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Learning, Talking and Creating Change: Different Formats for Conversations About Practice
 

Learning, Talking and Creating Change: Different Formats for Conversations About Practice

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Presentation from the 2006 National Resource Center for Paraprofessionals Conference

Presentation from the 2006 National Resource Center for Paraprofessionals Conference
http://www.nrcpara.org/

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    Learning, Talking and Creating Change: Different Formats for Conversations About Practice Learning, Talking and Creating Change: Different Formats for Conversations About Practice Presentation Transcript

    • Learning, Talking and Creating Change: Different formats for conversations about practice Mary Fisher and Brooke Baker Indiana Paraeducator Support Project Indiana University at IUPUI Wanda Hubbard Indianapolis Public Schools “ Building the Future- One Student at a Time” National Resource Center for Paraprofessionals Minneapolis, May 11, 2006
    • This afternoon
      • IPSP?!?
      • Issues in preparation and inservice professional development across IN
      • Our response
        • Format
        • Content
        • Connection between our learning and K-12 student learning
    • The folks at home today
    • What is IPSP anyway…
      • 2002 survey
      • 2006 follow-up (partial findings)
      • Major issues around preparation
        • Availability
        • Format
        • Content
        • Impact
    • Your thoughts on these issues
      • Availability
        • __________________
      • Format
        • __________________
      • Content
        • __________________
      • Impact
      • 1 day preservice?
      • 1-4 days inservice?
        • _______________
      • Drive by?
      • Other? _______________
      • District driven?
      • Your choice?
      • _______________
      • Session evaluations?
      • Follow-up on the job?
    • Our response
      • The usual
      • Study groups
      • Book clubs
      • Team coaching conversations
      • Individual coaching conversations
    • Study Groups
      • Who
        • 6-8 participants and 1 facilitator
      • What
        • Group decides – Doyle, French, Compilation
      • When
        • During school day or after school
      • Where
        • Conference room
      • Paraview
      • I like the way we shared different ideas about discipline and how to work with the children.
      • In our weekly meetings with a facilitator we have learned to really focus on the positive aspects of our job, not just see the negative parts. We brainstorm, exchange ideas, and we do a lot of reflection on what we are doing in the classroom. This is really important and helpful.
      • Supports
      • Administrative – director, principal
      • Teacher -- classroom
    • Example Agenda
      • New and good
      • Thoughts on the reading
        • “Save the last word”
      • Problem solving about one child
        • Share, clarify, brainstorm, select solution and set a goal for next meeting
      • Share log sheets
      • Agenda for next time
    • Book Club
      • Who
        • 8-10 participants and 1 facilitator
      • What
        • Group decides among 2 or 3 possibles – Paley & Gossins
      • When
        • Any time
      • Where
        • On line
      • Paraview
      • I can enjoy reading and then be stimulated by others’ comments.
      • The time is open. I don’t have to be somewhere. There are people in Indianapolis and southern IN I can “meet” with!
      • I can talk with paraeducators in a non-supervisory role!
      • Supports
      • Access to a computer
      • Books provided (at this time) by IPSP
      The books…
    • Sample Questions
      • “You can’t say you can’t play”
      • By Vivian Gussen Paley
      • Children whom you know who may experience rejection? Commonalities with Paley’s picture?
      • In what ways is the rule fair or unfair?
      • How would you present this rule to your students?
      • Is it easier to open the door?
      • Other ideas for giving children a voice?
    • Team Coaching
      • Who
        • 3-5 team members and 1 facilitator
      • What
        • A child who worries the team
      • When
        • During work hours
      • Where
        • Conference room or classroom
      • Paraview
      • It has been very helpful to meet regularly. We had tried some of these ideas before but we let them fall by the wayside.
      • It is important to have the outside person. She comes without the history. She is not so likely to be discouraged. Her enthusiasm helps us be more willing to try again.
      • She asks us questions that we don’t ask ourselves.
      • Supports
      • Outsider willing to be a critical friend
      • Team investment in the conversation and solutions
    • Individual Coaching Conversation
      • Who
        • 1 coachee and 1 coach
      • What
        • A child who worries the coachee or a new strategy
      • When
        • During work hours
      • Where
        • Classroom
      • Paraview
      • I can’t believe that someone is interested in my work!
