Inspiring Books for Coaches and Mentors

In honor of the brilliant and giving Coaches of St. Paul Schools!

Coaching Bibliography
Allen, David & Blythe, Tina. (2004). The Facilitator’s Book of Questions: Tools for Looking Together at Student and Teacher Work. Oxford, OH: NSDC.
Allen, Jennifer. (2006). Becoming a Literacy Leader: Supporting Learning and Change. Portland, ME: Stenhouse.
Allen, Rick. (2005). Spreading the Word: Literacy Coaches Share Comprehension Strategies. Educational Leadership, 47(2), ASCD.
Alliance for Excellent Education. (2004). Reading Next: A Vision for Action and Research on Middle and High School Literacy. New York, NY: Carnegie Corporation.
Barr, R., Kamil, M.L., Mosenthal, P., & Pearson, P.D. (Eds.). (1991). Handbook of reading research (Vol. 2). White Plains, NY: Longman.
Bean, Rita. (2004). Promoting effective literacy instruction: The challenge for literacy coaches. The California Reader, 34(3), 58 – 83.
Bean, Rita. (2004). The Reading Specialist: Leadership for the Classroom, School, and Community. New York, NY: The Guilford Press.
Beers, Kylene. (2003). When Kids Can’t Read: What Teachers Can Do. Portsmouth, NH: Heinemann.
Benson, Laura. (2000). Going On Rounds. The Communicator. International Reading Association.
Boyles, Nancy. (2004). Constructing Meaning Through Kid-Friendly Comprehension Strategy Instruction. Gainesville, FL: Maupin House.
Boyles, Nancy. (2002). Teaching Written Response to Text: Constructing Quality Answers to Open-Ended Comprehension Questions. Gainesville, FL: Maupin House.
Braddon, Kathryn, Hall, Nancy, & Taylor, Dale. Math through Children’s Literature: Making the NCTM Standards Come Alive. Greenwood Village, CO: Libraries Unlimited.
Brown, Dave. (2002). Becoming a Successful Urban Teacher. Portsmouth, NH: Heinemann.
Buly, Marsha Riddle, Coskie, Racy, Robinson, LeAnne, Egawa, Kathy, editors. (2004). What Is a Literacy Coach? Voices from the Middle, NCTE, 12(1).
Cameron, Mindy. (2005). The Coach in the Classroom. Northwest Education. NWREL, 10(4).
Casey, Katherine. (2006). Literacy coaching: The essentials. Portsmouth, NH: Heinemann.
Conner, Marcia, ed. (1996). Learning: The Critical Technology, 2nd Ed. St. Louis, MO: Wave Technologies International, Inc. *Adult learner and learning profiles
Cooper, Eric. (2005). It Begins with Belief: Social Demography Is Not Destiny. Voices from the Middle, Vol. 13 (1), p. 25-33.
Coskie, Tracy; Robinson, LeAnne; Buly, Marsha Riddle; & Egawa, Kathy, editors. What Makes an Effective Literacy Coach? Voices from the Middle, NCTE, 12(4), 60 - 74.
Costa, A. L. & Garmston, R. J. (1993). Cognitive coaching: A foundation for
renaissance schools. Norwood, MA: Christopher-Gordon Publishers, Inc.
Cushman, K. (1999). Horace. Vol. 15, No. 4 (April). The Cycle of Inquiry and Action: Essential Learning Communities. Oakland, CA: The Coalition of Essential Schools.
Cushman, Kathleen. (2003). Fires in the Bathroom: Advice for Teachers From High School Students. New York, NY: The New Press.
Darling-Hammond, L., Ancess, J., and Falk, B. Authentic Assessment in Action: Studies of Schools and Students at Work. New York: Teachers College Press.
Darling-Hammond, Linda & McLaughlin, M. (1995). “Policies that Support Professional Development in an Era of Reform.” Phi Delta Kappan, 76(8), 597-604.
Dole, Janice. (2004). The changing role of the reading specialist in school reform. The Reading Teacher. IRA. 57, 462-471.
Dole, Janice A. & Donaldson, Rebecca. (2006). “What am I supposed to do all day?”: Three big ideas for the reading coach. The Reading Teacher. IRA, 59(5.9), 486-488.
Dole, Janice A., Liang, Lauren A., Watkins, Naomi M., & Wiggins, Christine M. (2006). The state of reading professionals in the United States. The Reading Teacher, 60(2.10), 194-199.
Doubek, Michael Brandon & Cooper, Eric J. Closing the gap through professional development: Implications for reading research. Reading Research Quarterly. IRA.
Dozier, Cheryl. (2006). Responsive Literacy Coaching: Tools for Creating and Sustaining Purposeful Change. Portland, ME: Stenhouse.
Dozier, Cheryl & Rutten, Ilene. Responsive Teaching Toward Responsive Teachers: Mediating Transfer Through Intentionality, Enactment, and Articulation. Journal of Literacy Research, Vol. 37 (4), 459-492.
DuFour, Richard. (2004). Schools as learning communities. Educational Leadership, 61(8), 6 – 11.
DuFour, Richard, DuFour, Rebecca, Eaker, Robert, & Karhanek, Gayle. (2004). Whatever It Takes: How Professional Learning Communities Respond When Kids Don’t Learn. Bloomington, IN: National Educational Service.
DuFour, Richard, Eaker, Robert, and DuFour, Rebecca, eds. (2005). On Common Ground: The Power of Professional Learning Communities. Bloomington, IN: National Education Service.
Duncan, Marilyn. (2007). Instructional Dialogue: Literacy coaches use this method one-on-one. NSDC. www.nsdc.org
Elliott, E. (Ed.). (2003). Assessing education candidate performance: A look at changing practices. Washington, DC: National Council for Accreditation of Teacher Education.

