Promoting Quality Assurance in Literacy Instruction:
The Preparation, Inquiries and Practices of Literacy Professionals

Mary W. Strong, Ed.D. (co-editor) Widener University &

Annemarie B. Jay, Ph.D. (co-editor) Widener University

With a foreword by Jack Cassidy.

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edited 11/7/13

From the Introduction

Promoting Quality Assurance in Literacy Instruction: The Preparation, Inquires and Practices of Literacy Professionals is divided into three distinct sections. Part I contains a stand-alone chapter by Rita Bean in which she emphasizes the historical roots of literacy coaching and focuses on the importance of coaches’ providing professional development to teachers. Based on Dr. Bean’s keynote address at the Third International Literacy Coaching Summit, she discusses briefly the role of coaches as providers of professional development for teachers; in the remainder of the article, she describes what she sees as the leadership role of the coach in helping to support school change as a means of improving student learning.

Part II of this volume focuses on the preparation of literacy coaches. The five chapters provided in this section convey valuable information about the graduate level training coaches receive as well as information about the job-embedded training they afford their colleagues. The section contains facts and narratives about the wide spectrum of tasks literacy coaches are assigned, or take on as part of their own initiatives, in schools today. The coach’s critical stance as a reflective practitioner is also emphasized throughout this section: attitudes toward their work and others, and their own self-learning are examined

Part III, Literacy Coaches and Reading Specialists in the Field, provides many rich discussions about the actual work reading specialists and literacy coaches do every day throughout the elementary, middle, and secondary levels. A variety of topics such as content area teaching and the reading process, Common Core State Standards, stages of concern of teachers’ instructional development, action plans for working with inflexible teachers, and how the full cycle of literacy coaching advances teachers’ professional growth are just some of the areas addressed by the contributors of this section.

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See, also,
Literacy Education: Foundational Elements
-- a catalog of hyperlinks

 

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