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January 20 @ 9:00 am January 21 @ 3:30 pm

Leading for Literacy: What Every School Leader Needs to Know

Educator sitting at table writing in a notebook.

What Every School Leader Needs to Know About Effective Literacy Teaching, Coaching, and Teacher Leadership

In this 4-day training for school principals and administrators, learn how to support literacy teaching in grades K–6.

Register to participate in-person at Lesley University or virtually!

Date(s):
January 20-21 & March 10-11, 2022
Time:
9:00-11:30am & 1:00-3:30pm (EST)
Number of Days:
4 days
Location:
In-Person at Lesley University or Virtual
Grade Levels:
K-6
Focus:
Leadership & Coaching
Audience:
  • District & School Leaders
  • Literacy Coaches & Teacher Leaders
Credit:
Non-credit; graduate credit available
Cost:
$1,950
  • Includes professional texts & materials
  • Literacy Collaborative Affiliation Discount available
Course Description & Outcomes
Trainers
In-Person at Lesley University or Virtual
Policies & Graduate Credit Option

 

We will begin by helping you establish core values and beliefs about literacy teaching and learning that will be the foundation of your leadership.

Learn how to develop a healthy school culture that supports teamwork and continuous professional learning. With a strong foundation in literacy processing, assessment, and evidence-based instructional practices, you will be able to support instructional coherence for every child at every grade level.

In addition, you will learn how to promote shared ownership of data on student outcomes and address systemic structures that limit the learning of some students in the educational system.

Specifically, you will learn the essential elements of a variety of research based instructional contexts:

  • Interactive read-aloud
  • Shared reading
  • Guided reading
  • Book clubs
  • Independent reading and writing
  • Interactive/shared writing
  • Guided writing
  • Readers’ workshop
  • Writers’ workshop
  • Systematic phonics, spelling and word study

In each context, we will address implications for in-person and virtual learning.

You will learn how to support teachers in using the Literacy Continuum to plan for and assess teaching and how to guide them in developing their knowledge of the specific scaffolds needed for English learners.

You will use “look-for” tools for each instructional context, as well as intervention lessons so you can observe and discuss specific elements of high-quality teaching. You will expand your use of precise language to support reflective teacher practice by analyzing videos of teaching to understand effective instructional practices.

You will get a sneak peek into the new professional book, Leading for Literacy; What Every School Leader Needs to Know, by Irene Fountas and Gay Su Pinnell. This book is expected for the second part of the seminar in March, though the content will be addressed throughout the seminar.

You will earn 24 professional development hours in this training.
Graduate credit is available. Email CRRLC@lesley.edu to inquire.

Irene Fountas, Director of the Center for Reading Recovery and Literacy Collaborative

Headshot of Irene Fountas

Irene is the Marie M. Clay Endowed Chair in Early Literacy and Reading Recovery, and is the author of many books. She is director of the Center for Reading Recovery in the Graduate School of Education at Lesley University. She has been a classroom teacher, language arts specialist, and consultant in school districts across the nation and abroad. Irene and co-author Gay Su Pinnell have published numerous books and resources with Heinemann. She has received numerous awards for her contributions to literacy.

 

Cynthia Downend, Assistant Director, Literacy Programs

Headshot of Cindy Downend

Cynthia Downend has worked at the Center for Reading Recovery and Literacy Collaborative for over 10 years, serving in the roles of primary level literacy trainer and currently as the assistant director for primary literacy programs.

Cynthia has worked with many school districts across the United States to train and develop district level literacy staff developers, literacy coaches, classroom teachers, literacy interventionists and school administrators on a variety of topics related to improving literacy instruction.

Prior to her work at Lesley University, Cynthia held positions as a literacy coach, Reading Recovery teacher, and classroom teacher for over 20 years working in a variety of school settings including urban, suburban, and international schools.

Cynthia holds licenses in both elementary education and school administration, and achieved National Board Certification from the National Board for Professional Teaching Standards.

 

Linda Murphy, Literacy Trainer

Linda Murphy Headsht

Linda has worked in school districts in New York in a variety of roles and settings. Prior to her joining the center at Lesley University, Linda held positions as a principal of an intermediate school, a Director of English Language Arts, Social Studies and Reading, a district trainer for Literacy Collaborative Intermediate, a Reading Recovery Teacher Leader and a classroom teacher. Linda holds licenses in Elementary Education and School District Administration.

Transition from In-Person to Virtual:

In-person training is currently available to a limited number of participants and you may choose that option. You will be required to follow the Lesley safety protocol.

