Literacy

Explore how teacher teams can ensure equitable literacy learning so that every student masters essential reading standards. Jacqueline Heller and Paula Maeker, authors of Literacy in a PLC at Work®: Guiding Teams to Get Going and Get Better in K–6 Reading, will help literacy educators navigate the teaching, learning, assessment, and feedback cycle of reading through the lens of Professional Learning Communities (PLC) at Work.

Mario Miner, a native of Hamtramck, Michigan, has been in education for nearly 20 years. As a former working-class student, Mario strives to help his scholars see themselves and their lives in his classroom by building their capacity for literacy.

Lorraine Radice, PhD, is an educator, author, and presenter. She is currently an assistant superintendent for curriculum and instruction in New York and teaches courses in childhood education and literacy at Hofstra University.

Brad Cawn is a teacher educator, author, researcher, and trainer who specializes in helping schools and teachers integrate ambitious teaching and learning—inquiry-based instruction, disciplinary literacy, project-based learning, etc.—across the content areas.

Paula Maeker is an educator, consultant, and advocate for learner-centered education. She has more than twenty-three years’ experience as an elementary teacher, literacy specialist, instructional coach, Title 1 program coordinator, campus administrator, director of elementary literacy, and director of instructional design.

Whitney K. Freije is an elementary school principal at A.F. Palmer Elementary, a Model PLC at Work® school in the Windsor Central School District, located in upstate New York. She specializes in empowering teachers with effective instructional practices to promote high levels of literacy and mathematics.

Jacie Maslyk, EdD has more than two decades of experience in education. She has previously served as a teacher, reading specialist, elementary principal, and assistant superintendent.

Daniel M. Argentar is a literacy coach and communication arts teacher at Adlai E. Stevenson High School in Lincolnshire, Illinois. He works with instructors from all divisions to increase disciplinary literacy for students.

Brian Wise is an English Department chair at Deerfield High School in the suburbs of Chicago. Previously, he spent 16 years as a teacher and literacy coach at Adlai E. Stevenson High School in Lincolnshire, Illinois.

Katherine Gillies is the lead architect of districtwide literacy improvement at Niles North High School in Illinois. Her work includes building a comprehensive system of intervention and support for struggling readers and developing a research-based curriculum to ensure continued literacy growth for all students. She is currently a doctoral candidate at Vanderbilt University’s Peabody College of Education in Nashville, Tennessee.