All Faculty, Staff
Vicki S. Collet
College of Education and Health Professions
(CIED)-Curriculum & Instruction
Fax: (479) 575-2494
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 and professional development, 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)
Review of Research in Reading Comprehension (Ph.D. program)
- 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. (2017). Lesson Study in a Turnaround School: Local knowledge as a pressure-balanced valve for improved instruction. Teachers College Record, 119(6), 1-58. Collet, V.S. (2017). I can do that! Creating classrooms that foster resilience. Young Children, 72(1), 23-31. McBride, T. & Collet, V.S. (2017). Revitalizing Teaching and Learning through Class Reading Communities. English Leadership Quarterly, 39(2), 3-6. http://www.ncte.org/library/NCTEFiles/Resources/Journals/ELQ/0394-apr2017/ELQ0394Revitalizing.pdf Collet, V.S. & Ciminelli, M.R. (in press). Polyphonic Analysis: Obuchenie in qualitative research. Qualitative Research Journal. Expected publication: Nov. 2017, Volume 17(4). Collet, V.S. (in press). Asking questions: The pivotal mentoring move in the GIR Model. Association of Literacy Educators and Researchers Yearbook Volume 39, Literacy: The Critical Role of Teacher Knowledge. Expected publication: October 2017. Collet, V.S. (in press). The impact of technology-centered professional development on middle school students’ writing. International Teacher Education Conference 2017 Proceedings Book, Cambridge, MA. Expected publication: September 2017. 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, 1307-1312. 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, 3(1). Contribution: 30%. http://dx.doi.org/10.1080/2331186X.2016.1162997 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, 533-537. 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. 1-15. http://dx.doi.org/10.1080/00131911.2015.1070333. 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, 2014-15, 32-41. Collet, V. S. (2012). The Gradual Increase of Responsibility Model: Coaching for teacher 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. Book Chapters & Resources: 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. Expected publication: September 2017. Collet, V.S. (in press). “I can do that!” Creating classrooms that foster resilience. Washington, D.C.: National Association for the Education of Young Children. Expected publication: October 2017. Collet, V.S. (in press). From Anger to Empowerment: Turning Things Around at a Sanctioned School. In D. Stanovich (Ed.), Beyond the Textbook : Challenges Facing Today’s Teachers. Charlotte, NC: Information Age Publishing. Collet, V.S., with Nilsson, N. Marinak, B., & McAndrews, S. (in press). ALER Clinical Division ten year retrospective: Attuned to the times. In B. McClanahan, W. Linek, E. Jampole, & P. Lisenbee, (Eds.), Ten Years Retrospect. Association of Literacy Educators and Researchers. Expected publication: October 2017. 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. Dissertation: 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.S. (2002). Reading Detectives: Teaching Reading Comprehension. Professional development 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
2017 Faculty Star Award, Department of Curriculum & Instruction; recognition for achievement in research, teaching, and service
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.
Colorado Assoc. of Partners in Education Volunteer of the Year Award for Congressional District 4, (1996). The purpose of this award is to recognize volunteers who have made significant contributions to education in the state of Colorado.
Pi Lambda Theta: Honor Society in Education, University of Northern Colorado
Pinnacle Honor Society: Honor Society for Adult Students, University of Northern Colorado
Phi Kappa Phi: Scholastic Honorary Society, University of Utah
Phi Eta Sigma: Freshman Honor Society, University of Utah