Our Services for Administrators

In their roles as academic leaders, principals, superintendents, and heads of curriculum and special education departments set the tone for expectations and standards at their schools, monitor accountability, allocate human and material resources, instruct and inspire.

“Joseph Cirasuolo, executive director of the Connecticut Association of Public School Superintendents, said that new teachers usually say they feel least prepared in two areas:  in classroom management and in the teaching of reading.”

—Megan, K. (January 19, 2013) Teacher preparation:  Educators focus on improving the quality of teachers. The Hartford Courant.  Retrieved from http://www.courant.com/

We Offer a Variety of Professional Development 

We design and deliver professional development for districts, schools, and grade levels, with a primary focus on PreK-grade 3 and the ability to work in grades 4-12.

We customize services whether conducting a one-day professional development workshop or building a long-term mentoring relationship. These services include:

  • placing mentors in schools for one or more years
  • a series of nine, monthly, one-day workshops on the core components of comprehensive literacy
  • professional development workshops for teaching all students, including those with specific learning disabilities/dyslexia.
  • modeling lessons
  • visits to model schools and classrooms
  • literacy institutes and seminars on cutting edge literacy research and 

“The teaching profession will thrive when its members have research-based knowledge about what works to educate children.”

—Rickenbrode, R. & Walsh, K. (Summer 2013). Lighting the wayAmerican Educator, p. 35.

We Partner with & Empower Principals as Literacy Leaders by:

  • offering a school reform model through literacy instruction that benefits teachers and students at all levels.
  • inspiring mutual respect among principals, teachers, and mentors that leads to well defined roles and responsibilities and the ability to meet high expectations.
  • emphasizing dedicated time for professional development, scheduling flexibility, and budgets for classroom materials as key prerequisites for success.
  • offering opportunities to learn more about evidence-based reading instruction and to share experiences with other administrators.
  • providing administrators with tools and strategies to engage teachers and insure accountability. Formal and informal observations by principals provide specific feedback that can influence teacher understanding and buy-in.

Literacy How helps teachers nationwide bridge gaps in the reading achievement.Leading Learning

Whenever possible, attend the professional development workshops (school-based and district-wide) your teachers attend in order to build your reading knowledge. Then follow-up by observing teachers to provide corrective feedback that supports their practice.

We Help Administrators Achieve Sustainable Gains by:

  • SRBISuccessassisting with Response to Intervention (RTI) professional 
development and implementation (known as Scientific Research-Based Interventions or SRBI in Connecticut).
  • making suggestions for resource allocation and scheduling, literacy assessment, data collection and interpretation, and instructional strategies and recommendations for students in Tiers 1, 2 and 3.
  • performing school and district needs assessments (including curriculum and assessment reviews), with recommendations for professional development, teaching, mentoring, and materials that will yield the greatest sustainable gains.
  • using Literacy How scope and sequences aligned to the Common Core State Standards to provide the pacing guides needed to ensure that all students will learn the requisite literacy skills to be college- and career-ready.
  • facilitating the careful selection and intensive instruction of a school-wide “point person” (i.e., Teacher Specialist) to build capacity and ensure that our approach is sustained.
  • monitoring teacher knowledge and student progress to ensure success.
  • providing student assessment teams for data collection and analysis to facilitate timely instructional decisions.
  • assisting with writing proposals for literacy funding.
  • supporting school-wide behavioral models that extend and improve learning opportunities.

ticket out the door