Farstrup, A.E., & Samuels, S.J. (Eds.). (2002). What research has to say about reading instruction (3rd ed.). Newark, DE: International Reading Association.
Fletcher, Ralph. (1991). Walking Trees: Teaching Teachers in the New York City Schools. Portsmouth, NH: Heinemann.
Fisher, Douglas. “Coaching Considerations: FAQs Useful in the Development of Literacy Coaching.” Literacy Coaching Clearinghouse.
Frost, Sharon & Bean, Rita. (2006). “Qualifications for Literacy Coaches: Achieving the Gold Standard.” Literacy Coaching Clearinghouse.
Fullan, Michael. (2000). The New Meaning of Educational Change, 3rd ed. New York: Teachers College Press.
Gay, Geneva. (2000). Culturally Responsive Teaching: Theory, Research, & Practice. New York: Teachers College Press.
Greene, Stuart, & Abt-Perkins, Dawn. (2003). Making Race Visible: Literacy Research for Cultural Understanding. New York, NY: Teachers College Press.
Hale, Janice. (2001). Learning While Black: Creating Educational Excellence for African American Children. Baltimore, MD: The Johns Hopkins University Press.
Harwayne, Shelley. (1999). Going Public: Priorities and Practice at the Manhattan New School. Portsmouth, NH: Heinemann.
Hilliard, Asa. (1997). Maintaining the Faith in Teachers’ Ability to Grow: An Interview with Asa Hilliard. Journal of Staff Development, Vol. 18 (2).
Hilliard, Asa. (1997). The Structure of Valid Staff Development. Journal of Staff Development, Vol. 18 (2).
Hilliard, Asa, ed. (1991). Testing African American Students. Chicago, IL: Third World Press.
Hyde, Arthur. Comprehending Math: Adapting Reading Strategies to Teach Mathematics, K – 6. Portsmouth, NH: Heinemann.
International Reading Association. (2004). The Roles and Qualifications of the Reading Coach in the United States. Newark, DE: Author.
International Reading Association. (2006). Standards for Middle and High School Literacy Coaches. Newark, DE: Author.
Jackson, Yvette. (2002). Comprehension and Discipline Literacy: The Key to High School Achievement. Seattle, WA: New Horizons for Learning.
Jackson, Yvette. Unlocking the Potential of African American Students: Keys to Reversing Underachievement. Theory Into Practice, 44(3), 203-210.
Joyce, Bruce and Showers, Beverly. (2002). Student Achievement Through Staff Development, 3rd ed. Alexandria, VA: ASCD.

Kamil, M.L., Mosenthal, P.B., Pearson, P.D., & Barr, R. (Eds.). (2000). Handbook of reading research (Vol. 3). Mahwah, NJ: Erlbaum.
Killion, Joellen. (2002) What Works in the Elementary School: Results Based Staff Development. Oxford, OH: National Staff Development Council.
Killion, Joellen. (2002) What Works in the High School: Results Based Staff Development. Oxford, OH: National Staff Development Council
Kinnucan-Welsch, Kathryn, Rosemary, Catherine A., Grogan, Patricia R. (2006). Accountability by design in literacy professional development. The Reading Teacher, 59(5.2), 426-435.
Kise, Jane. (2006). Differentiated Coaching: A Framework for Helping Teachers Change. Thousand Oaks, CA: Corwin Press.
Knight, Jim. (2004). Instructional coaches make progress through partnership. Journal of Staff Development, NSDC, 25(2).
Kohn, Alfie (1998) "Students Don't Work, They Learn" from What to Look for in a Classroom and Other Essays. San Francisco, CA: Jossey-Bass.
Ladson-Billings, Gloria. (1994). The Dreamkeepers: Successful Teachers of African American Children. . San Francisco, CA: Jossey-Bass.
Lyons, Carol, & Pinnell, Gay Su. (2001). Systems for Change in Literacy Education. Portsmouth, NH: Heinemann.
Mann, Augusta. Touching the Spirit. NUA.
National Urban Alliance. (2003). Teacher Self Evaluation. www.nuatc.org.
Neufeld, Barbara & Roper, Dana. (2005). Coaching: A Strategy for Developing Instructional Capacity. Annenberg Foundation. www.annenbergfoundation.org
Neufeld, Barbara & Roper, Dana. (2003). Instructional Coaching: Professional Development Strategies That Improve Instruction. The Aspen Institute Program on Education and The Annenberg Institute for School Reform. www.annenbergfoundation.org
Pearson, P.D. (Ed.). (1984). Handbook of reading research. New York: Longman.
Power, Brenda. (2007). Three Little Phrases No Literacy Coach Can Live Without. www.choiceliteracy.com
Puig, Enrique A. & Froelich, Kathy S. (2007). the Literacy Coach: Guiding in the Right Direction. Boston, MA: Pearson.
Richardson, Joan. (2001). Support System: School improvement plans work best when staff learning is included. Tools for Schools. NSDC.
Ritchhart, Ron. (2002). Intellectual Character. San Francisco, CA: Josey-Bass.
Robb, Laura. (2000). Redefining Staff Development: A Collaborative Model for Teachers and Administrators. Portsmouth, NH: Heinemann.
Robinson, L., Egawa, K., Riddle Buly, M., & Coskie, T. (2005). FAQs about literacy coaching. Voices from the Middle, 13(1), 66-67.
Robinson, LeAnne K. (2004). From Expert to Coach: The Changing Role of the Reading Facilitator in a School with a Scripted Reading Program. Teacher Resource Collection: Literacy Coaching. NCTE.
Rothstein, Andrew, Rothstein, Evelyn, & Lauber, Gerald. (2007). Write for Mathematics. Thousand Oaks: Corwin Press.