Should any of the conditions change and it is determined the training can be offered online only, you will be notified as soon as possible. We recommend that you email us at CRRLC@lesley.edu before reserving travel and lodging.

At this point in time, participants who have opted to come to Lesley University for the in-person format of professional learning must be prepared to:

  • Send proof of being fully vaccinated for COVID-19 before January 6 to CRRLC@lesley.edu.
  • Send a negative PCR test result taken no more than 72 hours before January 20 and March 10 to CRRLC@lesley.edu.
  • Submit a COVID Self-Assessment Visitor Form within 48 hours before January 20 and March 10.
  • Wear a mask at all times indoors in the presence of others. Bandanas and neck gaiters are not acceptable face coverings.
  • Maintain physical distance when eating during breaks. Consume your meal in designated areas when on-campus and immediately mask up when done.
  • Stay at home and attend the professional learning virtually if you are feeling sick or symptomatic—even just a runny nose or coughing. Please notify us immediately if you are switching from in-person to virtual.
  • For Lesley University’s COVID-19 policies, click here.

Cancellation Deadline & Refund Policies

Non-credit

You must cancel in writing two weeks before the start of the course to get a refund, minus a $50 processing fee. Email CRRLC@lesley.edu to cancel. Regardless of weather conditions, if the event is held but you cannot attend, you will be billed for the full amount.

Graduate Credit

Review the university’s cancellation and refund policies for credit bearing courses.

Registration Deadline & Shipping Policies

The registration portal closes two business days before the first day of training to allow the minimum amount of time to ship training materials.

If you register within two weeks before the registration portal closes, you may incur additional fees for expedited shipping. You may still experience delays in receiving your materials.

Requirements for Participation

After the training, you will receive a certificate of attendance for your participation. To receive a complete certificate, participation during the specified times is required. Additional work may be assigned to meet the professional development hours.

Graduate Credit Option

With additional assignments and fees, this course can be taken for graduate credit. Contact CRRLC@lesley.edu to register for credit.


With Your Colleagues Option

We can deliver the School Leaders Seminar to your school/district. This option can be delivered virtually or in-person for a group within your school/district (as COVID-19 social distancing guidelines allow).

Fees & Policies

  • Fees are determined by the number of participants and the duration of training.
  • If applicable, travel expenses for each trainer (airfare, hotel, meals, and rental car) are an additional cost to be paid by the district.
  • Professional development sessions that require extensive travel or overnight stays (if applicable) may incur an additional surcharge.
  • If the number of participants exceeds the maximum, another trainer may be needed. This will increase training costs and travel expenses.
  • Unless otherwise noted, fees do not include the cost of any required books or materials. The faculty trainer will consult with the district to select books based on the topics and the district’s needs.
  • School districts in the same geographic area participating in the same training may combine their resources to meet participant minimums. Payment must be on one district’s purchase order.

For detailed costs, complete our online form to request this training for your school/district and we will contact you.

Interested in professional learning at your school 
or district? Schedule a meeting with one of our faculty trainers.

“From start to finish, this program has been useful. As a newbie to understanding literacy, I could not have asked for a more comprehensive immersion.”

Jerry Gregoire, Principal, SAU 101, New Hampshire

Featured Blogs

October 4, 2022 Wendy Vaulton, Associate Director for Reading Recovery and Early Interventions

A is for Assessment: Considerations for linking assessment and instruction

Educational researcher Rachael Gabriel notes that a truly scientific approach to reading would acknowledge that “each student will require different kinds and degrees of support for component skills and the many processes of literacy” (Gabriel, 2021). But how do we uncover the kinds and degrees of support that will be most effective for individual students? Our best shot starts with assessment that is authentic, asset-based, actionable, and anti-racist. Think of these characteristics as a framework, wherein each facet supports the other in the development of responsive teaching.

September 14, 2022 Maria Nichols, Author & Consultant

Engaging Hearts and Minds Through Purposeful Talk

Create conditions and supports for engaging hearts and minds in ways that build depth of meaning making, compassion, and critical process for all students, including our youngest learners.

September 2, 2022 Cindy Downend, Associate Director of Literacy Programs

Focus on Phonics: Five Tips for a Successful Beginning with Phonics, Spelling and Word Study Lessons

Daily systematic explicit phonics instruction is essential for students to learn how to read effectively. Consider these five pointers for organizing your time and materials from the Fountas & Pinnell Phonics, Spelling, and Word Study Systems.