Kathy Egawa's Available Presentation Topics

Kathy presents on a wide range of topics and issues, including:

Literacy Coaching Standards
NCTE, in partnership with five other professional organizations, worked with its leaders to create standards for adolescent literacy coaches (Fall, 2005). What are the standards and what are the implications for your district or school?  Click here to see a sample agenda for this workshop.  Each workshop is customized to meet the particular needs of the district, but this is one example. 

Clayton County Schools, Atlanta, GA
Feedback from participants of the July 25, 2006 workshop 
Feedback from participants of the January 30, 2006 workshop

Greater Essex County District, Windsor, Ontario, Canada
Feedback from participants of the February 2, 2007 workshop 

Effective Literacy Instruction: Beyond One-Size-Fits All
What combination of practices represents a comprehensive or “balanced” reading and writing curriculum? What are reasonable expectations for all teachers? And what about nitty-gritty issues like homework or test preparation? What resources are available to support teacher’s ongoing learning on this topic?

New Richmond School District, New Richmond, OH
Charleston School District, Charleston, MO

Organizing and Managing Literacy Teaching
How have teachers successfully managed a reading/language arts block so that all students are meaningfully engaged? What are the students doing who aren’t working with the teacher?  What does it look like in kindergarten, or 2nd grade, or 5th grade? What about multiage, or English language learners?

Lexington School District 2, Columbia, SC; Claude E. Taylor Elementary, Columbia, SC
Gosport Elementary School, Gosport, IN

Creating a Vital Professional Learning Community
Job-embedded professional learning is the key to a school community where teachers are active and engaged learners. What are the key conditions to create and sustain such a community? What are the evidences of success, and the challenges?  What are the roles of principals, literacy coaches, and teacher leaders?

Seattle Public Schools, Seattle, WA

Good First Teaching
Strong early literacy programs are based on a solid understanding of early literacy and child development. What are the indicators of quality K-3 programs? What do reading, writing, and spelling instruction, for instance, look and sound like? How can families be involved, even those that haven’t typically participated in school experiences?

New Richmond Schools, New Richmond, OH

Designing Multimodal, Inquiry-based Curriculum
As reading and writing move from page to screen, literacy is not just a matter of language but a matter of motivated multimedia design (Gunther Kress). What does curriculum look like that builds from student knowledge and interest, and uses the tools of multimedia?

Hawaii Council of Teachers of English & the Hawaii Association of School Librarians, with Peggy Albers
Bloomington TAWL, Bloomington, IN

New Roles for the Teaching Librarian
As the emphasis on reading achievement grows, what role can librarians play to support school-wide literacy learning? What do we take from an earlier model of the teaching librarian? What do we leave behind?

Seattle Public Schools, Seattle, WA
National Council of Teachers of English, Milwaukee, WI