Professional Development: Lessons for Literacy Coaches Sharon Walpole University of Delaware Our Goals and Strategies 1. Review research related to our work in professional development 2. Sharon will.
Download ReportTranscript Professional Development: Lessons for Literacy Coaches Sharon Walpole University of Delaware Our Goals and Strategies 1. Review research related to our work in professional development 2. Sharon will.
Professional Development: Lessons for Literacy Coaches Sharon Walpole University of Delaware Our Goals and Strategies 1. Review research related to our work in professional development 2. 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: We’re just getting started. We’ll learn more about all of this. Together. Research to Search! Literacy Coaches Teacher Learning Professional/Staff Development Reports from recent efforts IRA’s Reading Coach (2004) Strong Knowledge Base Experienced with In-class Coaching Experienced Teacher Experienced with Collaborative Curriculum Design Strong Presenter How do the coaches with whom you will be working measure up to these standards? What can we do to support their growth? South Carolina’s Reading Initiative (Morgan et al., 2003) Vision Reality Observe, demonstrate, study groups Regional coaches for institutes and support Substitute? Testing proctor? Lunch monitor? Literacy content, but not coaching content Collaborative study groups for knowledge School and district support Many teachers uncomfortable Varied support; varied beliefs 3-year time frame Varied acceptance by teachers How can we maintain the vision for our Literacy Coaches? Research to Search! Literacy Coaches Teacher Learning Professional/Staff Development Reports from recent efforts A teacher change process (Guskey, 1986) Change teachers’ beliefs and attitudes PD Target Areas Study study outcomes Change teachers’ practices How can we help Literacy Coaches negotiate tensions between changes in practices and changes in beliefs and attitudes? 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 What implications do these stages of expertise have for Literacy Coaches? How can we help them? Grade-Level Differences at Expert Level (Block, Oakar, & Hurt, 2002) Teacher’s Role Lesson Characteristics Motivation Strategies Classroom Qualities Reteaching Strategies Relating Strategies How can we help Literacy Coaches learn to balance and adjust their strategies for different grade levels? Research to Search! Literacy Coaches Teacher Learning Professional/Staff Development Reports from recent efforts Research on Math and Science (Birman et al., 2002) Form Duration Teacher networks and study groups 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 How can we communicate this understanding to our Literacy Coaches? What obstacles are they likely to face? From Staff Development to Student Learning (Guskey & Sparks, 1996) Administrator Knowledge/Practice Content Process School Culture Supervision/Evaluation Context Teacher Knowledge/Practice Quality of Staff Development Connections with Families Parent Knowledge/Practice Parent Education School Policies Improved Achievement Areas for Planning Content Process Context Quality of Staff Development So what can we do to attend to content, process, and context variables with our Literacy Coaches? Impact of Quality Staff Development Administrator Knowledge/Practice School Culture Supervision/Evaluation Quality of Staff Development Teacher Knowledge/Practice Connections with Families Parent Education Parent Knowledge/Practice So what can we do to help our Literacy Coaches to maximize the impact of their staff development? Impact of Changes in Knowledge and Practice Administrator Knowledge/Practice School Policies Teacher Knowledge/Practice Parent Knowledge/Practice Improved Achievement So what can we do to help our Literacy Coaches to maximize the impact of changes in knowledge and practice? From Staff Development to Student Learning (Guskey & Sparks, 1996) Administrator Knowledge/Practice Content Process School Culture Supervision/Evaluation Context Teacher Knowledge/Practice Quality of Staff Development Connections with Families Parent Knowledge/Practice Parent Education School Policies Improved Achievement Research to Search! Literacy Coaches Teacher Learning Professional/Staff Development Reports from recent efforts An REA Staff Development Model (Mesmer & Karchmer, 2003) Reflection on Data with Peers Staff Development in each area Coaching & Modeling Lessons they Learned 1. 2. 3. 4. 5. Collect multiple data sources to evaluate the quality of the staff development Rework the staff development sessions to respond to teachers’ needs Reward teachers for participation Be sensitive to other curriculum pressures Actively work with the state What can we do to help our Literacy Coaches to benefit from these lessons? REA in Georgia Individual Support Small Group Support Whole Group Support 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 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 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 don’t 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 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 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 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 At all three levels, remember the loop Provide support Choose a Focus Connect to Practice Build Knowledge 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.