Every Child Reading: A Professional Development Guide

A Companion to Every Child Reading: An Action Plan

November 2000

The Learning First Alliance is composed of the following organizations:

American Association of Colleges for Teacher Education
American Association of School Administrators
American Federation of Teachers
Association for Supervision and Curriculum Development
Council of Chief State School Officers
Education Commission of the States
National Association of Elementary School Principals
National Association of Secondary School Principals
National Association of State Boards of Education
National Education Association
National PTA
National School Boards Association

Development and production of Every Child Reading: A Professional Development Guide were supported by a generous grant from the Ewing Marion Kauffman Foundation.

Printed in the United States of America

Ordering Information

ASCD Stock No. 300303
For additional copies of this guide, contact the
Association for Supervision and Curriculum Development
P.O. Box 79760
Baltimore, MD 21279-0760

Or call:
1-800-933-ASCD (2723) ext. 2 or 1-703-578-9600

Or order from the website: http://shop.ascd.org.

Cost for additional copies (all plus shipping and handling):

Up to nine copies: $3 per copy
10-49 copies: 10% discount
50 or more copies: 15% discount
For member organizations of the Learning First Alliance and their state or local affiliates or members, orders of 400 or more copies are $1 per copy.

Also available from the Learning First Alliance:

Every Child Reading: An Action Plan

This paper expresses the consensus view of principals, teachers, superintendents, PTAs, school boards, teachers colleges, state education commissioners, and other members of the Learning First Alliance regarding some basic principles about how to teach reading. The report calls for an end to the reading wars and a sensible balance between literature and phonics. It outlines eight steps necessary to ensure the reading success of every child as well as a detailed action plan for making these things happen.

Every Child Mathematically Proficient: An Action Plan

The Learning First Alliance's paper on mathematics puts forth research-based strategies "to bring American students to world class levels in mathematics." The paper addresses the growing need for American students to become more proficient in increasingly complex mathematics subjects at earlier ages. To accomplish the report's goal of virtually all students mastering the content now included in Algebra I and Geometry by the end of ninth grade, the Alliance proposes several action steps to strengthen professional practice. They include initiating incentive programs to attract more qualified teachers of mathematics, equipping teachers with skills and support to help children of all backgrounds complete mathematics courses, and ensuring that all mathematics teaching is done by licensed, qualified teachers.

Every Child Reading: An Action Plan (Stock No. 300342)
Every Child Mathematically Proficient: An Action Plan (Stock No. 300343)

Also available from ASCD for $3 per copy. All discounts above apply. All our papers can be downloaded free of charge from the Learning First Alliance's web site: http://www.learningfirst.org.

You may print the entire document or print from the pdf of this document.

This paragraph on page 14 has been modified from the existing printed edition to better reflect the research findings of the National Reading Panel.

Foreword
Preface
Purpose
The Context for Professional Development - Teachers are more likely to improve student achievement when everyone who affects student learning is involved in improvement efforts, and student standards, curricular frameworks, textbooks, instructional programs, and assessments are closely aligned. It is also essential that professional development is given adequate time during the work day and that the expertise of colleagues, mentors, and outside experts is accessible and engaged as often as necessary. Finally, sustained improvement efforts require commitment to a long-range plan with adequate funding.
The Process of Professional Development - Effective professional development respects that change occurs in definable stages and that significant time must be allowed before the outcomes of a professional development program can be determined. A variety of professional development activities will meet individual needs better than a "one-size-fits-all" approach, particularly when these activities are based on teacher self-evaluations of what is needed to improve their students’ performance. Finally, professional development programs should follow initial concentrated work with continued consultation and classes.
The Content of Professional Development
Components of Effective, Research-Supported Reading Instruction for the Primary Grades
Conclusion
Glossary
Appendix A: Professional Development Research Sources