Ruddell, R.B., Ruddell, M.R., & Singer, H. (1994). Theoretical models and processes of reading (4th ed.). Newark, DE: International Reading Association.
Russo, Alexander. School-Based Coaching: A revolution in professional development – or just the latest fad? NSDC.
Shanklin, Nancy. (2006). “What are the characteristics of effective literacy coaching?” Literacy Coaching Clearinghouse.
Showers, B. (1985). Teachers coaching teachers. Educational Leadership, 53(6), 12-16.
Showers, B., & Joyce, B. (1996). The evolution of peer coaching. Educational Leadership, 53(6), 12-16.
Singer, H., & Ruddell, R.B. (1976). Theoretical models and processes of reading (2nd ed.). Newark, DE: International Reading Association.

Singer, H., & Ruddell, R.B. (1985). Theoretical models and processes of reading (3rd ed.). Newark, DE: International Reading Association.

Snow, C.E., Burns, M.S., & Griffin, P. (1998). Preventing reading difficulties in young children. Washington, DC: National Academy Press.

Stein, Sandra & Gewirtzman, Liz. (2003). Principal Training on the Ground: Ensuring Highly Qualified Leadership. Portsmouth, NH: Heinemann.
Sweeney, Diane. (2003). Learning along the way: Professional development by and for teachers. Portland, ME: Stenhouse.
Tatum, Alfred. (2005). Teaching reading to black adolescent males: Closing the achievement gap. Portland, ME: Stenhouse.
Toll, Cathy A. (2006). The Literacy Coach’s Desk Reference: Processes and Perspectives for Effective Coaching. Urbana, IL: NCTE.
Toll, Cathy A. (2005). The Literacy Coach's Survival Guide: Essential Questions and Practical Answers. Newark, DE: International Reading Association, 2005.
Walpole, Sharon & McKenna, Michael. (2004). The Literacy Coach’s Handbook: A Research-Based Practice. New York, NY: The Guilford Press.

Additional References & Resources:
Akhavan, Nancy L. (2004). How to Align Literacy Instruction, Assessment, and Standards. Portsmouth, NH: Heinemann.
Allington, Richard. (2000). What Really Matters for Struggling Readers: Designing Research-Based Programs. New York, NY: Longman/Addison-Wesley.

Benson, Laura. (2000). Colorado Reads! Data Driven Teaching and Best Practices of Literacy Instruction. Denver, CO: Colorado Department of Education.

Benson, Laura. (2004). Deep Thinking: Sustaining Students’ Strategy Learning to Cultivate Their Independence. The Colorado Communicator, (27), 72 – 87.

Benson, Laura. (2003). Drawing From Our Well: Creating Writing Lessons from Our Reading Journeys, Part One. Colorado Reading Council Journal. (26), 18 – 24.

Benson, Laura. (2002). Our Work: Developing Independent Readers. The Colorado Communicator. (26), 15 – 24 and 47.
Buehl, D. (2001). Classroom strategies for interactive learning. Newark, DE: International Reading Association
Boyles, Nancy. (2004). Constructing Meaning Through Kid-Friendly Comprehension Strategy Instruction. Gainesville, FL: Maupin House.

Boyles, Nancy. (2002). Teaching Written Response to Text: Constructing Quality Answers to Open-Ended Comprehension Questions. Gainesville, FL: Maupin House.

