6910 6911 seminar 2 canvas

163 views

Published on

Published in: Education, Health & Medicine
0 Comments
0 Likes
Statistics
Notes
  • Be the first to comment

  • Be the first to like this

No Downloads
Views
Total views
163
On SlideShare
0
From Embeds
0
Number of Embeds
0
Actions
Shares
0
Downloads
2
Comments
0
Likes
0
Embeds 0
No embeds

No notes for slide
  • SHERRY….. LOG ONTO CANVAS TOO….. HAVE IT READY TO REVIEW WITH STUDENTS!!!!!!
  • WHY COACHING? SIT & GET PD NOT EFFECTIVE. HALF DAY WORKSHOPS NOT EFFECTIVE. IN HOUSE – PROLONGED & RELEVANT MORE EFFECTIVE.
  • HAVE GROUPS WRITE 2-4 KEY TRENDS ON CHART PAPER……
  • SEE HANDOUT…… THESE TOPICS ALIGN WITH THE HANDOUT “PREPARING FOR THE CLASSROOM-BASED OBSERVATION/COACHING SESSIONS”
  • SEE HANDOUT…… THESE TOPICS ALIGN WITH THE HANDOUT “PREPARING FOR THE CLASSROOM-BASED OBSERVATION/COACHING SESSIONS”
  • 6:30-7:00pm
  • 7-7:30pm
  • At 7:30pm
  • 6910 6911 seminar 2 canvas

