The Ohio State University
Development of the Literacy Collaborative primary model (K-2) began in 1986 at Ohio State with a series of teacher study groups.
Formal primary literacy coach training began.
Lesley University joined the primary-level efforts in 1994 and began training literacy coaches in 1996.
Development of the Literacy Collaborative intermediate model (Grades 3‑6) began with study groups at Ohio State and Lesley University in 1995; formal intermediate literacy coach training began at Lesley University in 1999 and at Ohio State in 2000. Georgia State University began training intermediate literacy coaches in 2002.
Primary District Training
Literacy Collaborative primary district training for districts to offer primary literacy coach training at the local level began in 1996 at Ohio State and Lesley University.
Intermediate District Training
Literacy Collaborative intermediate district training for districts to offer intermediate literacy coach training at the local level began in 2001 at Ohio State and Lesley University.
Ohio State and Lesley University are currently offering a Literacy Collaborative middle level model (Grades 6‑8).
Into the Future
Training, research, and development continue at the university training sites to refine both the understanding of children’s literacy acquisition and development and the implementation of effective teacher professional learning programs.
Gay Su Pinnell's Gifts to Literacy Collaborative at Ohio State
In 2020, professor emerita and Literacy Collaborative co-founder Gay Su Pinnell committed $7.5M from her charitable fund to support the work of Literacy Collaborative and Reading Recovery. The gift will support an endowed professorship in reading, the first endowed clinical professorship for reading, and a fund for literacy education.
We are humbled and honored to receive this gift, which is the largest individual gift in the history of the College of Education and Human Ecology.
Four Pillars of Literacy Collaborative
- Collective Ownership of Student Outcomes
- Commitment to Research-Based Instructional Practices
- Utilize Data-Driven Teaching and Decision-Making
- Investment in Building Evidence-Based Professional Capacity