Cunningham, Patricia & Allington, Richard. (2003). Classrooms That Work: They Can ALL Read and Write (Third Edition). Boston, MA: Allyn & Bacon.
Gallagher, Kelly. Deeper Reading: Comprehending Challenging Texts, 4 – 12. Portland, ME: Stenhouse.
Harvey, Stephanie, McAuliffe, Sheila, Benson, Laura, Cameron, Wendy, Kempton, Sue, Lusche, Pat, Miller, Debbie, Schroeder, Joan, and Weaver, Julie. (1996). Teacher-Researcher Study: The Process of Synthesizing in Six Primary Classrooms. Language Arts, Vol. 73, No. 8, 564 – 574.

Hoyt, Linda. (2004). Snapshots: Literacy Minilessons Up Close. Portsmouth, NH: Heinemann.

Hyde, Arthur. (2006). Comprehending Math: Adapting Reading Strategies to Teach Mathematics, K – 6. Portsmouth, NH: Heinemann.

Hyerle, David. (2004). Student Successes with Thinking Maps: School-Based Research, Results, and Models for Achievement Using Visual Tools. Thousand Oaks, CA: Corwin Press.

Jensen, Eric. (2005). Teaching with the Brain in Mind. Alexandria, VA: Association for Supervision and Curriculum Development.

Marzano, Robert J. (2004). Building Background Knowledge for Academic Achievement. Alexandria, VA: Association for Supervision and Curriculum Development.

Nessel, Denise D. & Graham, Joyce, M. Thinking Strategies for Student Achievement: Improving Learning Across the Curriculum, K – 12, 2nd Ed. Thousand Oaks, CA: Corwin Press.

Nessel, D., Jones, M. and C. Dixon, C. (1989). Thinking Through the Language Arts New York, NY: Macmillan.

Rothstein, Andrew, Rothstein, Evelyn, & Lauber, Gerald. (2007). Writing for Mathematics. Thousand Oaks, CA: Corwin Press.

Rothstein, Andrew, Rothstein, Evelyn, & Lauber, Gerald. (2006). Writing as Learning: A Content-Based Approach. Thousand Oaks, Corwin.

Rothstein, Evelyn & Lauber, Gerald. (2000). Writing as Learning. Glenview, IL: Skylight.

Taylor, W. (1953). “Cloze Procedure: A New Tool for Measuring Readability.” Journalism Quarterly Vol. 30, No, 4, pp. 415-33.

Tovani, Cris. (2000). I Read It But I Don’t Get It. Portsmouth, NH: Stenhouse.

Wilhelm, Jeffrey, Baker, Tanya, & Dube, Julie. (2001). Strategic Reading: Guiding Students to Lifelong Literacy 6 - 12. Portsmouth, NH: Heninemann.

Zwiers, Jeff. (2004). Building Reading Comprehension Habits in Grades 6 – 12: A Toolkit of Classroom Activities. Newark, DE: International Reading Association.

Zwiers, Jeff. (2004). Developing Academic Thinking Skills in Grades 6 – 12: A Handbook of Multiple Intelligence Activities. Newark, DE: International Reading Association.


LANGUAGE & VOCABULARY
l Allen, Janet. Words, Words, Words: Teaching Vocabulary in Grades in
4 – 12. Stenhouse.
l Baker, S., Simmons, D., & Kameenui, E. (1995). Vocabulary Acquisition: Synthesis of Research. Eugene: University of Oregon.
l Bear, D., et al. Words Their Way.
l Beck, I., McKeown, M., & Kucan, L. (2002). Bringing Words to Life: Robust Vocabulary Instruction. New York: Guilford Press.
l Beers, K. (2003). When Students Can’t Read. Heinemann.
l Blachowicz, C. & Fisher, P. (1996). Teaching Vocabulary in All Classrooms. Merill-Prentice Hall.
l Bromley, K. (2002). Stretching Students’ Vocabulary. Scholastic.
l Duke, N. (2004). The case for informational text. Educational Leadership, 61, 6, 40 – 45.
l Feldman, K. & Kinsella, K. Narrowing the language gap: The case for explicit vocabulary instruction. Scholastic.
l Fountas, I. & Pinnell, G. Word Matters. Heninemann.
l Hoyt, L. (2005). Spotlight on Comprehension: Building a Literacy of Thoughtfulness. Heninemann.
l Johnston, Peter. (2004). Choice Words: How Our Language Affects Children’s Learning. Stenhouse.
l Marzano, R. (2005). Building Background Knowledge for Academic Achievement: Research on What Works in Schools
l Nagy, W. (1988). Teaching Vocabulary to Improve Reading Comprehension. Newark, IRA.
l Nagy, W., Herman, P., & Anderson, R. (1985). Learning words from context. Reading Research Quarterly, 20, 233-253.
l Nagy, W. & Scott, J. (2000). Vocabulary processes. In M. Kamil, P. Mosenthal, P.D. Pearson, & R. Barr (Eds.), Handbook of reading research, vol. 3 (pp. 269-284). Mahwah, NJ: Erlbaum.
l Rasinski, T., ed. (2001). Teaching Word Recognition, Spelling, and Vocabulary: Strategies from The Reading Teacher. IRA.
l Rothstein, E. & Lauber, G. Writing as Learning. Skyline.
l Saville-Troike, M. (1984). What really matters in second language learning for academic achievement. TESOL Quarterly, (18), 2.
l Schwartz, R. & Raphael, T. (1985). Concept of Definition: A Key to Improving Students’ Vocabulary. The Reading Teacher, 39(2), 198-205.
l Stahl, S. (1999). Vocabulary Development. Cambridge: Brookline.
l Stahl, S. (1987). The effects of vocabulary instruction: A model-based meta-analysis. Review of Educational Research, 56, 72-110.
l Vacca, R. (2001). Content Area Reading. Allyn & Bacon.
l Zwiers, J. (2004). Building Comprehension Habits in Grades 6-12. IRA.

