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 |  | Kathy Egawa’s extensive experience as an English language arts educator and consultant includes working for 25 years as a teacher, librarian and teacher educator in the Pacific NW before assuming the role of Associate Executive Director at NCTE in 1999. Kathy recently returned to Seattle to pursue professional opportunities and devote more time to working with teachers and students as a consultant. Her dissertation research involved working with a school committed to reform and exploring with four teachers the ways they could work together to address and resolve the questions that arose in their practice. While at NCTE she served as program administrator for the NCTE Reading Initiative, a long-term professional development project that involves school teams and literacy coaches in a dynamic study of best literacy practices. She continues to work with study groups of teachers and administrators in multiple sites around the country. |
Kathy Egawa's Selected Presentations
Available Presentation Topics from Kathy Egawa
| Kathy presents on a wide range of topics and issues related to best practices in effective literacy instruction, literacy coaching and standards, curriculum development, school-based professional development approaches, and inquiry-based learning. Click here for a complete list.
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Kathy Egawa's Highlighted Presentation Topics
| There is little that Kathy enjoys more than working with groups of teachers and education leaders involved in change. The ideas and strategies she shares are both practical and innovative, developed through her work with students and in collaboration with colleagues. Most important, these strategies clearly illustrate theory-to-practice connections. Click here for a listing of select presentations. |
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Published Works by Kathy Egawa
Literacy as Social Practice: Primary Voices K-6
|  Vivian Vasquez, Kathy Egawa, Jerry Harste, and Rich Thompson (Eds.) use outstanding articles from Primary Voices K-6 to frame and illustrate practices that support Luke & Freebody’s Four Resources model.
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Beyond Reading and Writing: Inquiry, Curriculum, and Multiple Ways of Knowing
|  Beth Berghoff, Kathy Egawa, Jerry Harste, and Barry Hoonan provide theory-in-practice examples of a multiple ways of knowing curriculum, particularly as such curricula supports "at risk" learners. Similar to and extending theories like that of multiple intelligences (Gardner), this text makes the case for the essential role of the "arts," or sign systems, in literacy curricula.
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Kathy Co-edits Voices from the Middle column
|  Co-Editor, From the Coaches’ Corner
Column topics include:
What is a Literacy Coach?
What Makes an Effective Literacy Coach?
FAQs about Literacy Coaching.
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Select Journal Articles
|  Kathy Egawa, Joanne Hindley Salch (Eds.) and their colleagues discuss "Homework that counts: What are the issues?" School Talk 5(1). See this and other articles by clicking here. |
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Related Resources
Education and Experience
| Learn more about Kathy's experiences as a teacher, librarian, and teacher educator.
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Study Group Leadership
| Kathy served as the administrator for the NCTE Reading Initiative (RI), a professional development project that involved school teams and literacy coaches in a dynamic study of successful literacy practices. She also helped conceptualize and write the RI curricula used by school teams.
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Online Resource Developer
| Kathy served as the project administrator for ReadWriteThink, an online collection of K-12 lessons and web resources for teachers. She also worked with NCTE leaders to compile teaching resource collections on topics like literacy coaching, spelling, teaching literary texts, and English language learning. |
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