Date Approved

8-8-2026

Graduate Degree Type

Project

Degree Name

Education-Literacy Studies: Reading (M.Ed.)

Degree Program

Literacy, Educational Foundations, & Technology

First Advisor

Lindsay Stoetzel

Academic Year

2025/2026

Abstract

There is a growing need to equip teachers with the knowledge and support necessary to foster student growth in reading. The problem addressed in this project is that many newly-hired teachers lack the knowledge, confidence, and instructional coaching needed to effectively implement evidence-based literacy practices in conjunction with high-leverage teaching practices. Newly-hired teachers include teachers who are new to a district, both those who have transferred from another school and those who are just beginning their teaching careers. This project proposes a year-long professional development program that equips newly-hired teachers with evidence-based literacy practices and high-leverage teaching practices through explicit modeling, authentic practice, intentional coaching, and thoughtful reflection. Several theoretical perspectives support this project, including cognitive theory, practice-based teacher education, and cognitive coaching. These theories highlight the importance of acquiring knowledge, applying learning through authentic experiences, and engaging in reflective practice to bridge the gap between pedagogical knowledge and effective classroom implementation. Through nine pre-developed sessions of sustained professional development and instructional coaching, this project is designed to support newly-hired teachers in developing the knowledge, confidence, and instructional practices necessary to foster student literacy growth and build a foundation of literacy for lifelong success.

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