Transcript Slide 1
Welcome to Reading First! From the Professional Development Architects Dr. Sharon Walpole University of Delaware Dr. Michael McKenna University of Virginia Today’s Goals Learn about the aspects of a comprehensive reading reform initiative Learn about the characteristics of effective school leadership in RF Revisit the roles of an LC Make a plan for getting started at your school Goal 1 Learn about the aspects of a comprehensive reading reform initiative Reading First relies on . . . Assessment and Intervention Classroom instruction School-level organization District-level support Federal guidance and monitoring At all levels, this means Professional Development Accountability Intervention Instructional Materials Assessment Systems Professional Development During Grant Writing http://www.nifl.gov/partnershipforreading/publications/k-3.html Professional Development for Literacy Coaches and Principals State-level conferences Frequent visits and support from state staff members Materials for teaching best practices to teachers Materials developed by the Architects and placed online Professional books, esp. those recommended by the Architects Professional Development for Teachers Differentiated Coaching Training in Core Materials Teacher Academies Procedures for Selecting Instructional Materials Identify essential components for instruction to heterogeneous groups, needs-based groups, and intervention groups Consider commercial materials to help teachers teach components explicitly and systematically Consider outside evaluations and ratings Conduct inside evaluations and ratings Once the materials are chosen Use experts, consultants, and close analyses to specify how, when, and why the materials will be used in all classrooms Which parts? How much time? What grouping configurations? Once the materials are used Use observations to assess individual teacher’s fidelity to the model in the school Provide support Use student achievement data to assess the match of the materials to the student’s needs Provide support Assessment systems As you know, four types of assessments are used in Reading First. They make it possible to plan and provide instruction that is truly based on the needs of the children you serve! Types of Tests Type of Test What does it do? Screening Provides a quick indication of problem areas. Diagnostic Provides detailed information on skill deficits, once a screening test has identified a problem. Progress Monitoring Outcome Quick method of gauging student growth; periodically administered; similar to screening test. Used to measure long-term progress, usually at the classroom, school, and state levels. Examples? Intervention Systems Interventions are programs designed for literacy acceleration: Instruction that enables struggling readers to make rapid progress and read as well as or better than their peers not struggling in reading.(Duffy, 2001) Characteristics of Interventions • • • • • • Multiple Entry Points Feedback and Engagement Progress Monitoring Intensive Focus Temporary Duration Small group size Accountability to the GARF Model State Federal Monitors External Evaluation Regional Staff Quality/Quantity of support to LCs District Staff Budgeting decisions Literacy Coaches Time inside classrooms Time outside classrooms Teachers Fidelity to model What questions do you have about the model in general? Goal 2 Learn about the characteristics of effective school leadership in Reading First Successful School Reform is … Specific The program is sufficiently detailed. Powerful The program produces results. Authoritative Consistent Stable Leadership is involved and informed. The program is uniformly implemented. The program is not changed without reason. Desimone, L. (2002). How can comprehensive school reform models be successfully implemented? Review of Educational Research, 72,433–479. What problems do you foresee in making sure your school has these characteristics? Specific The program is sufficiently detailed. Powerful The program produces results. Authoritative Consistent Stable Leadership is involved and informed. The program is uniformly implemented. The program is not changed without reason. Desimone, L. (2002). How can comprehensive school reform models be successfully implemented? Review of Educational Research, 72,433–479. The Effective RF Principal Joseph Murphy, in Leadership for Literacy: Research-Based Practice, PreK-3 (2003, Corwin Press), summarizes key qualities possessed by principals of schools where achievement is strong. Setting Goals The More-Effective Principal The Less-Effective Principal Has a more child-centered vision Has a more adult-centered vision Sets manageable, realistic goals Favors broad goals Sees student performance as central Likes to see things run smoothly Expresses goals in measurable terms Expresses goals vaguely Uses goals for planning Refers rarely to goals Asks parents & staff to help set goals Limits goal setting input Communicating Goals The More-Effective Principal The Less-Effective Principal Periodically reviews & discusses Infrequently discusses goals Actively clarifies goals Rarely clarifies goals Has teachers who know goals Has teachers unfamiliar with goals Has teachers who see themselves as good instructors Has teachers who see themselves as good managers & colleagues Promoting Quality Instruction The More-Effective Principal The Less-Effective Principal Insists on certain teaching strategies Has less focus on methods Favors interactive teaching Is content with less interaction Assigns teachers on the basis of improving achievement Assigns teachers bureaucratically Supervising Instruction The More-Effective Principal The Less-Effective Principal Relies little on formal observations Values formal observations Values informal visits and meetings Rarely makes informal visits Often reads about instruction Seldom reads about instruction Often provides specific feedback Seldom provides specific feedback Counsels and assists poor teachers Less likely to confront poor teachers Allocating Instructional Time The More-Effective Principal The Less-Effective Principal Carefully sets