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Home > Title II > SAHE

No Child Left behind Act of 2001
Public Law 107-110
Title II, Part A, Improving Teacher Quality State Grants

CLLC:  CONTENT LITERACY LEARNING COMMUNITIES

A Professional Development Partnership Coordinated by Maine’s Regional Teacher Development Center Initiative

 

Abstract

The University of Maine System’s (UMS’s) Regional Teacher Development Center (RTDC) Initiative oversee the establishment of the Content Literacy Learning Communities (CLLC) Project, a collaborative effort of UMS faculty in education and arts and sciences,  schools throughout the state, regional educational partners, and other P-16 stakeholders. Responding to the failure of grade 4-12 Maine students to meet grade-level standards, and recognizing that the greatest in-school predictor of student success is teacher effectiveness, CLLC will focus on content area and content literacy professional development needs of teachers and administrators. The examination and analysis of student work will serve as a foundation on which to base site-specific, site-designed activities. CLLC will support the development of intense learning opportunities during the summer and sustained, year-round activities live and online. Integrated into the design of activities will be the use of appropriate and varied technologies. Academic courses in content areas, with a focus on literacy, will be offered for teachers lacking “highly qualified” credentials. Using content literacy expertise from the state and region, CLLC will facilitate the training of district personnel to sustain efforts and increase capacity for professional development in content literacy after the grant period has ended.  CLLC has two goals: (1) To increase student achievement in reading and writing in grades 4-12; and (2) To create and implement a model for sustainable, capacity-building professional development. School-specific targets for goal achievement will be established early in the first year of the Project, once detailed needs assessments have been completed.