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Judy and Susan v2
- 1. Reading Specialists in a Professional Learning Community Campbell County Teachers May 26, 2011 Susan Cargill and Judy Walker Reading Specialists
- 2. Agenda/Topics to Be Covered Introduction, group norms, and a story Professional Learning Communities: What are they? Reading Specialists’ roles in a Professional Learning Community Team meetings Struggles we’ve had/Things we’ve learned Wrapping up 5/25/2011
- 3. Group Norms Begin and end on time 12:30-4:00 Cell phones Limit sidebar conversations Active listening and participation Signal to bring group back Other… 5/25/2011
- 4. The Important Thing The important thing about _________ is _________________________ But the important thing about __________________ is ____________________________.
- 5. Professional Learning Communities: What are they? ―…A Professional Learning Community is a collaboration of teachers, administrators, parents, and students who work together to seek out best practices, test them in the classroom, continuously improve processes, and focus on results.‖ Rick DuFour 2002 5/25/2011
- 6. Professional Learning Communities: What are they? Fundamental Assumptions We can make a difference: Our schools can be more effective. Improving our people is the key to improving our schools. Significant school improvement will impact teaching and learning. 5/25/2011
- 7. Professional Learning Communities: What are they? Three Big Ideas Ensuring that students learn A culture of collaboration A focus on results 5/25/2011
- 8. Ensuring that students learn ―Learning‖ rather than ―teaching‖ is the fundamental purpose of your school. Whatever it takes…
- 9. Collaboration ―Teacher collaboration in strong professional learning communities improves the quality and equity of student learning, promotes discussions that are grounded in evidence and analysis rather than opinion, and fosters collective responsibility for student success.‖ --McLaughlin and Talbert, 2006
- 10. Collaboration The most powerful strategy for improving student learning— Teachers work together in teams to Clarify what students must learn Gather evidence of student learning Analyze that evidence Identify the most powerful teaching strategies Hattie, 2009
- 11. Collaboration
- 12. Focus on results ―School systems must create a culture that places value on managing by results, rather than on managing by programs. It is essential that leaders work to establish a culture where results are carefully assessed and actions are taken based on these assessments.‖ Schlechty, 2005
- 13. To recap the three big ideas… Focus on learning, Collaboration, and Focus on results will result in … 5/25/2011
- 15. We ARE a PLC (not… We DO PLCs)
- 16. The Role of the Reading Specialist in the Professional Learning Community What is your Role in your school? Think Pair What has worked? Why? Share What hasn’t worked? Why? 5/25/2011
- 17. The Role of the Reading Specialist in the Professional Learning Community International Reading Association’s Position Statement: ―Teaching all children to read in today’s diverse classrooms requires a reading specialist in every school. Reading specialists provide expert instruction, assessment, and leadership for the reading program. With their advanced preparation and experience in reading, they are responsible for the literacy performance of all readers, in particular those who struggle.‖ Major Roles of Reading Specialist: Instruction Assessment Leadership
- 18. Roles of Reading Specialist
- 19. Role#1 ~ Instruction What did the role of the Reading Specialist used to look like? ― An educator who worked with struggling readers supplementing or supplanting the classroom teacher.‖ What should the role of the Reading Specialist look like? Specialist and Classroom teacher work collaboratively to implement a research based program that meets the needs of all students. 5/25/2011
- 20. Collaboration and Communication with the classroom teacher are necessary for inside and outside classroom instruction. Instruction ~ Goal- ―To extend excellent classroom teaching, meeting the needs for the literacy performance of readers in general and struggling readers in particular.‖ ~ Develop a good professional relationship ~ Team Work ~Correlation forms ~Planning: supporting, suggesting new ideas, offering expertise ~Always focus on how to maximize time for instruction---more time in instruction leads to greater learning. Example of Collaboration with Fourth Grade Teacher 5/25/2011
- 21. Classroom Instruction Instruction ~Small group ~Whole class- Reading Specialist is modeling good classroom instruction. (Especially good for new teachers) Specialized and Individualized Instruction ~ Intervention ~ Reading Recovery, PALS, etc.
- 22. Role #2 Assessment ―The Reading Specialist should have specialized knowledge of assessment and diagnosis that helps develop, implement, and evaluate the school program and design individual instruction.‖ Assessment should be: valid comprehensive-measures all critical aspects of reading authentic-should involve real reading as much as possible quick and easy to administer and interpret- don’t take too much time away from instruction Assisting Teacher Discussing assessment results Developing rubrics and criteria for reading instruction Helping teachers learn how to administer and interpret results Collaborating on how to use the results found Assessments Observation of a child documented by checklists or anecdotal records IRI’s Tim Rasinski’s Quick Assessment 5/25/2011
- 23. Role # 3 Leadership is Multidimensional A Reading Specialist is a resource • Educators- especially new teachers • Provides guidance to instructional aides, tutors, or volunteers • Parents- good home/school connections, assisting teachers with parents & developing good relationships with parents. • Community Staff Development • Know the needs of your staff by observation or take a survey. Seek your principal’s opinion. • Examples of Staff Development, Fluency, Book Studies Literacy Program Development and Coordination • Has extensive Knowledge of SOL’s, curriculum framework and county’s pacing guides • Takes initiative • Works hand in hand with principal to incorporate best practices in your school. • Helps with selection of materials in school. Often works with librarian. • Assists parents with literacy. Parent resource room • May be called to be a member of a county literacy committee. A Reading Specialist is a change agent. 5/25/2011
- 24. We ARE a PLC (not… We DO PLCs)
- 28. We ARE a PLC (not… We DO PLCs)
- 29. Team Meetings What should students know and be able to do? How will we know that the students are not learning? How do we respond when students do not learn? How do we respond when students learn more?