UNDERSTANDING & COMPREHENSION
Buehl, D. (2001). Classroom strategies for interactive learning. Newark, DE: International Reading Association.

Boyles, Nancy. (2004). Constructing Meaning Through Kid-Friendly Comprehension Strategy Instruction. Gainesville, FL: Maupin House.

Boyles, Nancy. (2002). Teaching Written Response to Text: Constructing Quality Answers to Open-Ended Comprehension Questions. Gainesville, FL: Maupin House.

Cunningham, Patricia & Allington, Richard. (2003). Classrooms That Work: They Can ALL Read and Write (Third Edition). Boston, MA: Allyn & Bacon.

Hoyt, Linda. (2004). Snapshots: Literacy Minilessons Up Close. Portsmouth, NH: Heinemann.

Hyde, Arthur. (2006). Comprehending Math: Adapting Reading Strategies to Teach Mathematics, K – 6. Portsmouth, NH: Heinemann.

Hyerle, David. (2004). Student Successes with Thinking Maps: School-Based Research, Results, and Models for Achievement Using Visual Tools. Thousand Oaks, CA: Corwin Press.

Jensen, Eric. (2005). Teaching with the Brain in Mind. Alexandria, VA: Association for Supervision and Curriculum Development.

Marzano, Robert J. (2004). Building Background Knowledge for Academic Achievement. Alexandria, VA: Association for Supervision and Curriculum Development.

National Institute of Child Health and Human Development. (2000). Report of the National Reading Panel. Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction (NIH Publication No. 00-4769). Washington, DC: U.S. Government Printing Office.

Nessel, Denise D. & Graham, Joyce, M. (2006). Thinking Strategies for Student Achievement: Improving Learning Across the Curriculum, K – 12, 2nd Ed. Thousand Oaks, CA: Corwin Press.

Rothstein, Andrew, Rothstein, Evelyn, & Lauber, Gerald. (2006). Writing for Mathematics. Thousand Oaks, CA: Corwin.

Rothstein, Andrew, Rothstein, Evelyn, & Lauber, Gerald. (2006). Writing as Learning: A Content-Based Approach. Thousand Oaks, Corwin.

Wilhelm, Jeffrey, Baker, Tanya, & Dube, Julie. (2001). Strategic Reading: Guiding Students to Lifelong Literacy 6 - 12. Portsmouth, NH: Heninemann.

Zwiers, Jeff. (2004). Building Reading Comprehension Habits in Grades 6 – 12: A Toolkit of Classroom Activities. Newark, DE: International Reading Association.

Zwiers, Jeff. (2004). Developing Academic Thinking Skills in Grades 6 – 12: A Handbook of Multiple Intelligence Activities. Newark, DE: International Reading Association.

WRITING
Allende, Isabelle. Inventing the Truth.

Anderson, Carl. (2004). How's It Going? Heinemann.

Anderson, Carl. (2005). Assessing Writers. Heinemann.

Benson, Laura, ed. (2000). Colorado Reads! Colorado Department of Education.

Benson, Laura. (2003). Drawing From Our Well: Creating Writing Lessons from Our Reading Journeys. CCIRA/The International Reading Association.

Benson, Laura. (2001). Living Literate Lives. CCIRA/ The International Reading Association.

Benson, Laura. (2003). Portfolios of Proficiency. The Colorado Department of Education.

Benson, Laura. (2002). Revision Rituals. CCIRA/The International Reading Association.

Benson, Laura. (2001). A Writer’s Bill of Rights. The International Reading Association.

Browder, Walter. (2005). Happily Ever After: a book lover’s treasury of happy endings. Nashville: Rutledge Hill Press.

Cameron, Julia. The Artist’s Way.

Cameron, Julia. The Right to Write

Davis, Judy. The No Nonsense Guide to Teaching Writing.

Dierkling, Connie Campbell & Jones, Sherra Ann. Growing Up Writing: Mini-Lessons for Emergent and Beginning Writers. (2003). Gainesville, FL: Maupin.

Elbow, Peter. (1983). Writing with Power. Heinemann.

Fletcher, Ralph & Portalupi. (1998). Craft Lessons. Stenhouse.

