cirg 654 class meeting #3.pptx

DIAGNOSIS AND CORRECTION OF READING

DIFFICULTIES, LEVEL II

CIRG 654

Holly Miles and Tarabeth Brumfield

Group Brainstorm

What issues might you face as a Literacy Coach/Facilitator by using various assessment

and selecting appropriate materials?

Agenda

The Role of the Literacy Facilitator Interventionist Literacy Coach Professional Developer (Learning

Community)

Habitats – A Case Study on Leadership

Chapter 10: Literacy Coaching and Teacher

Development

Read the introductory paragraph on page 161.

Be prepared to discuss a community of practice.

The Role of the Literacy Facilitator

Interventionist

Literacy Coach

Professional Developer aka Leader of Learning Communities

Interventionist

The Role of the Literacy Facilitator

Interventionist

Literacy Coach

Professional Developer aka Leader of Learning Communities

The Cycle of Literacy Coaching

Preconference Involves the literacy coach and the

classroom teacher.

Discuss student learning and collected assessment data.

Collaboratively plan a lesson for the session.

Event Classroom Teacher

implements agreed upon techniques (discussed in preconference)

After lesson, teacher jots down thoughts and observations.

Literacy Coach observes classroom interactions and

student learning collection observational data to analyze

Post Conference Involves the literacy coach and the

classroom teacher.

Discuss student learning and teacher behaviors.

Why Use this Model?

The Literacy Coach and the Classroom Teacher take part in joint analysis and problem solving strategies to figure out what instructional adjustments would

further enhance student engagement and subsequent learning.

It is a means for continuous teacher development that results in student

learning!

The Role of the Literacy Facilitator

Interventionist

Literacy Coach

Professional Developer aka Leader of Learning Communities

Professional Development

One Path Engage in

Summer In-service

“Sit and Get” “Make and Take”

Many Paths Relevant Summer

Professional Development supported during the school year

Engage in Learning Communities

20th Century Practice 21st Century Practice

Why create a professional learning community?

Shared Leadership High Quality Professional

Development Improved Student Learning

WHY?

Framework for Shared Leadership

Skim the article by Linda Lambert (pp. 1-2)

Note ideas and quotes that surprised you or affirmed your beliefs about school culture

Share with your partner.

The nature of the relationships among the adults who inhabit a school has more to do with the

school's quality and character, and with the accomplishment of its pupils

than any other factor.

Roland S. Barth

“The least common form of relationship among adults in schools and universities is one that is collegial, cooperative, and interdependent.”

Heart By-pass Death Rate Drops 25% When Surgeons Share Know-

How Twenty-three practicing surgeons and their

staffs in three New England states observed one another in the operating room and shared their know-how

"We didn't invent anything new; we got better at doing the things we already do."

Seventy-four patients who were expected to die did not.

Researchers believe the methods could be applied in other fields.

Research conducted at Dartmouth Medical School, Lebanon, NH; March, 1996

Collegiality is the presence of four specific behaviors:

1. Adults in schools talk about the practice of teaching and learning frequently.

2. They work on the curriculum together by planning, designing, researching, and evaluating it.

3. They observe each other teaching and administrating.

4. They teach each other what they know about teaching, learning, and leading.

A Research-Based Staff Development

Model Ensuring Implementation

What do you mean . . .

a professional learning community?

Cycle of Interactions

In Conclusion…

Quality Teacher Development:1. Is grounded in inquiry, reflection, and

experimentation,2. Is collaborative involving a sharing of

knowledge and focuses on teachers’ community of practice rather than individual teachers,

3. Is sustained, on-going, intensive and supported by the literacy coach,

4. Is coupled with and resulting from teachers work with their students,

5. Occurs in a community of practice.

What issues will I have to face as literacy coach and professional developer?

Being a Leader

“Habitats”A case study discussing leadership

Outline of Study

Time to read (15 min)

Understanding different perspectives (45 min)

Written Reflection (15 min)

Understanding Perspectives

Number off in threes1 = Gina 2 = Pat 3 = Maureen

Move to “expert” groups to consider questions for your character

Divide into smaller groups Appoint a recorder Use the questions to try to understand

the perspective of your character – record your analysis to share with the whole group.

Guiding Questions: Gina’s Perspective

How would Gina explain her coaching role to another teacher? Cite the evidence from the case on which you base your answer.

What adjectives would you use to describe Gina’s approach to her role as coach to Pat?

What seems to be most challenging about the coaching role for Gina?

Guiding Questions: Pat’s Perspective

What does Pat believe Gina’s role as her coach to be? What evidence illustrates these beliefs?

What adjectives would you use to describe Pat’s view of being coached by Gina?

What are Pat’s concerns about the coaching relationship?

Guiding Questions: Maureen’s Perspective

Put yourself in Maureen’s place and look at the coaching relationship between Gina and Pat. What are Maureen’s beliefs about the coaching relationship? What evidence of those beliefs do you find in the text?

Final Reflection: Consider at least one of the first three questions below and then respond to the final question.

•In this situation, imagine that you are Gina. What would you be thinking or feeling about your coaching relationship with Pat? What would your intention or goal be in coaching Pat?

•Has a colleague ever coached you? What did that colleague say to you? What was his or her intention? How did that feel to you?

•Reflect on an experience in which you acted as a coach or imagine a situation in which you could possibly be a coach. Describe that situation. What did (would) you do as a coach?

•Look back over your response(s). How would you characterize your own beliefs and expectations about coaching a colleague?