l i t e r a c y r e s e a r c h, H i g h i m p a c t s t r u c t u r e s, & c o n t e n t

  • Drafting belief statements and context letters that illuminate educators’ journeys, personal beliefs, and practices aligned with current research

  • Unpacking and prioritizing standards alongside current research and interpreting how they apply to classroom structures and practices

& Planning for:

  • modeling and assessing learning targets and strategies using clear, step-by-step processes that can be easily transferred by students to their independent work

  • student-led instruction, where learners have choice and time to read, write, talk, and problem-solve collaboratively

  • modifying, adapting, and scaffolding instruction to meet the needs of Students with Disabilities and Language Learners

  • the various roles of the teacher to support students’ independent reading, writing, talking, and problem-solving

  • classroom and teacher-based learning labs in service of risk-taking, building collective efficacy, and professional capital within school communities