Fletcher, Ralph & Portalupi, JoAnn. (2001). Writers Workshop. Heinemann.

Freed, Lynn. (2005). Reading, Writing, and Leaving Home: Life on the Page. Orlando: Harcourt.

Freeman, Marcia. (2003). Teaching the Youngest Writers: A Practical Guide. Gainesville, FL: Maupin.

Freeman, Marcia, Mitten, Luana, & Chappell, Rachel M. (2005). Models for Teaching Writing-Craft Target Skills. Gainesville, FL: Maupin.

Goldberg, Natalie. Writing Down The Bones.

Goldberg, Natalie. The Writing Life.

Gordimer, Nadine. Writing and Being.

Graves, Donald. Investigate with Nonfiction.

Graves, Donald. (1994). A Fresh Look at Writing. Heinemann.

Graves, Donald. (2005). Quick Writes. Heninemann.

Harwayne, Shelley. (1999). Going Public. Heninemann.

Harwayne, Shelley. (2005). Novel Perspectives: Writing Minilessons Inspired By The Children In Adult Fiction. Heinemann.

Harwayne, Shelley. (2001). Writing Through Childhood. Heinemann.

Heard, Georgia. (2002). The Revision Toolbox: Teaching Techniques That Work. Heinemann.

Hill, Bonnie C. (2000). Developmental Continuums. Christopher Gordon.

Hindley, Joanne. (1996). In the Company of Children. Stenhouse.

King, Stephen. On Writing.

Kirby, Dan & Liner, Tom. (1988; 2005). Inside Out: Developmental Strategies for Teaching Writing. Heninmann.

Lamott, Anne. Bird by Bird.

Lane, Barry. (1993). After The End: Teaching & Learning Creative Revision. Heinemann.

McMackin, Mary & Siegel, Barbara. Knowing How. Stenhouse.

Murray, Donald. (1996). Crafting A Life in Essays, Story, Poem. Heinemann.

Murray, Donald. Read to Write.

Murray, Donald. Shoptalk.

Murray, Donald. Write to Learn.

National Research Council. (1999). Starting Out Right: A Guide to Promoting Children’s Reading Success. [writing connections, too]

National Writing Project & Nagin, Carl. (2003). Because Writing Matters: Improving Student Writing in Our Schools. Josey Bass.

Peery, Angela. (2005). ARRIVE: Reflective Journaling. Centennial, CO: Center for Performance Assessment.

Quindlen, Anna. (2005). Being Perfect. New York: Random House.

Ray, Katie Wood and Cleveland, Lisa. About the Authors.

Ray, Katie Wood. (1999). Wondrous Words. NCTE.

Reif, Linda. Vision & Voice. Heninemann.

Routman, Regie. (2005). Writing Essentials: Raising Expectations & Results While Simplifying Teaching. Heinemann.

Smith, Mary Ann & Juska, June. The Whole Story: Teachers Talks About Portfolios. National Writing Project.

Spandel, Vicki. (2001). Creating Writers Through 6-Trait Writing Assessment and Instruction. Longman.

Stegner, Wallace. (1991). On The Teaching of Creative Writing. Stanford Press.

Strunk, W. & White, E.B. Elements of Style.

Taberski, Sharon. (2000). On Solid Ground. York, MA: Stenhouse.

Ueland, Brenda. If You Want to Write.

Welty, Eudora. (1987). One Writer’s Beginnings. Harvard.

Wilcox, Carol. (1993). All That Matters (edited by Linda Reif). Heninemann.

Zinsser, William. On Writing Well.

MATH
Bradden, Kathryn L, Hall, Nancy J., & Taylor, Dale. (1993; 1998). Math Through Children's Literature: Making the NCTM Standards Come Alive. Greenwood Village, CO: Libraries Unlimited.

Hyde, Arthur. (2006). Comprehending Math: Adapting Reading Strategies to Teach Mathematics, K – 6. Portsmouth, NH: Heinemann.

Ritchhart, Ron. (1997). Through Mathematical Eyes: Exploring Functional Relationships in Math and Science. Portsmouth, NH: Heinemann.

Rothstein, Andrew, Rothstein, Evelyn, & Lauber, Gerald. (2006). Writing for Mathematics. Thousand Oaks, CA: Corwin.

SOCIAL STUDIES




SCIENCE




THE ARTS




Web Resources
America Reads
http://www.ed.gov/inits/americareads/resources/html
Center for Improvement of Early Reading Achievement (CIERA)
http://www.ciera.org
Center for English/Language Arts
www.cela.org
International Reading Association (IRA)
www.ira.org
Read, Write, Think http://www.readwritethink.org/
Literacy Coaching Clearinghouse
www.literacycoachingonline.org
National Council of Teachers of English (NCTE)
www.ncte.org
National Staff Development Council
www.nsdc.org
National Urban Alliance for Effective Education (NUA)
www.nuatc.org
Reading Rockets
http://www.readingrockets.org/


