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Vicki Collet

Vicki Collet

Assistant Professor of Childhood Education

College of Education and Health Professions

(CIED)-Curriculum & Instruction

Phone: 479-575-2224

Fax: (479) 575-2494

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2012 Joined University Arkansas Faculty as Assistant Professor in Curriculum & Instruction

Associate Director of Northwest Arkansas Writing Project

Pre-Service and in-service teacher education, with a focus on instructional coaching & mentoring

Writing and new literacies

Instruction and intervention processes and practices

Implementation of Common Core State Standards

  • Teacher Preparation

Instructional Design for Teachers (BSE program)

Student Teaching Supervision (BSE & MAT programs)

Classroom Management Concepts: Differentiation (MAT program)

Vygotsky in the Classroom (Ph.D. program)

Instructional Theory (Ph.D. program)

Literacy Theory (Ph.D. program)

Introduction to Education (undergraduate)

  • Ph.D., State University of New York at Buffalo, Reading Education
  • M.A., University of Northern Colorado, Reading (K-6 & 7-12) & Elementary Education
  • B.A., University of Utah, English Teaching, Reading (minor)

Refereed Articles:

Collet, V. S. (in press). Lesson Study in a Turnaround School: Local knowledge as a pressure-balanced valve for improved instruction. Teachers College Record, 119(7).


Collet, V.S. (in press). I can do that! Creating classrooms that foster resilience. Young Children, 72(1).


Collet, V. S. (in press).  Polyphonic analysis: "Obuchenie" in qualitative research. Qualitative Research Journal, 17(3).  


Collet, V.S. (2016). The dialogic nature of mentoring: Supporting student teachers using the GIR model. In Dominguez, N. & Gandert, Y. (Eds.). 8th Annual Mentoring Conference Proceedings: Developmental Networks: The Power of Mentoring and Coaching. Albuquerque, NM: University of New Mexico.


Collet, V.S. (2016). Cloud-based tools for teaching writing as a process. English Leadership Quarterly, 38(4), 2-4.


Endacott, J.L., Collet, V.S., Goering, C.Z., Turner, R., Wright, G., Jennings-Davis, J, Denny, G. (2016). On the Frontline of CCSS Implementation: A National Study of Factors Influencing Teachers’ Perceptions of Teaching Conditions and Job Satisfaction. Cogent Education. Contribution: 30%.


Collet, V.S. (2015). Scaffolds for Change: The Gradual Increase of Responsibility Model. International Journal of Mentoring and Coaching in Education, 4(4), 269-292.


Collet, V.S. (2015). Transforming instruction: How collaborative professional development changed the teaching of argumentative writing. English Leadership Quarterly, 38(2), 2-5.  


Collet, V.S. (2015). The Gradual Increase of Responsibility Model: Coaching for instructional change. In Dominguez, N. & Gandert, Y. (Eds.). 7th Annual Mentoring Conference Proceedings: New Perspectives in Mentoring: A Quest for Leadership Excellence & Innovation. Albuquerque, NM: University of New Mexico.


Matlock, K., Goering, C.Z, Endacott, J.L. Collet, V.S. Jennings-Davis, J., Denny, G.S., Jennings-Davis, J., & Wright, G. (2015). Teachers’ views of the Common Core State Standards and its implementation. Educational Review. Published online ahead of print:


Endacott, J., Wright, G., Goering, C.Z., Collet, V.S., Jennings-Davis, J., Denny, G. (2015).  Robots teaching other little robots: Neoliberalism, CCSS, and teacher professionalism. Review of Education, Pedagogy, & Cultural Studies, 37(5), 414-437


Collet, V. S. (2014).  The GIR Model: Mentoring for teacher effectiveness.  English Leadership Quarterly, 37(2), 9-13.


Collet, V. S. (2014).  Response to Intervention in Colorado: Are we leaving RtI behind? Colorado Reading Journal, Winter, 2014. 


