Melody Arabo, Angela Colasanti, Mary Jane Schau, and Anita Qonja

Walled Lake Consolidated Schools

Authentic- within daily lives

Systemic, planned, and intentional

Knowledge in practice

Reflection on action

Internal expertise

How and when did this all begin?

The Walled Lake District adopted Readers’ and Writers’ Workshop as their core literacy practice

Peer-learning model was developed to help scaffold learning

Natural setting/environment paints a BIG PICTURE

Develop common language and common practice among teachers across the district

Common practice and common language= raised student achievement

Selecting the “lab teacher” – 1 per school for upper elementary

3 year commitment 1st year- observation and training 2nd year – three modules 3rd year – digging deeper

Half day observations with peers

9 observations per year, 3 per grade level Upper Elementary Lower Elementary Middle

School

Pre-observation planning sessions prepared lab teachers for observations

Lab teachers prepared modules (PPT), chose reading materials, developed observation norms, and developed observation guides and goal setting sheets

During these sessions, WE took lead- we had ownership, we were emerging as leaders

“A fly on the wall” learns a lot about its environment.

To make your observation time as authentic as possible, these are the things we have found to be successful:

Be present for the entire hour in order to see all components of the workshop.

Bring only the Viewing Document, clip board, and pencil. Be sure to note questions, concerns, and comments about the workshop for the debriefing session.

Interactions are only between the observed classroom teacher and students.

Move freely around the room as components of the workshop are implemented.

Enjoy and learn from your observation.

Observation Norms

Observation Guide: Readers’ Workshop

Check off the components of the workshop as they occur:

Mini-Lesson Independent Reading

Small group (guided reading, strategy group, and/or book club)

Conferencing Share

Observations: What were the students doing?

What was the teacher doing?

READERS’ WORKSHOPPost-Observation Next Steps

Date______________ Team Members____________________

What have you tried that would fit into the workshop framework?

What are you excited to try in your own classroom?

Which piece of the workshop do you feel you need the most support with?

What would you like to know more about?

Decide on one realistic grade level goal.

What resources will be helpful to accomplish your goal?

How will your team revisit your goal?

Examples of Post-Observation Forms

Lab teachers have become “go to” people in their buildings and within the district Suggesting mentor text Passing along reading materials Answering questions Offering advice Facilitating meetings/workshops Discussing successes and failures within our own

practice Lending materials

Reading Recovery Teachers emerge as facilitators and presenters

Ownership

Passion

Risk taking

Same level as peers- maybe one step ahead

Gained respect and credibility

Influential, non-threatening, inviting

“Building the bridge” and “testing the waters”

Increased literacy knowledge Gained confidence More comfortable sharing thoughts and

ideas with staff Gained respect and credibility Renewed motivation Excited about learning and teaching Eager for future leadership opportunities

Videos

Webinars

Use of prep time to observe others

“Flipped” classroom