Planning Literacy Professional Development
Resources Suggested by Dr. Rita Bean

Learning to Read and Write: Developmentally Appropriate Practices fro Young Children, 1998. (International Reading Association: http://www.reading.org or NAEYC: http://www.naeyc.org/resources)
National Center on Education and the Economy (NCEE). Reading and Writing Grade by Grade: Primary Literacy Standards for Kindergarten through Third Grade. (http://www.ncee.org)
National Center on Education and the Economy (NCEE). Speaking and Listening for Preschool through Third Grade. (http://www.ncee.org)
National Council of Teachers of English (NCTE) and the International Reading Association (IRA). Standards for the English Language Arts. (http://www.ncte.org/standards)
Starting Out Right: A Guide to Promoting Students’ Reading Success, 1999. (http://www.nap.edu)
Learning First Alliance. Every Child Reading: A Professional Development Guide. Baltimore, MD: Author, 200. (www.learningfirst.org/readingguide.html)
Adolescent Literacy Position Statement, International Reading Association, Standards for English Language Arts: NCTE-IRA. (www.ira.org/positions)


Student Work Web SitesMany readers of Looking at Student Work have asked for actual samples of student work to be posted. This page provides links to web sites that post authentic samples of student work, along with teacher and student commentary, information about instruction and assessment criteria, etc. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Active Learning Practices for Schools (ALPS)This is a Harvard Project Zero project. If you enter the site and click on the "Look" button, you get images of "What meaningful teaching and learning look like": nice case studies of projects with images of student work and the assessment of it. There's lots of other interesting information on the site, including a curriculum building tool. http://learnweb.harvard.edu/alps Annenberg/CPB ChannelMaking Teaching Public - Interactive Workshop Pasadena (CA) High School teachers use a peer-observation process observing one another in their classrooms, then meeting individually and in groups to offer feedback as a way to improve teaching practice and student achievement. Includes description, samples of student work, online activities, viewer activities, and resources.http://www.learner.org/channel/workshops/criticalissues/overview.html
Catalyst: Voices of Chicago School ReformThe December 1999 issue features "Learning to teach better by examining student work. A budding trend and the research behind it." The article includes teacher stories, research findings, and examples of student work. Most interesting of the student work are the samples of high-scoring, typical and low-scoring student work from grade 6 writing, accompanied by the assignments and teacher analysis.http://www.catalyst-chicago.org/ Electronic Learning MarketplaceA lively center for the exchange of ideas, information, and high quality products related to Maine's goal of promoting learning toward clearly defined and rigorous standards. Includes teacher developed assessments with student work and teacher reflections posted.http://www.elm.maine.edu/index.aspExemplarsThis site features teacher assignments with benchmarked student work samples and offers classroom-tested standards-based assessment materials. Each of the following categories is keyed to national standards and includes rubrics and annotated benchmark papers: Math, Science, Reading/Writing/Research, Professional Development.http://www.exemplars.com/index.html Hoover Middle School Teachers Examine Student WorkThe history team at Hoover Middle School in Long Beach, California meets weekly to scrutinize student work and their own lessons -- a process that team leader Mary Massich describes as "the most powerful experience in my professional life." On this Web page, read a story about the Hoover team's work, listen in on an actual "critical friends" session, examine the student work yourself, and review the Hoover teachers' tips for other teachers who want to start their own collaborative groups. http://www.middleweb.com/Hooverpromo.html New York State Academy for Teaching and LearningThis website shows the samples of student work and assessment plans (scoring guides, rubrics) of New York State teachers who volunteer to participate in a peer review process. The learning experiences developed by these teachers that are featured and stored at this website reflect their professional dedication and commitment to improve the quality of education for all students.http://www.nysatl.nysed.gov/The Project ApproachThis site includes a list of projects you can read about. For each project you will find summary accounts together with pictures of the children engaged in various activities. When the projects are first posted there will just be text. Gradually pictures and samples of children's work will be added along with teacher reflection and student comments. The text is always written by the teacher who carried out the project and/or a participant observer in the classroom.http://www.ualberta.ca/~schard/examples/projects.htm Schools Around the WorldThe Council for Basic Education's Schools Around the World program collects student work in science and mathematics from 9 countries/regions: Australia, Czech Republic, France, Germany, Hong Kong SAR, Japan, Portugal, United Kingdom and United States. Focused on professional development for teachers, this web site includes the SAW protocol for looking at student work, on-line courses and special presentations. Sunnyside Elementary SchoolSee first and second grade student work created using content on the web, teacher assessments, teacher profile and more. Featured on the PBS Digital Divide program.http://www.psd267.wednet.edu/~kfranz/index.htm TCRecordTwo articles examine high-stakes testing from the perspective of the students taking the tests and provide important insights into the assumptions of policy makers regarding student motivation. Lots of student work was looked at (now posted on the web site), by researchers, for very interesting purposes. You have to register to view the articles but it's simple and free.1. What Can Student Drawings Tell Us About High-Stakes Testing in