Illinois Reading Recovery®
Center for Literacy
Partnerships in Comprehensive Literacy
National Louis University
District Literacy Coach Leader
Application and Commitment Forms
2015-2016 School Year
Application Deadline: June 15, 2015
Submit forms, vita, photo copy of transcripts and
$1000 non-refundable deposit payable to
National Louis University to:
Dr. Mary Ann Poparad
Director and University Trainer
National Louis University
Reading Recovery
850 Warrenville Road
Lisle, IL 60532
Mary.Poparad@nl.edu
Phone and Fax: 630-874-4120
Page 1 of 8
DISTRICT LITERACY COACH LEADER APPLICATION
2015-2016 School Year
The Illinois Reading Recovery® Center for Literacy at National Louis University, a nationally
recognized PCL training center, is committed to preparing school based teacher leaders through
graduate coursework that focuses on the specialized roles and responsibilities of a literacy coach
leader. The Partnerships in Comprehensive Literacy (PCL) model features literacy coaches as
agents of school renewal. PCL Literacy coach leaders enroll in post-graduate level courses at
National Louis University. District Literacy Coach Leaders earn 18 semester credit hours. After
successfully completing their course work, District Literacy Coach Leaders provide initial course
work and continuing professional development for School Literacy Coaches.
The District Literacy Coach Leader (DLCL) training is a year-long program of study designed for
individuals who already have a master’s degree including a minimum of 12 hours of appropriate
graduate level reading coursework. The training is limited to candidates employed as literacy
coaches in school systems that elect to partner with National Louis University’s Reading Recovery
Center for Literacy. Coaches complete the first 4 credit hours through participation at two 3 day
summer institutes.
District Literacy Coach Leaders attend training with Strategic Processing-Special Education
Coaches and collaborate with Reading Recovery Teacher Leaders and district leadership teams to
implement the Comprehensive Intervention Model.
Admission requirements include:
•
Application that demonstrates background experiences and dispositions for becoming a
literacy coach, including a curriculum vita of professional experiences
•
Experience in leadership roles in a school, e.g., teacher leader, staff developer, peer
mentor, or similar role
•
Application from district and school administrators providing assurances that the candidate
will be able to perform the roles and responsibilities of the Literacy Coach, including
support for attending all classes during the training year.
In addition, the district literacy coach candidate must meet all university requirements for
admission to NLU Graduate School:
•
A valid teaching license
•
Master’s degree (or higher) from an accredited institution with a cumulative grade point
average of at least 3.0.
Graduate Program Requirements
To meet the International Reading Association (IRA) Standards for Reading Professionals, the
Literacy Coach program of study focuses on five major areas of preparation: 1) literacy theory and
research, 2) literacy curriculum and instruction, 3) literacy assessment; 4) literacy coaching, and 5)
supervising and coordinating a school’s literacy program. The program of study includes a focus on
teaching diverse learners, including research-based interventions for working with struggling
readers. The responsibilities of the literacy coach are organized to include: 1) 50-80% of time
working with teachers, including sustained coaching cycles, demonstration lessons, professional
learning communities, and other related experiences; 2) 10-25% of time teaching small groups of
struggling readers; and 3) 10-20% of time coordinating, monitoring, and assessing the school’s
literacy program, including designing curriculum, analyzing data, and sharing results. Additional
information on the Literacy Coach program can be obtained at www.IllinoisReadingRecovery.org.
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APPLICATION FORM
Contact Information
2015-2016 School Year
SECTION I --- IDENTIFYING INFORMATION: Supervisor
Supervisor’s Name: Enter a Supervisor’s Name
School Name: Enter School Name
Grades: Enter Grade Levels
Work Full Address: Enter Work Address
Phone (W): Enter Work Phone Number
Work E-mail: Enter Work Email
SECTION II --- IDENTIFYING INFORMATION: District Literacy Coach Leader
Coach’s Name: Enter Full Coach’s Name
Phone (H): Enter Home Phone Number
Phone (Cell): Enter Cell Phone Number
Home E-mail: Enter Home Email
Home Full Address: Enter Home Address
School Name: Enter School Name
Phone (W): Enter Work Phone
Work E-mail: Enter Work Email
School Full Address: Enter School Address
A minimum of three years of teaching experience is required.
Total number of years of teaching experience in the following:
Pre-K
K-2
3-5
6-8
9-12
RR
RR Teacher Leader
Page 3 of 8
Title 1
Curriculum Vita’
Please fill out the curriculum vita. You can use more than one page to complete the form.
Academic Degrees/Preparation Programs:
Click Here to Enter
Teaching License (additional certifications):
Click Here to Enter
Academic Awards or Honors (e.g, scholarships, National Board, recognitions, etc):
Click Here to Enter
Membership in Professional Organizations:
Click Here to Enter
Presentations or Other Professional Accomplishments:
Click Here to Enter
Service to the Teaching Profession (e.g., school committees, professional offices, etc):
Click Here to Enter
Reading Courses:
Click Here to Enter
Additional Comments:
Click Here to Enter
Page 4 of 8
ASSURANCES: DISTRICT SUPERINTENDENT
Superintendent Commitment Form
2015-2016 School Year
School/District: Enter School/District Reading Recovery Teacher Leader: Enter RR Teacher Leader
Superintendent: Enter Superintendent Superintendent’s Email: Enter Superintendent’s Email
SUPERINTENDENT IN A DISTRICT PCL SITE

