The most impactful teachers often value continuous learning at all ages, both inside and outside the context of school. These teachers tend to see the direct correlation between teacher learning and student learning (the “teaching-learning relationship”) – both in terms of the impact of their improved instructional practices and also in the power of modeling lifelong curiosity, joy of reading, and love of learning for their students. They tend to engage passionately with opportunities for themselves – not only their students – to learn and grow.

In order for teachers to invest in this way in professional literacy learning within the context of their schools, they need meaningful, targeted opportunities to think deeply about their craft, engage in authentic conversation about instructional practices and student work with colleagues and the broader school community, exercise ownership over their own learning, and productively struggle with new concepts and strategies that connect to the school’s literacy vision.

In this way, adults’ learning needs can be parallel to students’ learning needs – and just as diverse. Therefore effective adult learning, much like effective classroom instruction, is differentiated to meet the needs of all learners in the room and to take into account teachers’ learning styles, previous experiences, and current strengths and areas for growth.

We believe the most valuable resource we provide to schools is a literacy coach.  MSQI schools receive 8 to 15 full days of coaching services to allocate throughout a school year.  The most impactful coaching activities that bring literacy practices to scale across a school are:

  • Supporting teacher teams with data analysis and cycles of inquiry
  • Facilitating instructional rounds with literacy leaders 
  • Completing rounds of Lesson Study around a particular set of literacy practices 
  • Setting up and organizing demonstration sites
  • Setting up and organizing lab-sites 
  • Setting up and organizing school to school visits 
  • Facilitating large group professional learning on a topic and then following up with groups of teachers using a gradual release model of instruction 

To see a set of sample coach-school action plans to consider how best to utilize your coaching services, click here

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