three 3-credit courses during the year and earns 9 graduate credits from Lesley University upon completion of the training.
Wondering if Literacy Collaborative is right for your school? Schedule a free consultation with one of our literacy trainers.
Learn why Mission Grammar School has invested in the Literacy Collaborative and how intermediate literacy coach Christina is benefiting from the experience.
“As a coach my job is to help teachers to become more reflective practitioners and more skilled practitioners. I have come to see that this the work of an entire community. It is complex work that does not have an end.
I find this very exciting!”
Ayer-Shirley Regional School District, MA
“I’m excited to create a classroom setting in which the language arts instruction is purposeful, engaging, and very intentional because it is based on the needs of my students. I have a wealth of new information and materials to help me put this knowledge into practice.”Wendy Marotta, Grade 3 Teacher
Concord Public Schools, MA
“I did not have a clear concept of what it meant to be a coach before I began [Literacy Collaborative] training.
I now feel like I have a full understanding of what I will be doing.”
Brookline Public Schools, MA