Demonstrates knowledge of the ten features of the Partnerships in Comprehensive Literacy (PCL) model,
the PCL Guidelines and Standards, and understands the importance of implementing the model with
fidelity.

Commits to funding a Comprehensive Intervention Model (CIM) for struggling readers across the
grades, including implementation of Reading Recovery in first grade and a menu of research-based,
small group interventions for struggling readers in other grades.

Supports funding for the necessary materials to implement the PCL and CIM programs with fidelity at
the district level.

Supports funding for the District Coach to participate in all training requirements and university graduate
coursework, resulting in a Literacy Coach certificate.

Supports funding for School Literacy Coaches to participate in all training requirements and university
graduate coursework.

Supports funding for the District Literacy Coach to attend all PCL professional development and the
annual Illinois Reading Recovery Comprehensive Literacy conference and the Spring Literacy Academy.

Supports PCL administrators in attending the Network of Literacy Administrators (NLA) organization
(usually held within the district) or other leadership events related to the effective implementation of the
model.

Supports Literacy Coach in performing the roles and responsibility as outlined in the Guidelines and
Standards for Literacy Coaches.

Supports funding for a Model School Clinical Training Site to be used for training coaches and hosting
visitors to spotlight the model.

Supports the implementation guidelines and standards for as long as the district is affiliated with the
National Louis University Center, including supporting literacy coaches to attend professional
development and providing funding for site visits from PCL Trainers to support schools.

Ensures PCL schools make a minimum of a three-year commitment to the model.
______________________________________
Superintendent’s Signature
__________________________________
Date
Page 5 of 8
ASSURANCES: BUILDING PRINCIPAL
Where coach will practice during training year
Principal Commitment Form, 2015-2016 School Year
School: Enter School Name
Principal: Enter Principal’s Name
Principal e-mail: Enter Principal’s Email
Phone: Enter Phone Number
BUILDING PRINCIPAL IN A DISTRICT PCL SITE

Demonstrates knowledge of the ten features of the Partnerships in Comprehensive Literacy (PCL) model, the PCL
Guidelines and Standards, and understands the importance of implementing the model with fidelity.

Demonstrates knowledge of the roles and responsibilities of a Literacy Coach and supports the coach in
implementing these roles with consistency and integrity.

Commits to funding a Comprehensive Intervention Model (CIM) for struggling readers across the grades, including
full implementation of Reading Recovery in first grade and a menu of research-based, small group interventions for
struggling readers in other grades.

Secures funding for the building coach to participate in all training requirements offered by the PCL District Coach,
including appropriate coursework for the preparation of literacy coaches.

Secures funding for the building coach to purchase professional materials for the teachers, including individual
copies of core texts and checkout copies of videos publications.

Secures funding for the development of a school-wide curriculum room, including leveled texts, Big Books, and
sets of books organized by genre, type, or other literacy characteristics.

Secures funding for the building coach to attend PCL professional development, including the Illinois January
Literacy Conference.