Collet, V. S. (2012).  The Gradual Increase of Responsibility Model: Coaching forteacher change.  Literacy Research and Instruction, 51(1), 27-47.


Collet, V. S. (2010).  Effectively implementing RtI: Putting old wine in new bottles? Colorado Reading Journal, Spring 2010, 36-39.


Collet, V. S. (2007).  Fix-up tools:  Strategies for clarifying comprehension.  Colorado Reading Journal, Fall, 2007, 31-34.


Books & Book Chapters:


Collet, V.S. (in press). Scaffolds for Change: The Gradual Increase of Responsibility Mentoring Model. In A.M. Kent & A.M. Green, (Eds.). Across the Domains: Examining Best Practices in Mentoring Public School Educators. Charlotte, NC: Information Age Publishing.


Collet, V. S. (2013).   The Gradual Increase of Responsibility Model: Mentoring for Improved Intervention.  In E. Ortlieb & E.H. Cheek (Eds.), Advanced Literacy Practices: From the Clinic to the Classroom. Bingley, UK: Emerald Books.


Collet, V. S. (2013).  Helping teachers make the shift: Professional development for renovated writing instruction.  In Kristine Pytash, Timothy Rasinski, & Rick Ferdig (eds.) Preparing teachers to teach writing using technology. Pittsburgh, PA: ETC Press.


Collet, V. S. (2009). Books will be her legs.  In Israel, S.E. (Ed.), Breakthroughs in literacy: Teacher success stories and strategies. San Francisco, CA: Jossey-Bass.


Collet, V.S. (2002). Reading Detectives: Teaching Reading Comprehension. Professional Development Resource.



Collet, V. (2011).  The Gradual Increase of Responsibility:  Scaffolds for change. 

Committee Members:  Mary McVee, chair; Suzanne Miller, Lynn Shanahan.  External Reviewer:  P. David Pearson.

            ProQuest Digital Dissertations: UMI Number: 3475305.


Student Materials:

Collet, V. (2004).  Welcome to your watery adventure.  Fort Collins, CO: City of Ft. Collins

Utilities and Project Watershed.


Professional Development Materials:

Collet, V. (2002).  Reading Detectives: Teaching Comprehension Strategies.  Unpublished workshop resource.


Journalistic Writing

Columnist, The Colorado Communicator, “Cyber Cloudburst” (2010-2012).


“Kids’ writing progresses in stages.”  Column “On Education,” The Coloradoan (a Gannett publication) November, 9, 2003.

“Reading to, with and by your child leads to academic success.”  Column “On Education,” The Coloradoan (a Gannett publication) November 23, 2003.

2012 Joined University Arkansas Faculty as Assistant Professor in Curriculum & Instruction

18 years in K-12 public education: Classroom teacher, interventionist, instructional coach, district curriculum coordinator

12 years in private practice: Educational Consultant, Interventionist

Adjunct professor: University at Buffalo and Niagara University

Reading Clinic Supervisor: University at Buffalo

2015 Literacy Teacher Educator Award from the Association of Literacy Educators and Researchers for Professional Development in Haiti: Teacher Learning in Differently-Resourced Countries. The purpose of this project is to understand the constraints and affordances of providing translated, cross-cultural professional development to teachers in a differently-resourced country.


2014  New Faculty Commendation for Teaching Commitment, Teaching & Faculty Support Center, University of Arkansas


2014 Diversity Award, Office of Human Relations, University of Arkansas


2013 International Reading Association Exemplary Dissertation Award, received at the annual conference, San Antonio, Texas, April 2013.


2013  New Faculty Commendation for Teaching Commitment, University of Arkansas

2011 Colorado Administrative Leadership in Reading Award:  Presented at the Colorado Council of the International Reading Association Conference, February 2011.  This award encourages administrative support of quality reading instruction in Colorado schools, recognizing an administrator who has made a noteworthy contribution by promoting excellence in reading instruction.


2006 Poudre School District Excellence in Education Award:  The purpose of this award is to recognize outstanding educators in the district and encourage and celebrate staff excellence in teaching.