Instructional Coaching for Implementing and Sustaining Evidence-Based Literacy Practices
Description
This Reading the Room panel will bring together education stakeholders with a shared interest and expertise in improving literacy outcomes for students. Panelists will share their perspectives on the successes, challenges, and promises of using instructional coaching to implement and sustain evidence-based literacy instruction through the lens of Implementation Science.
Participants will receive access to a variety of free, evidence-based tools and resources.
MODERATOR
Sarah Sayko, Ed.D – Deputy Director, National Center on Improving Literacy
PANELISTS
Bonnie Short, M.A. – Alabama Reading Initiative Coordinator at Alabama State Department of Education
Laura Booker, Ph.D. – Executive Director of the Tennessee Education Research Alliance
Angela Watkins, Ed.D. – Director of Elementary Curriculum, Instruction, & Student Support at Jefferson County Schools
Related Resources
The National Implementation Research Network
Improving Teaching Practice with Instructional Coaching
The Alabama Coaching Framework
Coaching for Ongoing Professional Learning Within Tiered Support Models
Self-Study Guide for Evidence-Based Coaching for Literacy: PreK–Grade 12
Considerations for Planning and Implementing Literacy Coaching
Targeted Technical Assistance Request
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Register now for the next Reading the Room webinar series! Join us for a discussion on the science of reading, literacy instruction, and literacy-related policies that affect students and teachers. Date & Time: Dec 13, 2023 11:00 AM PST
Related Resources
The term evidence-based is defined by the Elementary and Secondary Education Act (ESEA), as amended by the Every Student Succeeds Act (ESSA). According to ESEA, evidence-based programs are supported by strong, moderate, or promising research evidence of their effectiveness; or they demonstrate a rationale that they can improve a targeted outcome. NCIL supports the implementation of approaches with the highest levels of evidence supported by rigorous evaluations.
The research reported here is funded by awards to the National Center on Improving Literacy from the Office of Elementary and Secondary Education, in partnership with the Office of Special Education Programs (Award #: S283D160003). The opinions expressed are those of the authors and do not represent views of OESE, OSEP, or the U.S. Department of Education. Copyright © 2023 National Center on Improving Literacy. https://improvingliteracy.org
