August 8 – August 12
Literacy Collaborative Training
Ensure positive literacy outcomes for every child in every classroom by partnering with Literacy Collaborative.
Literacy coach and lead literacy teacher training is held online through a combination of live, interactive sessions and on-demand learning.
Participants apply what they learn and receive job-embedded coaching from Lesley University faculty as part of their coursework.
- District & School Leaders
- Literacy Coaches & Teacher Leaders
- Classroom Teachers, Interventionists & Specialists
Literacy Coach In-Training &
Ongoing Professional Development Dates
Literacy Collaborative is a whole school systems design for improving literacy outcomes in your school/district. Literacy coaches/teacher leaders are trained to lead the effort in their schools in partnership with their principals and their literacy leadership team.
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.
EEDUC 6056: The Reading Process, Texts, and Teaching in Reading Workshop
This course will give you a deep understanding of theory and practice in the reading process and how children’s processing changes over time; an in-depth knowledge of the features of texts and characteristics of genre; an understanding of how to match texts to readers for effective teaching; and teaching within an organizational framework. We give attention to children who struggle and to children whose first language is not English.
EEDUC 6057: The Writing Process, Students as Learners, and Teaching in Writing Workshop
This course is designed to help you develop deep understandings of theory and practice in the writing process and how children develop as writers over time; the use of assessment to inform ongoing instruction; supporting learners through inquiry into genre, craft, and conventions of writing; and how to use an organizational framework for teaching in a writer’s workshop. We give attention to working with children who find literacy learning difficult and those whose first language is not English.
EEDUC 6051: Multiple Roles of the Literacy Coach
This course gives you the opportunity to develop theoretical knowledge and skills necessary to work as a literacy coach/teacher leader in your school. You’ll gain experience in how to develop and work with school literacy teams, plan and implement professional development sessions, and provide collegial coaching around the reading and writing processes and the implementation of reading, writing, and language/word study.
Dates for 2022 Literacy Collaborative Primary & Intermediate/Middle School Coaches In-Training
The first week of training for the 2022 cohort of Literacy Collaborative Primary and Intermediate/Middle School coaches begins August 8-12, 2022. It is highly recommended for coaches in-training to participate in-person at Lesley University during this week. Coaches may attend virtually or in-person during the remaining dates.
- August 8-12, 2022 (highly recommended for coach in-training to participate in-person at Lesley University)
- September 29-30, 2022
- October 27-28, 2022
- December 1-2, 2022
- January 26-27, 2023
- February 16, 2023
- March 23-24, 2023
- April 27-28, 2023
- May 18-19, 2023
All dates are subject to change.
Ongoing Professional Development for Literacy Collaborative is spread across five days. Coaches who have completed their first year of Literacy Collaborative training participate in Ongoing Professional Development.
Dates for 2022 Ongoing Professional Development for Primary & Intermediate/Middle School Coaches
- November 14-18, 2022 (November 14-15, 2022 administrators invited to join)
All dates are subject to change.
Interested in learning more about Literacy Collaborative? Schedule a meeting with one of our faculty trainers.
“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, Massachusetts
“I always look forward to the week of Ongoing PD and it was such a wonderful experience. Every year, this grounds my thinking, breathes fresh life into my practice, and inspires my work. Thank you!”Shannon Carlson, Assistant Principal, Dennis Yarmouth Regional School District, Massachusetts
“There were many powerful [Ongoing PD] sessions that were very timely for our coaches and district. The use of facilitative talk caused me to reflect on my language in coaching situations with the colleagues I work with. I also took away deeper understandings on working with our ELL population.”Tom Kraus, District Reading Specialist, Hortonville School District, Wisconsin