Professional Learning in Action
An Inquiry Approach for Teachers of Literacy
Victoria J. Risko
Susan B. Neuman
D. Ray Reutzel
Teachers College Press
Risko and Vogt provide a unique and progressive approach for engaging the professional learning of teachers of literacy, reading specialists, literacy coaches and instructional leaders, content specialists, and administrators. Their deliberate use of Professional Learning signals the importance of educators engaging in authentic and inquiry-based decision-making. They describe and provide examples of needs assessments and progress monitoring activities that are embedded within differentiated professional learning activities, such as book clubs, lesson study, family literacy groups, and peer and literacy coaching. Actions and decisions are directed by questions generated by teachers, coaches, and administrators as they engage in collaborative and self-directed efforts to advance their knowledge and resolve dilemmas that impact instruction and students’ learning.
Provides authentic examples for implementing professional learning (PL) that addresses and resolves authentic dilemmas educators and students face.
Synthesizes current research on effective professional learning with a literacy emphasis.
Describes evidence-based and differentiated professional learning opportunities that engage instructional changes that are situated within meaningful and school-based applications.
Advances knowledge about applications of professional learning that is collaborative, substantive, situated, dynamic, intense, and personal.
Makes explicit connections to Common Core and similar State standards-based instruction.
Includes reflection and self-study questions at the end of each chapter.
Victoria J. Risko is professor emerita of language, literacy, and culture at Peabody College Vanderbilt University, Nashville. MaryEllen Vogt is professor emerita of education at California State University, Long Beach. Both are past presidents of the International Literacy Association.