- 30. Team Meetings Data analysis Collaborative unit planning Collaborative assessment design Collaborative remediation and intervention design
- 31. Team Meetings
- 32. Struggles We’ve Had Things We’ve Learned Takes a while to gel and figure out. Having group norms for meetings helps us focus. Having a time-keeper helps keep things moving along. Whoever takes notes has a harder time engaging in conversation…Might rotate. Include a venting/debriefing time if necessary. Limit it! 5/25/2011
- 33. Struggles We’ve Had Things We’ve Learned Instructional planning wasn’t seamless. Working with our unit plan template felt disconnected to what we knew about literacy development. The process of working through it was valuable, though. Goals for the year help us reflect on how to more effectively map out pacing guide. Principal support critical! 5/25/2011
- 34. Struggles We’ve Had Things We’ve Learned Initially the challenge of coordinating interests and efforts and building a shared vision rather than administering a set of directives emerged. Teachers are developing professional transparency – a willingness to be vulnerable and to learn from successes and setbacks. 5/25/2011
- 35. Struggles We’ve Had Things We’ve Learned The conversations are the essence of our work towards excellence for all students. Learning theory teaches us that we learn best when we are able to dialogue with peers. The forms developed and used to analyze data, for example, give us information about our children’s progress; however, it is the conversations we have about the implications of that data--the things we need to do differently--that will lead to systemic change. 5/25/2011
- 36. Struggles We’ve Had Things We’ve Learned ―Rigor‖ is the one word that captures the shifts created by this process. Reflective practice has increased as teachers examine their classroom instruction in comparison with research – and examine their results. We seek more effective use of time… improved targeted instruction for individual children… more intentional decision-making in unit and lesson design…greater support in a collegial environment…more joy in learning for both staff and students. 5/25/2011
- 37. The important thing about a Professional Learning Community is… Discuss how you would complete this sentence.
- 38. Thank you! Contact Information: Judy Walker jcjhwalker@comcast.net Susan Cargill spc1196@yahoo.com
- 39. Resources for Teachers & Parents
Notas do Editor
- Judy
- Judy
- Susan This book will help reinforce main idea of what we are doing.
- Judy- Read to self and underline key words. Mention the work of Rick and Becky DuFour
- These are things we need to understand that and are fundamental to PLC. Historically, teachers haven’t felt empowered……share leadership.
- 1. Learning rather than teaching….
- Do the actions of ALL of the teachers in your school show that they embrace the first apple? What does that mean..”Whatever it takes?” Talk about that with your elbow partner.Whatever it takes—leads us to the next big idea of a professional learning community: NEXT SLIDE
- Reade first…Tradition of teachers not collaborating…Departmentalization creates isolation. Fourth grade example…
- --Rowers have to work together as a team. Runners in a marathon have a common goal, but they don’t have to work together. Which are schools more like? Sports Analogy …Susan…soccer example
- Penguin videoConsider the effects of collaboration—of working together.
- What is the important thing? Groups
- Talk about the difference…PLC “light” or PLC “if you want to”
- Takenotew
- Look at diagram with partner and identify the 3 roles of a Reading Specialist. What is the purpose of these roles? Student achievement
- 1. We are looking at the population of readers for the whole school. Reading list for whole school How it started was from assessing the benchmark test & looking at how to correlate instruction. Unit planning 1 teacher
- Whole class….Intervention
- Jennifer Bryant
- Principals can’t be the only leaders in schools. School improvement team
- Talk about the difference…PLC “light” or PLC “if you want to”
- Talk about the difference…PLC “light” or PLC “if you want to”
- --Various types or organizational structures in schools—May have vertical teams (representatives from all grade levels), content teams, most schools have grade level teams. Reading specialists are usually on School Improvement Teams or Literacy Teams. Regardless of the type of team, a team in a professional learning community will have a focus on student achievement. These are the four questions that focus the work of school teams.--We’ll talk mostly about grade level team meetings. --
- --So how is a grade level team meeting different in a professional learning community than what most of us are used to? Less time is spent planning field trips and materials orders and more time is spent looking at data—especially at the end of a grading period—and on collaborative unit planning and designing assessments. Fifth grade mystery unit.
- Video of team meeting.
- Group norms—example of people coming in late, bringing other stuff to do, etc.
- Example of Kathy being pro-literacy, purchase books, open (comprehension caveat discussion with grade 2 as illustration for disagreeing with principal)
- Example of Kathy being pro-literacy, purchase books, open (comprehension caveat discussion with grade 2 as illustration for disagreeing with principal)
- Make sure that “improves student achievement” is mentioned