Archived Information

District/School Resources PK-16 Program Support
Office of Literacy

Professional Development Presentations

These presentations were conducted during the Reading First project from 2003 until 2009.

• Overview of the Massachusetts Reading First Initiative
• The 5 Components
• Three Tiers of Curriculum Instruction, Differentiated Instruction and Response to Intervention
• English Language Learners
• Assessments
• Literacy Coaching
• Leadership
• Motivation
• Evaluation
• Sustainability of Reading First
• Show All

Literacy Coaching

	Reading Coaches: Ideas and Strategies for Success developed with Dr. Carolyn Denton Presenter: Jan Hasbrouck, Fall 2007 *Document not available online
	Literacy Coaches: How They Can Develop the Practices of Exemplary Literacy Teachers Presenters: Cathy Collins Block, Texas Christian University and Dr. John N. Mangieri, Institute for Literacy Enhancement, August 2006
	Providing Professional Support for Reading First Classroom Teachers: Who, What, When, Where, How, and Why Presenter: Michael McKenna, Georgia State University, January 2005 *Document not available online
	Targeted Time, targeted curriculum, targeted instruction Presenter: Sharon Walpole, University of Delaware, January 2005 *Document not available online
	I SAW ESAU Presenter: Cecilia Minden-Cupp, Harvard Graduate School of Education, January 2005 *Document not available online
	Literacy Coach: Roles and Goals Presenters: Sharon Walpole, University of Delaware and Cecilia Minden-Cupp, Harvard Graduate School of Education, Fall 2004 *Document not available online
	Professional Development: Lessons for Literacy Coaches Presenters: Sharon Walpole, University of Delaware and Cecilia Minden-Cupp, Harvard Graduate School of Education, Fall 2004 *Document not available online
	Strategies for Coaching Presenters: Sharon Walpole, University of Delaware and Cecilia Minden-Cupp, Harvard Graduate School of Education, Fall 2004 *Document not available online
	Reading First: Results Driven Coaching Developer: Florida Center for Reading Research, Fall 2004