University News

Former Hoos return to hone their skills and help future teachers

Tara Thompson graduated from the University of Virginia School of Education and Human Development in 2023, earning her master’s degree in curriculum and instruction with a focus in reading education. But she wasn’t exactly done with the program.

portraits of Tara Thompson and Latisha Hayes

Tara Thompson, left, who received her master’s degree in 2023, said she is gaining hands-on experience coaching teachers in identifying student needs and targeting instruction. UVA professor Latisha Hayes, right, directs the school’s McGuffey Reading Services. (Left photo contributed; right photo by Tom Daly)

As a student preparing to become a reading specialist, Thompson spent a summer working with children and receiving feedback and coaching from her instructor. This summer, she is the one doing the coaching as an inaugural McGuffey Coaching Fellow.

“Being selected as one of the first McGuffey Coaching Fellows is a big honor,” Thompson said.

It’s also a big job. With expertise in science-based reading instruction and assessment, reading specialists serve as literacy leaders in their schools. Unlike classroom-based teachers, reading specialists typically have a combined role of working with students and supporting – or coaching – fellow teachers.

“Coaching is more and more a big part of a reading specialist’s job,” said Latisha Hayes, a professor and director of the school’s McGuffey Reading Services.

Hayes and colleagues created the McGuffey Coaching Fellowship program to give recent alumni continued learning opportunities and a chance to grow as coaches. Three alumni made up this summer’s inaugural group of fellows, including Lindsey Land and Nicole Butt, both of whom earned master’s degrees in 2024.

“We designed the fellows program for highly regarded graduates of our reading program who have shown excellence and commitment not only in their teaching, but also in coaching other teachers,” Hayes said.

Thompson joined the program to gain hands-on experience coaching teachers in identifying student needs and targeting instruction.

“As a reading specialist, I don’t often have the opportunity to work this closely with teachers throughout the entire process of planning and refining instruction for individual students,” she said. “I saw the fellows program as a chance to grow my coaching practice in a more hands-on, collaborative way, while supporting meaningful instructional decision-making.”

During this summer’s eight-week course, the fellows met one-on-one with current UVA students to reflect on their experience working with children and ways to improve their instruction.

“I’ve had the opportunity to engage in meaningful, collaborative conversations around data, student growth and instructional intensification,” Thompson said. “While I’ve always supported instruction as a reading specialist, this experience revealed how much I’ve grown in my ability to guide others through instructional decision-making.”

The fellows regularly met with the course’s instructional team to troubleshoot challenges, share insights and develop solutions, fostering a collaborative environment where everyone continues learning.

“The fellows program is a wonderful way for all of us to continue learning and growing as reading educators,” Hayes said. “It is a way for us to elevate exceptional graduates of our reading program and help continue their professional learning – and ours.”

Thompson agreed.

“Working alongside passionate, knowledgeable peers has deepened my own learning and strengthened my coaching skills,” she said. “It was a pleasant surprise to see how energizing and inspiring it was to collaborate with peers who are equally committed to student growth and professional learning.”

That deeper understanding of the power of collaboration is something Thompson said she’s excited to bring to her role as a reading specialist in the fall.

“This experience has reinforced the importance of listening to teachers’ insights and working alongside them to refine instruction,” Thompson said. “I look forward to continuing this collaborative approach to coaching, supporting teachers in setting goals, using data to inform instruction and implementing strategies that lead to meaningful student growth.”

Hayes hopes the program’s success encourages more recent graduates to return.

“I’m grateful to have a job where I get to work with such motivated, talented, caring people,” Hayes said. “And I’m just always so impressed by our students.”