Part 2: Ongoing professional development at the Teacher Leader Institute
by Eva Konstantellou, Reading Recovery Trainer, Lesley University
**Please read the 6/3/14 post for Part 1 of this blog post
In addition to meeting for a number of days across the academic year with their university trainers for professional development, teacher leaders also attend an annual Teacher Leader Institute where they have the opportunity to listen to many speakers from inside and outside of the Reading Recovery community who present and discuss their research and its impact on teaching and learning.
Just a cursory look at the programs of past Teacher Leader Institutes gives us a glimpse into the rich opportunities for learning from expert scholars on fascinating topics:
- Courtney Cazden on supporting children’s oral language development, especially when working with English Language Learners
- Vivian Paley on the power of story and play in helping children become creative communicators
- David Wood on contingent teaching
- Elliot Eisner on artistry as an educational ideal
- James Zull on the art of changing the brain through teaching that builds on the learner’s prior knowledge
- Tony Bryk on school improvement and restructuring
- Ron Gallimore on continuous improvement in teaching
- Richard Elmore on the creation of learning communities in schools that sustain innovative work
- Andy Hargreaves on investing in the professional capital of teachers
This month (June 2014) the Reading Recovery teacher leaders and university trainers will hear from Julia Douëtil, university trainer at the University of London Institute of Education, on the topic of building teacher understandings of how learners develop a wide range of mental processing activity.
Reading Recovery teacher leaders exemplify the conception of teachers as intellectuals who in collaboration with colleagues reflect on their thinking in an ongoing quest for building a coherent theory of literacy learning that informs their work with children, teachers, and schools.
For information on the complex roles of the teacher leader and on teacher leader initial and ongoing professional development please see: