Professional Learning Supporting Teachers’ Literacy Instruction

Faculty of Education




Professional Learning Supporting Teachers’ Literacy Instruction

For several years my research has examined the efficacy of coaching models of professional learning. As a function of my ongoing relationship with a local school board, I have documented the impact of two associated professional learning initiatives. The first initiative provided demonstration classrooms as a model for exemplary literacy instructional practices. The second and subsequent initiative offered on-site literacy coaching for elementary classroom teachers. Recently, this professional learning program has focused on the professional learning of junior level teachers who are supported by an instructional coach and targeted intervention is provided for their students.

In the Kindergarten context, I am a partner in a project that will investigate how participating in a coaching initiative supports Early Learning Teachers’ administration and interpretation of early literacy assessments and how this influences their instructional practices.

I have been involved in a whole school professional learning project that supported elementary teachers’ use of the iPod Touch in the classroom. This project assisted a school staff as they developed their pedagogical knowledge on the use of iPod Touch applications in their practice.