Massachusetts?2. Student Self-Portraits as Test-Takers: Variations, Contextual Differences, and Assumptions about Motivationhttp://www.tcrecord.org/default.asp The Web ProjectBased in Vermont, "The WEB Project" has built models for online learning, examples of which can be seen at the WEB Exchange. Teachers, students, and mentors discuss student projects, engage in dialogs about literature or public issues, and exchange information across the state and around the world.http://www.webproject.orgWhat did you do in the war, Grandma?http://www.stg.brown.edu/projects/WWII_Women/tocCS.htmlAn Oral History of Rhode Island Women during World War II, written by students in the Honors English Program at South Kingstown High School. Includes interviews of 26 women, with photos and audio, a great glossary and timeline, as well as essays on "Teaching English via Oral History", "It Was Everybody's War" and "Women and World War II."What Story Does the Work Tell?A Resource of Curricular Units, Student Work, and CommentaryThis publication is a tool to help teachers look at student work. The work samples, accompanying commentary, and assessment tools featured in this publication originate from students and teachers in Philadelphia public school classrooms who have participated in the Philadelphia Education Fund's Small Learning Community Mini-Grants program. http://www.philaedfund.org/slcweb/
The following suggestions are from the Literacy Coaching Clearinghouse/LCC:
The Literacy Coach’s Survival GuideExperienced literacy educator and consultant, Cathy Toll, has organized this book around three questions: How do I promote change? What does a successful literacy coach do? and How do I coach in difficult situations? Toll believes successful literacy coaching is at the heart of relationships and growth. She can help you be a coach who is successful in supporting teachers, and more important, students. Toll, Cathy (2005). Newark, DE: IRA.
The Role and Qualifications of the Reading CoachThis position statement from the International Reading Association (IRA, 2004) defines reading coaching, establishes the need for this component of professional development, and outlines what reading coaches should know and be able to do.
NCTE Reading Initiative Study Group and Coaching ResourcesThis strategy-rich notebook includes: study group experiences to identify and address the literacy challenges in your school, protocols for peer observation and debriefing, vignettes and recommendations from NCTE coaches, administrators and teachers, and more. Includes a DVD, as well as over 300 pages of professional reading addressing literacy coaching and teacher learning (2004).
Leadership Capacity For Lasting School Improvement Leadership capacity depends on understanding the connection between participation and skillfulness. Lambert helps us understand how to develop participation and create structures that let educators work and learn together and share leadership responsibilities. When skillfully approached, professional development is as much about adult learning as student learning. Lambert, Linda (2003). ASCD.
Learning Along the WayDiane Sweeney, a literacy specialist with the Public Education & Business Coalition, tells the story of how the inner-city public school in Denver where she was a teacher and literacy coach used learner-centered professional development to achieve outstanding gains in teacher knowledge and effectiveness. She offers concrete examples of how your school can move away from a one-size-fits-all professional development model to create an authentic learning environment that meets the needs of individual teachers. Sweeney, Diane (2003). Portland, ME: Stenhouse.
Learning from Teaching in Literacy Education: New Perspectives on Professional DevelopmentRodgers and Pinnell provide insights into the complexity of providing effective professional development for literacy educators and the challenges of bringing about fundamental change to literacy instruction. The research and experience represented encompass varied models and settings. What binds them together is a common theme: true expertise means developing internal systems for learning while teaching and teaching while learning. Rodgers, Emily M. and Pinnell, Gay Su (2002). Portsmouth, NH: Heinemann.
Systems For Change In Literacy Education This is a main source of information for coaching and bringing about change. Every chapter helps coaches mentor teachers in all aspects of teaching and growing as professional educators. Section Three provides three excellent chapters on analyzing teaching in preparation for coaching, analyzing literacy teaching, coaching for shifts in teaching, and establishing the analytic/reflective cycle. Lyons, Carol A. and Pinnell, Gay Su (2001). Portsmouth, NH: Heinemann.
Redefining Staff Development: A Collaborative Model For Teachers And AdministratorsThe focus of this resource is changing the way staff development is conducted—from one or two-day one-shot sessions in which teachers passively receive knowledge to a study group format, whereby teachers are actively involved in constructing knowledge. Read the entire book to understand a framework for understanding how study groups and coaching teachers can be most effective. Three chapters focus specifically on coaching. Robb, Laura (2000). Portsmouth, NH: Heinemann.
Teacher Study Groups: Building Community through Dialogue and ReflectionThis text includes many practical suggestions for organizing, facilitating, and dealing with group dynamics within a study group, including 1) Defining what a study group is; 2) Getting started and making decisions about the structure and organization of meetings; 3) Facilitating a meeting; and 4) Incorporating reflection and teacher research into the process. Short et al. (1998). Urbana, IL: NCTE.
Inside Learning Network Schools The Learning Network is a site-based, PD initiative that focuses on literacy and the growth of skillful teachers. The Network is based on principles of student-centered teaching and learning that apply across all curriculum areas in all grades and with all students, principles consistent with recent efforts at school restructuring. Herzog, Marilyn (Ed) 1997. NY: Richard C. Owen Publishers, Inc.