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Professional Development: Lessons for Literacy Coaches

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Professional Development: Lessons for Literacy Coaches Our Goals and Strategies Review research related to our work in professional development Sharon will describe ... – PowerPoint PPT presentation

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Title: Professional Development: Lessons for Literacy Coaches


1
Professional DevelopmentLessons for Literacy
Coaches
2
Our Goals and Strategies
  • Review research related to our work in
    professional development
  • Sharon will describe some findings and then ask
    you to reflect on them
  • Show our general professional development plan
    for GARF
  • Mike will present the nuts and bolts of our plan
    and its relationship to research
  • PS Were just getting started. Well learn
    more about all of this. Together.

3
Research to Search!
  • Literacy Coaches
  • Teacher Learning
  • Professional/Staff Development
  • Reports from recent efforts

4
(No Transcript)
5
IRAs Reading Coach (2004)
6
  • How do the coaches with whom you will be working
    measure up to these standards? What can we do to
    support their growth?

7
South Carolinas Reading Initiative(Morgan et
al., 2003)
Vision Reality
Observe, demonstrate, study groups Substitute? Testing proctor? Lunch monitor?
Regional coaches for institutes and support Literacy content, but not coaching content
Collaborative study groups for knowledge Many teachers uncomfortable
School and district support Varied support varied beliefs
3-year time frame Varied acceptance by teachers
8
  • How can we maintain the vision for our Literacy
    Coaches?

9
Research to Search!
  • Literacy Coaches
  • Teacher Learning
  • Professional/Staff Development
  • Reports from recent efforts

10
A teacher change process(Guskey, 1986)
PD Target Areas
11
  • How can we help Literacy Coaches negotiate
    tensions between changes in practices and changes
    in beliefs and attitudes?

12
Development of Expertise(Block, Oakar, Hurt,
2002)
Novice teachers Set and follow rules
Advanced beginners Sometimes bend their rules
Competent teachers Set priorities, strategies, and choose methods
Proficient teachers Add expert intuition
Expert teachers Add automatic, flexible, responsive adaptation
13
  • What implications do these stages of expertise
    have for Literacy Coaches? How can we help them?

14
Grade-Level Differences at Expert Level (Block,
Oakar, Hurt, 2002)
15
  • How can we help Literacy Coaches learn to balance
    and adjust their strategies for different grade
    levels?

16
Research to Search!
  • Literacy Coaches
  • Teacher Learning
  • Professional/Staff Development
  • Reports from recent efforts

17
Research on Math and Science(Birman et al., 2002)
Form Teacher networks and study groups
Duration Long and intense
Collective Participation Colleagues from same school and same grade
Content Combination of knowledge and practice
Active Learning Observation, lesson planning, review of student work and data
Coherence Integrated into the whole school curriculum plan
18
  • How can we communicate this understanding to our
    Literacy Coaches? What obstacles are they likely
    to face?

19
From Staff Development to Student
Learning(Guskey Sparks, 1996)
Administrator Knowledge/Practice
School Policies
Content
School Culture Supervision/Evaluation
Process
Teacher Knowledge/Practice
Context
Improved Achievement
Connections with Families
Quality of Staff Development
Parent Knowledge/Practice
Parent Education
20
Areas for Planning
Content
Process
Quality of Staff Development
Context
21
  • So what can we do to attend to content, process,
    and context variables with our Literacy Coaches?

22
Impact of Quality Staff Development
Administrator Knowledge/Practice
Quality of Staff Development
School Culture Supervision/Evaluation
Teacher Knowledge/Practice
Connections with Families
Parent Education
Parent Knowledge/Practice
23
  • So what can we do to help our Literacy Coaches to
    maximize the impact of their staff development?

24
Impact of Changes in Knowledge and Practice
Administrator Knowledge/Practice
School Policies
Teacher Knowledge/Practice
Improved Achievement
Parent Knowledge/Practice
25
  • So what can we do to help our Literacy Coaches to
    maximize the impact of changes in knowledge and
    practice?

26
From Staff Development to Student
Learning(Guskey Sparks, 1996)
Administrator Knowledge/Practice
School Policies
Content
School Culture Supervision/Evaluation
Process
Teacher Knowledge/Practice
Context
Improved Achievement
Connections with Families
Quality of Staff Development
Parent Knowledge/Practice
Parent Education
27
Research to Search!
  • Literacy Coaches
  • Teacher Learning
  • Professional/Staff Development
  • Reports from recent efforts

28
An REA Staff Development Model(Mesmer
Karchmer, 2003)
29
Lessons they Learned
  1. Collect multiple data sources to evaluate the
    quality of the staff development
  2. Rework the staff development sessions to respond
    to teachers needs
  3. Reward teachers for participation
  4. Be sensitive to other curriculum pressures
  5. Actively work with the state

30
  • What can we do to help our Literacy Coaches to
    benefit from these lessons?

31
REA in Georgia
32
Choosing Whole Group Focus
  • Issues that pertain to all (e.g., data analysis,
    school-level planning and scheduling)
  • Good for short reviews of research, especially of
    areas that apply to all
  • Introductory plans that are then taken to the
    grade levels

33
Whole Group Management
  • Plan it carefully.
  • Agenda, Handouts
  • Procedure
  • Time
  • Physical setting
  • Be thoughtful of weary teachers (e.g., movement,
    short group and individual tasks)
  • Involve the administrators

34
Choosing Small Group Focus
  • Keep attention on children at first
  • What is it that we want children at this grade
    level to know and do?
  • How will we measure it?
  • What will we do if they dont know it?
  • Shift attention to curriculum, especially
    curriculum specific to the grade level
  • Make sure to plot the curriculum in large chunks,
    so teachers can plan

35
Choosing Small Group Focus
  • Identify texts that address concerns for that
    group (self-reported or after data analysis or
    after observation)
  • Book study groups keep teachers from feeling
    naked
  • Book study groups keep them learning together
    rather than learning from you

36
Small Group Management
  • Establish a procedure time, agenda
  • Have it during the regular day, with a regular
    schedule
  • Be proactive in keeping members on task
  • Make the setting positive (chocolate)
  • Keep minutes
  • Use the parking lot

37
Choosing Individual Focus
  • Use data (achievement or observation)
  • Be specific about what needs to change
  • Ask the teacher what type of support is best
    (e.g., modeling, reading, planning, visiting,
    being observed)
  • Follow through immediately

38
At all three levels, remember the loop
39
  • Birman, B.F., Desimone, L., Porter, A.C.,
    Grant, M.S. (2002, May). Designing professional
    development that works. Educational Leadership,
    28-33.
  • Block, C. C., Oakar, M., Hurt, N. (2002). The
    Expertise of Literacy Teachers A Continuum from
    Preschool to Grade 5. Reading Research Quarterly,
    37(2), 178-206.
  • Guskey, T. R., Sparks, D. (1996). Exploring the
    Relationship between Staff Development and
    Improvements in Student Learning. Journal of
    Staff Development, 17(4), 34-38.
  • Mesmer, H.A., Karchmer, R.A. (2003). REAlity
    How the Reading Excellence Act took form in two
    schools. Reading Teacher, 56, 636-645.
  • Morgan, D.N., Saylors-Crowder, K., Stephens, D.,
    DeFord, D.E., Hamel. E. (2003, October).
    Managing the complexities of a state-wide reading
    initiative. Phi Delta Kappan, 139-145.
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