Sharon Walpole

Sharon Walpole is a scholar in literacy education and a professor in the School of Education at the University of Delaware, recognized for her work translating reading research into practical tools for teachers and school systems. A former classroom teacher and literacy coach, Walpole has built a career at the intersection of research, curriculum design, and professional development, focusing on how schools can organize instruction and resources to improve reading outcomes for all students. Her academic and consulting work positions her as a voice on evidence-based literacy instruction and schoolwide reform.

Walpole is known for co-authoring texts that guide educators in implementing research-based reading practices, including "How to Plan Differentiated Reading Instruction" and "The Literacy Coach’s Handbook," among other practitioner-focused works. These books, adopted by districts and preparation programs nationwide, demonstrate her ability to make complex research accessible and actionable for teachers, coaches, and administrators. Through her publishing record, Walpole has contributed to defining best practices in literacy coaching, small-group reading instruction, and the use of assessment data to drive instructional decisions.

In addition to her writing, Walpole has led large-scale professional development initiatives and school improvement projects, partnering with districts and state agencies to design literacy frameworks, coach school leaders, and support the implementation of tiered reading interventions. She is a frequent presenter at education conferences, where she addresses topics such as differentiated instruction, effective use of instructional time, and building coherent literacy systems from preschool through the upper grades. Colleagues and practitioners regularly note her clear, candid presentation style and her skill in connecting rigorous research to classroom realities.

Throughout her career, Walpole has addressed the practical challenges schools face in raising reading achievement, including limited resources, uneven teacher preparation, and the complexities of implementing response-to-intervention models at scale. She has written and spoken about these obstacles as design challenges that can be met with thoughtful scheduling, targeted coaching, and carefully structured materials. By consistently focusing on effective strategies for teachers and students, Walpole has established herself as a solutions-oriented leader in literacy education, curriculum development, and professional learning.