time allocations Less likely to set time allocations Coordinates time allocations across teachers Less likely to have uniform schedule Schedules more instructional and fewer non-instructional activities Less likely to favor instructional over non-instructional activities Insists on time for basics Less likely to ensure their coverage Protects uninterrupted block Less likely to preserve block Coordinating the Curriculum The More-Effective Principal The Less-Effective Principal Is highly involved in curriculum alignment Is less involved in curriculum alignment Is concerned with the continuity of curriculum from grade to grade Tends not to focus on continuity of curriculum from grade to grade Monitoring Student Progress The More-Effective Principal The Less-Effective Principal Supports testing programs Views testing as a necessary evil Provides test results to teachers In a timely manner Is less timely in reporting results to teachers Discusses results with groups and individual teachers Is less likely to discuss results Encourages teachers to use test results to plan instruction Does not emphasize the connection between testing and teaching Setting Expectations The More-Effective Principal The Less-Effective Principal Holds adults accountable for student learning outcomes Does not hold others accountable Requires mastery of grade-level skills for promotion to next grade Is more likely to socially promote students Being Visible The More-Effective Principal The Less-Effective Principal Is often out of the office Spends large amounts of time in the office Makes an effort to move about the campus and in and out of classrooms Is less mobile Providing Incentives The More-Effective Principal Recognizes teachers with rewards such as distributing leadership The Less-Effective Principal Seldom acknowledges teachers showing personal interest making public acknowledgements giving private praise Ensures that student rewards are frequent and they they go to a large percentage of students Is less concerned about student rewards Focuses rewards on achievement Is less likely to reward achievement Promoting PD The More-Effective Principal The Less-Effective Principal Is more likely to be directly involved in PD activities Often avoids PD sessions Follows up by ensuring that PD methods are implemented Is unlikely to follow up PD Cobbles temporary coalitions of teachers to help implement Is not adept at working with teacher groups to implement Encourages professional dialogue Is indifferent to dialogue Helps teachers attend conferences Resists conference attendance Creating a Safe & Orderly Learning Environment The More-Effective Principal The Less-Effective Principal Works with teachers to develop classroom management skills Is less focused on management skills Establishes a clear and consistent disciplinary policy Fails to set up a clear policy Enforces discipline fairly and consistently May be inconsistent in enforcing discipline Involves teachers and students In setting rules Sets rules independently Creating a Safe & Orderly Learning Environment The More-Effective Principal The Less-Effective Principal Confronts problems quickly and forcefully Is tentative and indecisive Supports teachers with discipline problems Is unsympathetic to teachers with discipline problems Promoting Collaboration The More-Effective Principal The Less-Effective Principal Encourages teamwork and collaborative efforts Allows teachers to function independently Gives faculty a formal role in decision making Excludes teachers from decision making Informally seeks teachers’ ideas and opinions Is indifferent to the ideas and opinions of teachers Securing Outside Resources The More-Effective Principal The Less-Effective Principal Is skilled at influencing district decision making about resources Reacts to district decisions Actively seeks resources Is passive about finding resources Assertively recruits the best teachers (even from other schools) Follows standard hiring procedures Allocates money based on goals Makes allocations based on other factors Linking Home and School The More-Effective Principal The Less-Effective Principal Communicates with parents on a regular basis Infrequently communicates with parents Involves parents in school activities Is more likely to ignore parent participation Establishes programs that promote parent-teacher interaction Fails to facilitate parent-teacher interaction Promotes the school to community groups Does not participate in community groups Provides ways parents can learn about school and help their children Doesn’t Which qualities of the principal relate to reading achievement? Principal’s race Principal’s sex Number of years as a principal Number of years as a classroom teacher Knowledge about reading – Kean et al. (1979), What Works in Reading? (Federal Reserve Bank Study) Which qualities of the principal relate to reading achievement? Principal’s race Principal’s sex Number of years as a principal Number of years as a classroom teacher Knowledge about reading – Kean et al. (1979), What Works in Reading? (Federal Reserve Bank Study) Goal 3 Revisit the roles of the LC. Learner Teacher Manager Literacy Coach Researcher Planner Curriculum Expert Literacy Coaches are Learners • Learn about reading development – Engaged and active participation in all levels of professional development – Self-directed reading of professional materials – Self-directed networking Literacy Coaches are Learners • Learn about professional development – Engaged and active participation in all levels of professional development – Self-directed reading of professional materials – Self-directed networking http://www.nsdc.org/ Literacy Coaches are Grant Writers and Site Managers • Understand and review federal guidelines • Keep careful record of budgeting decisions and professional development activities • Collaborate with district personnel to provide reports • Manage site visits Literacy Coaches are SchoolLevel Planners • Work with administrators to build school-level schedules to protect time for classroom instruction and intervention – Both whole-group and needs-based time • Work with