Secures funding for some teachers to attend professional development opportunities related to the successful
implementation of the PCL model.

Supports the implementation of professional learning communities across the school, including literacy team
meetings, intervention meetings, book studies, cluster observations, and action research; participating in the events
and providing release time for teachers to attend.

Collaborates with the literacy coach on designing a school-wide literacy plan, including details for implementing a
comprehensive literacy model across the grades.

Collaborates with the literacy coach on designing a seamless assessment system, including a comprehensive
portfolio of formative assessments for informing instruction.

Collaborates with the building coach on data collection and analysis, including preparing an annual report on
student achievement; and submits the report to the district coach, who compiles all building-level data into a district
report.

Participates in conferences, institutes, or other professional development relevant to the successful implementation
of the Partnerships in Comprehensive Literacy (PCL) model.

Participates in the Network of Literacy Administrators (NLA) organization and attends meetings in affiliated PCL
sites within the district or other regions.
______________________________________
Principal’s Signature
________________________________
Date
Page 6 of 8
ASSURANCES: COACH
District Literacy Coach Leader Commitment Form
2015-2016 School Year
School: Enter School Name
District Level Coach: Enter District Level Coach
DISTRICT LITERACY COACH IN A PCL DISTRICT

Demonstrates knowledge of the ten features of the Partnerships in Comprehensive Literacy
(PCL) model, the PCL Guidelines and Standards, and understands the importance of
implementing the model with fidelity.

Demonstrates knowledge of the roles and responsibilities of a Literacy Coach and implements
these roles with consistency and integrity.
•
Enrolls in Year 1 coursework for the specialized program of study for the preparation of literacy
coaches at National Louis University, earning 18 graduate credit hours and a certificate of
completion as a literacy coach.
Graduate credit course work focuses on clinical field-based experiences based on an
apprenticeship framework for learning-on-the job, including establishing model classrooms
for observing teaching and learning; implementing a seamless literacy model across
classrooms and supplementary programs; and working with struggling learners in researchbased intervention groups; theoretical models for understanding change over time in
literacy processing, theories of apprenticeship learning and transfer, contingent scaffolding,
reading and writing processes, comprehension, and the development of self-regulated
learners; and leadership models with an emphasis on supervising and coordinating a
school’s literacy program, coaching continuum, professional learning communities,
designing a literacy curriculum, and data analysis for continuous school improvement.
Attends additional professional development on implementing, coordinating, and assessing
a district-level literacy model.
•
Makes arrangements for a minimum of one full-day site visit by the National Louis University
Trainer. Prepares to be observed in a variety of situations, including teaching an intervention
group, coaching teachers, leading a professional learning community, working with the
administration, and other relevant experiences.

Begins plans for offering graduate coursework (one class per semester) for school-based
literacy coaches or special education teachers in the district. Collaborates with National Louis
University on the process and ensures that courses are in place prior to the first training class
for building coaches or special education teachers.

Collaborates with appropriate administration to create a Clinical Model School for training new
coaches, including establishing the roles and responsibilities of a clinical training site.
Page 7 of 8

•

•
•
Presents awareness sessions on the model to schools within the district and works with PCL
applicants on school plans and other transitional processes to prepare the school for a quality
implementation.
Attends CIM and PCL Summer Institutes (in Year 1), annual Illinois Reading Recovery
Comprehensive Literacy Conference, and UALR Spring Literacy Academy.
Prepares an annual report on the PCL model in the district and shares information with all
stakeholders, including National Louis University.
Attends all required professional development at National Louis University for as long as the
district remains a PCL site.
Spotlights and advocates for the PCL model with parents, staff, district administrators, and
school board members.
___________________________________________
District Literacy Coach Signature
__________________________
Date
Please forward the completed application form, commitment forms, applicant’s vita, readable
photocopy of transcripts and $1000 non-refundable deposit (payable to National Louis
University) by June 15, 2015 to:
Dr. Mary Ann Poparad, Director and University Trainer
National Louis University
Reading Recovery Center
850 Warrenville Road
Lisle, IL 60532
Mary.Poparad@nl.edu
Phone and Fax: 630-874-4120
Page 8 of 8