April 20, 2015• Sign in & get a name tag

• Sit at the table with your name

WELCOME TOLCRT 6915:

SEMINAR & PRACTICUM IN LITERACY PROFESSIONAL

DEVELOPMENT

Tonight’s Agenda

Vogt & Shearer ch.10 – “Evaluating & Selecting Materials”

Moran Chapter “Differentiated Literacy Coaching”

Coaching Session #2

FIRST - Checking in about Philosophy Papers:

If you received feedback to finalize, after attending to the minor revisions did you resubmit the paper to Canvas? AND to Livetext for 6915? And for the Portfolio?

If you submitted the paper on April 13th, you will get feedback tonight. Next steps: Revise & resubmit to Canvas. Once finalized submit to Livetext for 6915.

LOOKING AHEAD

April 27th ONLINE: Ch. 11, “Planning & Implementing Professional

Development”

READING: Vogt & Shearer Chapters 11 & 12

ONLINE Discussion

May 4th FACE-to-FACE Select one article posted on Canvas by your

classmates to read for this week (Rdg Notes) & bring 2 sample issues of the professional journal you receive

In-class coaching reflection

CHAPTER 10 “EVALUATING &

SELECTING MATERIALS”

Materials Selection Process: Discussion Qs

•What are the steps involved in the process of reviewing instructional materials &/or technology resources?

•What are the steps involved in the adoption process?• Is there a pilot process? Time allotted for a pilot process? What is the

budget?

• Is professional development addressed as part of materials adoption process or the adoption of technology resources?

•What components are involved in the decision making process? Elaborate on the components addressed on the district website.• Is it a committee decision? Is there an all-teacher vote? Is there an

opportunity for parent input? OTHER?

Vogt & Shearer, Chapter 10– “Evaluating & Selecting Materials”

•What surprised you about the process for selecting & evaluating materials & tech

resources in the district where you work?

•What has been your level of involvement in selecting & evaluating instructional

materials & technology resources?

What’s the impact of what you learned about the selection &

adoption process?

• In what ways did your views of the process change?

• In what ways will your involvement in the selection/adoption process change in the future?

• Is there anything you will consider doing differently? WHAT? WHY?

Differentiated

Literacy

Coaching

WHAT IS THE GOAL OF THE LITERACY COACH

POSITION?

ON YOUR OWN What would be YOUR ideal literacy coaching

position: PURPOSE

To Support…

• Collaborative effort of teachers, by teachers;

•Creative problem solving

•Teachers’ self reflection: What do you do? Why do you do it?

•Professional learning opportunities for teachers;

- Teachers who need intervention; •Teachers’ acquisition of knowledge, skills & strategies; •Teachers’ skills to collect & use data; •Teachers who want professional learning; •Gains in students’ learning; OTHER?

ON YOUR OWN What would be YOUR ideal literacy coaching

position: ROLES

Support students;

Support individual teacher;

Support groups of teachers;

Manage literacy instruction/curriculum in the school;

Manage literacy data collection/analysis

OTHER?

AGREE? DISAGREE? Should literacy coaches be ready to:

• Support individual teachers?

• Support small groups of teachers?

• Help a faculty establish a school culture that recognizes collaboration as an asset?

• Develop individual teacher’s and a group of teachers’ capacity to engage in creative problem solving?

• Develop individual teacher’s and a group of teachers’ capacity to engage in self reflection?

• Provide a continuum of professional learning opportunities to support adults in their acquisition of specific knowledge?

• Provide a continuum of professional learning opportunities to support adults in their use of specific skills and strategies

• OTHER?

Continuum of Learning Opportunities: Which area do you feel most ready to coach?

Collaborative Resource Managemt

Focused Classroom Visits

Study Groups

Peer Coaching

Literacy Content Presenta-tions

Co-planning

Demo-Lessons

Co-Teaching

COACHING SESSION #2

How to Get StartedDecide which classroom teacher will present their digital lesson first.

That teacher will remind peer-coach of the literacy focus selected for Spring 2015.

Handout copies of the “prep-form.”

Introduce the lesson in the digital observation.

Share 1 question you would like a coach to ask.

View the digital clip of literacy lesson together.

Coaching Session:30 minutes per teacher

① Explain the literacy goal selected (1-3 min)

②Hand out “prep form” and share 1 question you would like a coach to ask in follow-up discussion (1-2 minutes)

③Introduce lesson (1-3 minutes)

④View lesson (10-12 minutes)

⑤Classroom teacher shares reactions to lesson & learning (2-3 min)

⑥Coaching discussion (7-10 minutes)

SCHEDULE

5:45pm: Transition to locations

6:00pm: 1st Coaching Session

6:30-7:00pm: 2nd Coaching Session

TAKE BREAK

7:10-7:40pm: 3rd Coaching Session

Check in w-Sherry & submit Prep Form

Coaching groups

Madeline & Dava – RM 733

Sarah, Cori & Emily – RM 700

Rachel & Daryn - RM 736

Lauren & Christy - ROOM 737

CJ & Mary – RM 600

LOOKING AHEAD

April 27th ONLINE: Ch. 11, “Planning & Implementing Professional

Development”

READING: Vogt & Shearer Chapters 11 & 12

ONLINE Discussion

May 4th FACE-to-FACE Select one article posted on Canvas by your

classmates to read for this week (Rdg Notes) & bring 2 sample issues of the professional journal you receive