Project VC Professional Development

Coaches and trainers who complete this module will be able to describe the key aspects of text comprehension, recognize when educators need to learn more about instruction that supports comprehension and address common misunderstandings about teaching text comprehension.

This module is designed to build trainer knowledge about the research-based instructional practice called shared reading. Coaches and Trainers should understand key aspects of shared reading instruction, recognize when training is needed, and be able to explain common misunderstandings.

After completing this module focused on self-directed reading, coaches and trainers will be able to describe key practices in self-directed reading, identify when an educator needs to learn more about it, and address common misunderstandings.

Coaches and trainers who complete this module should be able to describe key aspects of phonological awareness instruction, recognize when a teacher needs to know more about it and address common misunderstandings educators may have.

Completing this module will enable coaches and trainers to describe key aspects of writing instruction for emergent writers, recognize when an educator needs to learn more about it, and address common misunderstandings.

Coaches and trainers who complete this module will be able to describe key aspects of decoding and spelling instruction, recognize when an educator needs to learn more, and address common misunderstandings educators may have.

Coaches and trainers who complete this module will be able to explain why conventional writing instruction is a critical element of comprehensive literacy instruction, discuss the importance of technology in supporting conventional writers, and describe the components of conventional writing instruction.

Coaches and trainers who complete this module will be able to explain the connection between literacy and communication, define emergent literacy and conventional literacy as they are situated on a continuum, and discuss the key aspects of comprehensive literacy instruction.

Coaches and trainers who complete this module will be able to describe key aspects of alphabet instruction, recognize when an educator needs to learn more about alphabet instruction, and address common misunderstandings people may have regarding alphabet instruction.

Upon completing this module, coaches and trainers will be able to describe Universal Design for Learning (UDL) and its associated principles. They will also be able to identify when educators need UDL training and clarify misunderstandings related to UDL in practice.

Upon completing this module, coaches and trainers will be able to describe students with significant cognitive disabilities and the focus of their instruction. They will also be able to evaluate educator knowledge and understanding of student learning characteristics and identify and access resources to address educator misunderstandings.

After completing this module, coaches and trainers will be able to summarize the impact of grade level state standards on instruction, provide a rationale for addressing grade level standards in reading, writing, speaking, listening, and language instruction, and explain how the Project VC Monitoring Tool is connected to the grade level state standards.

After completing this module, coaches and trainers will be able to summarize the purpose of data-based decisions in teaching, describe key features of data-based decisions in teaching, and describe the role of the Project VC Progress Monitoring Tool in data-based decisions in teaching ELA.

This module will help coaches and trainers describe the key aspects of adult learning and address adult learning needs during professional learning experiences.