Literacy Tutoring That Works
Professional Development and the After-School Literacy Program: A Partnership for Overall Academic Improvement
Kathleen B. Quinn
This chapter describes a successful after-school program that was part of a long-term university–school partnership that took place from 2004 until 2007. This partnership emphasized professional development for teachers as they prepared to become reading specialists. It took place two times a week in an urban elementary school that was not meeting adequate yearly progress goals. As a result of the program, students improved their instructional reading levels, the school made adequate yearly progress based on various measures, and teachers learned how to individualize and differentiate instruction through careful observation, assessment, reflection, and collaboration with colleagues and university faculty.
Quinn, K.B. (2009).
Professional Development and the After-School Literacy Program: A Partnership for Overall Academic Improvement.
In J.C. Richards, & C.A. Lassonde (Eds.), Literacy Tutoring That Works (pp. 132-140). Newark, DE: International Reading Association.