Need help finding the right collection?
> Contact Us
On-Site Professional Development Services for teachers
Connecting you to powerful literacy instruction
Empower your teachers and strengthen your classrooms with on-site professional learning provided by our team of literacy consultants. With a wealth of expertise and experience we can help build on your teachers’ strengths, model, co-teach, coach, and introduce new expertise that will connect your teachers to powerful literacy instruction.
Each literacy consultant has extensive experience and expertise to provide schools with on-site workshops and coaching designed to address the specific needs of your school and strengthen the implementation of guided reading for all of your literacy learners.
Julie Allsworth has over 22 years of teaching experience in elementary education, special education, reading intervention, Spanish, ELL & ESOL instruction, and has also previously served as an Early Intervention Reading Specialist. Julie earned a Master of Education degree in Teaching English as a Second Language and Bilingual Education from Rhode Island College, and is currently completing her PhD in Reading, Language, and Literacy at Concordia University in Chicago.
Carolyn Gwinn, PhD, is a classroom teacher, Reading Recovery teacher, reading specialist, resource teacher, literacy teacher for academic support, and professional learning community (PLC) facilitator. In her role as educational consultant, she strategically designs and delivers tailored professional development. Carolyn has trained teachers around the country on the Next Step guided reading lesson framework. Her work focuses on promoting effective teaching and learning, balanced literacy, guided reading, writing, assessment, visionary planning, and leadership.
Lisa Hall, EdS, is a Reading Recovery teacher leader who designs and delivers customized professional development to Reading Recovery and classroom teachers. She presents at conferences, leads building PLCs, and delivers Balanced Literacy training for classroom teachers. She is an experienced reading coach, reading interventionist, and classroom teacher with a master’s degree in Administration and Specialist degree in Reading. Lisa has 18 years of experience, is passionate about reading instruction, and works directly with teachers to plan and deliver guided reading instruction with differentiated station activities so that all students can engage in authentic reading and writing activities.
Ellen Lewis is a reading teacher, Reading Recovery teacher, reading specialist, resource teacher, and literacy teacher. She has more than three decades of literacy teaching experience in the United States, Bermuda, England, Hong Kong, and Qatar. Ellen holds a master's degree in reading. She is an author who has written children's books, including several being published by Pioneer Valley Books in 2017. She is also the author of the Professional Study Guide that accompanies Jan Richardson's The Next Step Forward in Guided Reading, and she wrote and edited the ELL tips included within Literacy Footprints. Ellen is an expeirenced reading coach and presenter who works with teachers, teams, and literacy leaders to implement Jan Richardson's principles and theory.
Heather Micheli is a literacy specialist, certified Reading Recovery teacher, and part-time literacy consultant. She has experience working in grades K-8 as a classroom teacher, special education teacher, ESL teacher, and intervention teacher. Heather is passionate about teaching students and colleagues effective reading practices. She had the opportunity to work with Dr. Jan Richardson on professional development for teachers in Jamaica. She holds a BS in elementary education and a master's degree in literacy.
Jean Ridley is a Reading Recovery Teacher Leader who provides ongoing professional development to PreK-2 classroom teachers, special education teachers, insructional facilitators and Reading Recovery teachers. She is an experienced literacy coach and reading interventionist with a masters degree in reading. Jean has 33 years of experience in teaching struggling readers. She models and demonstrates assessment strategies to plan and implement guided reading instruction. Her particular interest is building the reciprocity of reading and writing.
Dr. Michal Taylor is a literacy consultant working with teachers PreK-8, administrators, and parents in developing intentional literacy practices along a balanced literacy continuum. She has been a K-3 classroom teacher, a reading teacher for grades 4-8, a Reading Recovery teacher since 1989, and a Reading Recovery Teacher-Leader since 1991. She works extensively in schools modeling and coaching for the transfer of best literacy practices into the classroom to support all learners.
Sandra Weaver holds a BS degree in elementary education, and a master’s degree in Curriculum and Instruction. Throughout her 22-year career, Sandra has been a classroom teacher, a first grade early intervention teacher, and for the past twelve years has been an embedded Literacy Coach, a district Literacy Coach, and a practicum facilitator for Beacon’s Reading Endorsement course. For the past five years, Sandra has been personally trained by Dr. Jan Richardson and specializes in delivering professional development on Jan's The Next Step in Guided Reading. Sandra has implemented Next Step Professional Development for dozens of districts in a wide range of locations, including Florida, Texas, North Carolina and New York. She is available to travel to your district and will provide impeccable, hands-on, customized training to fit the needs of your teachers.
Polly Wingate is a recently retired educator, who taught in K-2 classrooms before working as a Reading Recovery teacher, and a Reading Recovery Teacher Leader. She holds a BS degree in Early Childhood Education, a masters degree in elementary education, and has S.C. certifications in early childhood education, elementary education, and as a reading teacher. Polly's interest is in using reading, writing, and learning theories, with current data and evidence, to design effective literacy instruction for all students. She believes in a focus on authentic and interesting reading and writing opportunities and instruction, with meaning and comprehension as the goal.