Combine live cohort sessions, self-guided application, peer coaching, and virtual office hours in literacy professional learning¶

Strategy · All strategies
Evidence · no claims cited

Description¶

The program's delivery model combines several professional learning activities: "Program participants attend live professional learning sessions with a dedicated cohort, complete self-guided learning and application, engage in a peer coaching model, and attend virtual office hours with their Greenfield Learning coaches." Sessions are delivered virtually, in-person, or in a hybrid model depending on district preference, and no additional staff or technology are required.

Design Implications¶

Context¶

Requirements¶

• A dedicated cohort for live sessions and access to Greenfield Learning coaches for virtual office hours.

Constraints¶

• Delivery format depends on each district's preference; no additional staff or technology are required.

Target Learners¶

• third-grade teachers and literacy educators in elementary schools

Target Learning Goals¶

• improve literacy instruction practices
• raise student reading achievement

Related Strategies¶

• Leveraging Instructor Office Hours
• Sustain tutor quality through layered professional development: live and asynchronous learning, observations, coaching, and weekly office hours
• Sustained teacher professional development with coaching and professional learning communities
• Blend virtual ed-tech practice with regular in-person meetings and check-ins in summer learning programs
• Raise teacher awareness of new features through professional development and outreach

Examples¶

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Key Sources¶

• Greenfield Learning's Comprehensive Literacy: Making the Connections. (2025). Evidence summary, Promising evidence rating. https://evidenceforessa.org/program/comprehensive-literacy-making-the-connections/