      • It works for me when there is a strategy I need to work on so that I can ask my coach for feedback on something specific.
      • Supports
      • Outsider willing to be a critical friend/coach and ask thoughtfully worded questions
      • Teacher support for content/strategy acquired!
    • Why conversation
      • Improve our own practice
      • Generate change for children/youth
      • Energize each of us
      • Identify common interests/concerns
    • Prerequisite for group membership
      • Sincere desire to work with colleagues to improve teaching and learning
    • Changing perceptions about our profession
      • Isolation no longer the norm
      • Knowledge coming from the classroom/schools rather than the outside
      • Educators as the quality controllers …
    • Criteria for our work together
      • The topic chosen for study must concern the teaching/learning process
      • The topic must be within our scope of influence
    • Your thoughts District? Appeal? Coaching Book clubs Study groups Usual
    • Why friendship?
      • The literature and our survey data
      • My experience
      • Bryan’s experience
      • And all the other children
    • The friendship why
      • Need for belonging
      • Significant to families
      • Consortium findings (Meyer, et al, 1998)
    • Frames of Friendship
      • Ghost or guest
      • The inclusion kid
      • “ I’ll help!!”
      • Just another kid
      • A regular friend
      • “ Friends forever”
    • The classroom
      • An instructional environment
        • academics
      • Social environment
        • social rules of human interaction
    • Children benefit from having friends
      • enhanced development and positive self-esteem (Newcomb & Bagewell, 1996).
      • peers can sometimes be better teachers than adults
        • Piaget's "just manageable disequilibrium”
        • Vygotsky's "zone of proximal development"
    • Adult caregivers, including teachers, are responsible for
      • children's well-being and sociopersonal development as well as
      • children’s academic and intellectual development.
    • Consortium Work
      • Based in participatory research
      • Constituents are involved in every step of the research process -- from the question through the method, results, analysis, to the interpretation.
    • Interventions
      • Doable in context
      • With available resources
      • Sustainable over time
      • Constituency owned and operated
      • Culturally inclusive
      • Intuitively appealing
    • Making Connections between our learning and the children’s learning
      • A log sheet
      • An outsider for specified periods of time
      • Teacher interviews
      • Paraeducator interviews
      • Principal interviews
    • Individual goals
      • Learn how to promote independence
      • Avoid being a barrier to interaction
      • Teach student how to respond to teasing
      • Be creative in providing support to my student
    • Student Outcomes
      • changes in proximity
        • Maria, Jasmine, Aaron, and Harry
      • changes in whole class
        • Peter -- prosocial curriculum
        • Maria -- yellow pages and tea party
        • Room 106 and the Garden Project
      • new “strategy”
        • Patrick -- social story
        • Jenny – reading aloud
        • Sara – letters and sounds and concepts about print
      • new activities
        • Isaac --summer camp
    • Outcomes related to paraeducators’ role
      • Copy of IEP objectives
      • Development of an IEP/Activity matrix
      • New vocabulary
      • Access to resources
        • web sites
        • MAAP conference tapes
        • MAS (Durand & Crimmins, 1985)
        • Interactive style questionnaire (Ayers & Hedeen, 1997)
    • How to initiate a conversation
      • Books
        • “ Text”
        • Trade
      • An article
      • Solving a problem
      • Sharing ways to facilitate interaction
        • Like singing together
    • For example, Collecting Text Sets
      • Consider qualities that make a picture book “good” to Read Aloud with children.
        • A TEXT SET of 5-7 books using AUTHOR, GENRE or TOPIC as the common element across the books is an excellent start. For organizing it is helpful to create a “catalogue sheet” that identifies the TITLE, AUTHOR and PUBLISHING information for each book, identifies the age/grade for your text set, gives a brief intro to the books, and provides specific learning engagements – ideas or how you would use the books.
      • Avoid using “holiday”, “dinosaur”, “all about me”, or series books (Clifford, Frog and Toad, Dora, Magic School Bus…).
        • These are great, however, this is an opportunity to help children think about other important issues such as friendship or bullying or loosing someone you love; science concepts like gardening or rocks.
      • This is an opportunity for your VOICE!
    • Thank you!
      • Indiana Paraeducator Support Project IPSP
      • [email_address]
      • [email_address]
      • (317) 274-3326
      • 902 West New York Street
      • Indianapolis, IN 46208
    • Keep on dancing! Keep on...