    1. 1. Welcome back to LCRT 6910 & 6911 SEMINAR #2
    2. 2. Please sit in grade similar groups grades k-5 and grades 6-12 AND TAKE TIME TO……. Log-on to CANVAS. Review the Whole-class discussion & documents about: Coaching, being coached, & your context. What TRENDS do you notice in the responses?
    3. 3. TONIGHT’S AGENDA  Discuss & share contexts and literacy goals  What focus will you provide the literacy coach when she observes in YOUR classroom? What are your goals?  What are you trying to accomplish in each lesson? And during this semester?  Overview classroom observations, coachingS & template  Overview Lesson Report & Analysis  Choice Book Groups meet!  Submit your preferences for a peer coaching partner
    4. 4. What TRENDS do you notice in your & your classmates’ responses? being coached (why?)  coaching, your current contexts, being a literacy leader, Other?
    5. 5. What did you observe & learn about the work of the literacy coach & the reading specialist in: Elementary Schools? (L’Allier & Elish-Piper) Secondary schools? (Ippolito & Lieberman)
    6. 6. Literacy Coach Reading Specialist What do the International Reading Association standards indicate? What are your discovering to be your interests:  Working with students who struggle? As specialist? In the classroom?  Supporting teacher learners?  Both?
    7. 7. LCRT 6910, LCRT 6911 and LCRT 6915 These 3 courses offer you a supervised practicum experience working with: (a) Students who struggle with reading and writing; (b) Collaborative and coaching experiences with teachers.
    8. 8. CANVAS: COURSE SHELL Take a quick look!
    9. 9. What questions do you have so far?
    10. 10. Share video clips & narratives
    11. 11. Share video clips & narratives 1. Sit with one classmate & watch each other’s video. 2. Share each other’s literacy goals. How do these align with Knight’s big 4 (p. 141)? 3. Skim each other’s classroom narrative. 4. What focus do you want the literacy coach to take re: instruction, curriculum & assessment when she observes in your context?
    12. 12. Change partners 1. Sit with another classmate & watch each other’s video. 2. Share each other’s literacy goals. How do these align with Knight’s big 4 (p. 141)? 3. Skim each other’s classroom narrative. 4. What focus do you want the literacy coach to take re: instruction, curriculum & assessment when she observes in your context? 5. Time for 1 more!?!
    13. 13. Where do YOU begin? Being coached!
    14. 14. Where do YOU begin? Being coached Consider a starting point:  Where & how do you want to grow professionally this year?  Consider your students, context, challenges, initiatives….. What are your 3 LITERACY GOALS?  Remember, you direct the focus of the observation & coaching; What info will be useful to your advancement of the literacy goals & to your professional development?
    15. 15. What are you trying to accomplish? What type of information will be useful to you? What info could the coach provide?
    16. 16. USE YOUR RESOURCES: LCRT 6910 & 6911 READINGS
    17. 17. As you prepare to be coached, review Knight’s chapter 7 as you determine the specific coaching focus & your 3 literacy goals THE BIG 4: Behavior Content Knowledge Direct Instruction Formative Assessment
    18. 18. As you prepare to be coached, review …..  The assigned chapters about teacher leaders and literacy coach/reading specialist (in Bean’s edited book – on CANVAS);  Educational Leadership article (Hansen);  Other pertinent resources of your own or from your district.
    19. 19. The classroom-based observations & coaching assignment Why? What? Where? When? How often? How many? What’s the purpose?
    20. 20. The classroom-based observations & coaching assignment PURPOSE: Provide experienced classroom teachers with the opportunity to:  apply their new understandings about literacy instruction, curriculum and assessment gained in the LLCRT MA course work.  receive formative feedback from a peer and faculty member relevant to their literacy goals being put into place.  reflect on their literacy and language instruction, curriculum, and assessment practices.  observe a seminar colleague and be exposed to literacy instruction, curriculum and assessments used outside of their own contexts.
    21. 21. Classroom-based observations & coaching assignment  Preparing for the classroom-based observations and coachings (handout)  Observation-coaching template (complete one for each face-to-face session)
    22. 22. The classroom-based observations & coaching assignment: HANDOUT Before in-class observation/coaching session: Teacher’s and Coach’s responsibilities After in-class observation/coaching session: Teacher’s and Coach’s responsibilities The day before On the day of the observation/coaching session After the observation/coaching session
    23. 23. 4 classroom-based observations & coachings 1. One face-to-face observation/coaching session in YOUR context, completed by a seminar peer; 2. One face-to-face observation/coaching session in a seminar classmate’s context completed by you; 3. One face-to-face observation/coaching session in YOUR classroom completed by Dr. Taylor or Dr. Rickert; 4. One digitally recorded observation of your instruction shared in seminar with coach.
    24. 24. Classroom observations & coaching sessions Getting started! WHEN? The month of October HOW LONG? Plan a 30 to 45 minute literacy lesson or content lesson with reading or writing emphasized for accessing the content. HOW MUCH TIME? To observe & have the coaching conversation face-to-face, plan on 2 hours (& remember to allow for driving time). HOW OFTEN: Evenly distribute the sessions during the month; Do not schedule all 3 in one week.
    25. 25. Selecting a coaching partner  Considerations: Similar grade level, different district, similar literacy goals.  Paired partners (not a group of 3).  Submit 2 preferences for a peer coach with a 1-2 sentence rationale before you leave tonight.  Individual issues or questions??? – See Sherry during break or after class.
    26. 26. TAKE a BREAK During the break:  Talk with potential coaching partners  Discuss in-depth your literacy goals & interests for your literacy instruction, curriculum and assessment this year  Gather the names of 2 potential coaching partners
    27. 27. Discussion of LESSON REPORT & ANALYSIS
    28. 28. Choice Book Groups Meet DISCUSS:  Why are you interested in this book?  Explain how you hope the books supports the 3 literacy goals you identified re: instruction, curriculum & assessment  Make a plan: What parts/pages will group have read & tried out by SEMINAR 3, Sept. 30th Notetaker: Send book title, member names & informal responses to bulleted prompts to Sherry via email by Sept. 20th (Friday)
    29. 29. Looking ahead HANDOUT
    30. 30. Before you leave tonight….. SUBMIT  Reader response form on assigned readings (see Canvas)  Draft of your three literacy goals (paper copy)  2 paper copies of Classroom Context Narrative EXIT SLIP: List 2-3 print and 2-3 online literacy resources you regularly use. Also, state the grade level(s) you teach or support. PEER COACHES  Submit 2 preferences for peer-coach with 1-2 sentence rationale.  You will get an email from Dr. Taylor about peer coaches by September 24th. After this, please start to schedule observation-coaching sessions for October.  Dr. Taylor & Dr. Rickert will emailyou with dates & will confirm with you in Seminar #3 (Sept. 30th).
    31. 31. Your individual questions

    ×