administrators to plan time for small-group and whole-school professional development • Work with administrators and teachers to direct specialists and paraprofessionals • Work with teachers to build classroom schedules Literacy Coaches are Curriculum Experts • Learn about core curriculum and intervention materials – Extensive personal review of manuals – Research of program reviews – Interaction with publisher’s representatives – Observe curriculum in action Literacy Coaches are Researchers • Design, schedule and manage data collection • Interpret and share data with all stakeholders • Assess fidelity to school-wide model through observations • Assess relationship of fidelity to student achievement • Propose changes in school-level plan based on these analyses Literacy Coach as Teacher • Arrange for training in core program materials • Provide outside-the-classroom professional development through presentations and study groups • Provide inside-the-classroom professional development through modeling and observation-feedback What strengths do you bring? Learner Manager Planner Curriculum Expert Researcher Teacher How will you EVER learn all of this stuff? Listen to Cece, a two-year veteran of Literacy Coaching http://curry.edschool.virginia.edu/reading/ projects/garf/Cece.htm Whew! Serving in all these roles will require real organization. LCs need to think carefully about their own schedules if they are to accomplish all they need to. Let’s look at some possibilities . . . A sample LC schedule: Week 1 Am Grade Level Professional Development Sessions Grade Level Professional Development Sessions Observations Observations Work with Materials Pm Grade Level Professional Development Sessions Set agenda for next Grade Level Meetings Prepare Whole School Session Write up Observations Work with Materials AS Program Administration Program Administration Whole School Professional Development Meet with Individuals re Observations Meet with Individuals re Observations A sample LC schedule: Week 2 Am Observations Observations Observations Observations Organize Materials and Data Pm Write up Observations Write up Observations Prepare Whole School Session Write up Observations Prepare for Professional Development AS Meet with Individuals re observations Meet with Individuals re observations Whole School Professional Development Meet with Individuals re observations Prepare for Professional Development Goal 4 Make a plan for getting started at your school. What’s on your to-do list? Understanding your grant Understanding your core program Planning whole-group and needsbased instruction Planning assessments Planning professional development Understanding your grant 1. Make a chart Who? Classroom Teachers Principal District Rep Special Educators Key Responsibilities Sample (LC Handbook, pp. 42-43) Times Task Team Fall Year 1Spring Year 2 • Conduct whole-school, after-school professional development session one hour each month • Conduct small-group, after-school professional development sessions two days each month • Conduct two in-school professional development sessions each month for each grade level team • Conduct six formative observations of instruction for each teacher • Establish professional development library Literacy Coach Principal Assistant Principal 2. Decide how to “do” your grant • Review your understandings with your Regional Specialist. • Remind administrators of the shared commitment • Use preplanning to remind teachers of shared commitment • Present to School Board and parents • Present quarterly updates 3. Get acquainted with your core program Conduct a personal review of every grade level’s manuals with the LC Handbook’s Descriptive Template (p. 133) Pay special attention to any placement or progress-monitoring tests and any materials intended for needs-based use Check for other review information to identify potential strengths and weaknesses http://www.fcrr.org/ Consider other ways to learn about the program in action Can consultants help? Are there videos? Are there schools using the program that you can call or visit? Decide what “stuff” must be stored, displayed, and used in each classroom Make a checklist for your teachers Make sure everyone has what he or she needs 4. Plan time for whole-group and needs-based instruction: Think about time Phonemic Awareness Decoding Fluency Vocabulary Comprehension Strategies Writing K 20% 10% 20% 30% 10% 10% 1 10% 20% 20% 20% 10% 20% 10% 30% 10% 30% 20% 20% 20% 30% 30% 2 3 5. Then think about groupings Phonemic Awareness Decoding Fluency Vocabulary Comprehension Strategies K Needs-Based Group Whole Group and Needs-Based Group Whole Group and NeedsBased Group Whole Group Whole Group 1 Needs-Based Group Whole Group and Needs-Based Group Whole Group and NeedsBased Group Whole Group Whole Group 2 Intervention Only Needs-Based Group Whole Group and NeedsBased Group Whole Group Whole Group And Needs-Based Group Intervention Only Whole Group and NeedsBased Group Whole Group and Needs-Based Group Whole Group and NeedsBased Group 3 6. Think about support • How can it be managed? – Push-in programs? – Paraprofessionals? – Circle-Seat-Center rotations? • What will teachers need to be successful? – Routines? – Materials? – Modeling? 7. Plan for assessment • Decide who will assess • Get your school-level calendar with all vacations and events • Find out when the required assessments will be due • Schedule trainings and due dates 8. Plan professional development Make a strict schedule During the day for grade-level teams? After school for the entire staff? On release days? Start with the CORE!!!! Will you have consultants come during preplanning? How can you help teachers set up their rooms so that they have what they need? Make direct connections between the summer trainings and your core Make sure that all of your attention is directed to giving everyone the support needed to start teaching Area Focus Priorities Although RF has many components, and although you may feel a bit overwhelmed at first, it’s important to take the plunge and get started. And remember … You don’t have to change everything to change anything.