Linda Teplica

Expanding on existing professional learning communities, Ms. Teplica and her colleagues focus on improving students’ reading comprehension. Participants learn how to teach students to use active strategies before, during, and after reading and design and implement meta-cognitive comprehension lessons based on group discussions and student needs. At the conclusion of the study, participants emulate the book talk process with a colleague not involved in the group and the team presents the results of their book study to the entire faculty.