Dr. Collet studies inservice and preservice teacher education and professional development, with a focus on instructional coaching and mentoring. .
Books & Book Chapters
Collet, V.S. (2019). Collaborative Lesson Study: ReVisioning Teacher Professional Development. New York, NY: Teachers College Press.
Collet, V.S. (2020). Blogging as Online Reflection during Student Teaching. In & R. Karchmer-Klein & K. Pytash, (Eds.), Effective Practices in Online Teacher Preparation for Literacy Educators. Hershey, PA: IGI Global.
Collet, V.S. (2019). ALER Clinical Division: Attuned to the times. In B. McClanahan, W. Linek, E. Jampole, & P. Lisenbee, (Eds.), Ten Years Retrospect. Association of Literacy Educators and Researchers.
Collet, V.S. (2018). 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, pp. 203-226.Charlotte, NC: Information Age Publishing.
Collet, V.S. (Ed.) (2017). #StayinTeaching: Pathways to Writing Project Leadership for Early- Career Teachers. Kindle Direct Publishing. KDP ISBN: 9781976750311.
Collet, V.S. (2017). “I can do that!” Creating classrooms that foster resilience. In Spotlight on Young Children: Social and Emotional Development, pp. 102-111. Washington, D.C.: National Association for the Education of Young Children.
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, pp. 327-351. 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, 111-124. 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, 17-19. San Francisco, CA: Jossey-Bass.
Collet, V.S. & Greiner, A.C. (2020). Revisioning grammar instruction through collaborative lesson study: A new apprenticeship of observation. Literacy Research & Instruction 59(2), 95-120. https://www.tandfonline.com/eprint/MZN48IBKKG3CRZG4NYDZ/full?target=10.1080/19388071.2019.1709927
Penaflorida, J. & Collet, V.S. (2019). Signposts for Navigating the Writing Journey. English Journal. 108(6), 48-54.
Collet, V.S., Endacott, J.L., Goering, C.Z., Denney, G., Jennings, J.A., & Norton, G.P. (available online ahead of print). Leadership Hybridity: Examining Teachers’ Perceptions of Standards-Based Reform. Journal of School Leadership. doi/10.1177/1052684619852116
Collet, V.S. (2019). Creating a New Apprenticeship of Observation: Coaching through Collaborative Lesson Study. [Special Issue 12]. The Chronicle of Mentoring and Coaching, 2(2), 167-170.
Collet, V.S. (2019). Lighten Their Load: Teacher Mentoring through Effective, Efficient Practices. [Special Issue 12]. The Chronicle of Mentoring and Coaching, 2(2), 688-692.
McBride, T. & Collet, V.S. (2018). Google Hangouts help teachers #StayinTeaching. English Leaderhip Quarterly, 41(1), 13-14.L
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. 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.
Collet, V.S. & Ciminelli, M.R. (2017). Polyphonic Analysis: Obuchenie in qualitative
research. Qualitative Research Journal, 17(4), 243-253.
Collet, V.S. (2017). Teacher professional development: “It takes a lot of slow to grow.” English Leadership Quarterly, 40(2), 8-10. Leadership Quarterly, 40(2), 8-10.
Collet, V.S. (2017). 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, 141-164.A
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. Q
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. C
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. R
Collet, V. S. (2007). Fix-up tools: Strategies for clarifying comprehension. Colorado Reading Journal, Fall, 2007, 31-34.
Collet, V.S. (2018). Review of Thinking Tools for Young Readers & Writers, by Carol Booth Olson. Teachers College Record. http://www.tcrecord.org/PrintContent.asp?ContentID=22436 Olson. Teachers College Record. http://www.tcrecord.org/PrintContent.asp?ContentID=22436
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.