Impact of a Generative Literacy Professional Development Initiative in an Urban School District

• In Event: 52.080 - Literacy and Stories in Urban Settings

Abstract

This paper examines a literacy professional development and coaching project, Read EH, designed to support and nurture school improvement in a district in a large northeastern city. Informed by improvement science framework, the approach of ReadEH is to begin this work with teachers at the individual grade levels through school specific professional development and related coaching, then to expand to the school as a whole, and eventually extend throughout the District elementary school network. Through this multi-level implementation, the initiative aims to promote a professional development model that can be sustained within and across schools, and will enable emergent bilingual populations to achieve at grade level and emerge from second grade with higher order reading skills.

Authors

• Jenny Tuten, Hunter College - CUNY

• Sherryl B. Graves, Hunter College School of Education