Two years ago, BCPS decided to make cross-curricular literacy its educational focus. As a result, I was approached by a middle school principals who asked me to create a literacy plan. I had already observed the success of close-reading strategies and had researched the idea of school-wide literacy. I quickly became a proponent of both notions and decided to use them to frame the literacy plan. After the first full year of implementation, overall reading proficiency scores increased over 14 points! I would love to share the GTN-approved initiative with educators from around the state. Presenter(s): Jeanene Fletcher Burris

1. School-wide literacy: Can I get an amen?
March 16, 2015
Jeanene F. Burris
Burke County Public Schools Middle School ELA Instructional Coach
A Race to the Top Initiative
NC Department of Public Instruction
Educator Effectiveness Division
http://gtnpd147.ncdpi.wikispaces.net/file/view/CONFERENCE+PACKET-
03132015.pdf

2. Welcome to school-wide literacy

3. Record your answers to “Top
Five Reasons for Professional
Development Negativity.”
http://padlet.com/jburris2/ov62oyl9bfjs

4. Objectives
Participants will
•learn what GTN is.
•learn what constitutes action research.
•understand what is meant by school-wide
literacy and the close-read approach in
achieving literacy skills mastery.
•learn strategies to help promote teacher buy-
in.

5. What is the Governor’s
Teacher Network?
• For 2014-2015, a select group of 450 teachers were
chosen from 1400 applicants based on submitted
initiatives.
• In the first of two pathways, the participants over the
course of the school year were to identify instructional
needs in accordance with those supported by Race to the
Top initiatives in Home Base and design effective
professional developments to address those needs. In
other words, they were to conduct action research.
• Network teachers have continued their current educator
roles while completing the action research associated
with their initiatives.

6. What is action research?
Classroom and school research conducted by
teachers to
•positively impact student outcomes.
•identify and promote effective instructional
practices.
•create opportunities for teachers to become
reflective practitioners.
•share research results with other educators.
Mills, G. E. (2014). Action Research: A Guide for the Teacher Researcher

7. Purpose
The purpose of my action research was to
continue monitoring the TRMS Literacy Plan
with a particular emphasis on addressing
issues with teacher efficacy and buy-in as a
result of ineffective professional development.

8. Data collection
Two types of data were used during the action
research process:
Quantitative: numerical (EOGs, benchmarks,
and, surveys)
Qualitative: data expressed in terms of natural
language

9. 2013-14 overall reading

10. Scope of work
Problem: Despite positive 2014 EOG results in
overall reading proficiency,
disconcerting gaps also appeared to have
developed.
Why: After much reflection, lack of teacher efficacy
and buy-in as a result ineffective PD surfaced
as a potential cause.
Benefits: All students will benefit from teacher
efficacy and positive buy-in.

11. The problem
Professional development
and adequate follow-up
improve and sustain
teachers’ commitment.
“Getting School-
wide Literacy”
J. Meltzer & S. Ziemba
(2010)

12. Research take-aways
1. Offer a manageable number of new strategies.
2. Teachers should be able to move from the
workshop to the classroom.
3. The format for workshops should be varied.
4. Teachers’ time should be respected.
5. There should be time for reflection.
6. There should be strong administrative
reinforcement.
7. Develop a forum of empowerment (PLC).

13. The plan
August 22, 2014- PD- Review close-reading techniques as a faculty. Mrs. Burris will assign 1 article per teacher. Each
teacher will provide 4 multiple-choice questions and 1 constructed-response question. These will be due to Mrs. Burris
in specified format by August 29.
September 11- Grade-level meeting; context clues to decipher vocabulary will be the highlighted technique.
Assignment for next grade-level will be for each teacher to provide 1 article with 5 questions. A volunteer will be
sought to lead a discussion on annotation of texts and its application in the classroom for the next grade-level meeting
on October 9.
October 9- Teachers will exchange articles and questions and critique the quality. Teacher will lead discussion of
annotation. Assignment for next grade level will be for each teacher to provide 1 article with 5 questions. A volunteer
will be sought to lead a discussion on text-generated questions for the next grade-level meeting on November 13.
November 13- Teachers will exchange articles and questions and critique the quality. Teacher will lead discussion of
text-generated questions. Assignment for next grade level will be for each teacher to provide 1 article with 5
questions on December 11.
December 11- Teachers will exchange articles and questions and critique the quality. Discussion on how to move from
teacher-led to student-led literacy and its challenges will be the focus.
Attendance will be taken at each meeting. 1 literacy credit will be given for attending ALL meetings and handing in 4
articles with questions.

14. Survey results

15. Survey results

16. Survey results
For me, the most important survey came at the
close of the professional development sessions.
Please turn in your packets and take a look at
the responses. One big positive from this
survey is that there was 100% participation.

17. Evidences of culture change

18. Evidences of culture change
Teacher's Comments from mid-year PDP
I have noticed an improvement in students’ ability to dissect/comprehend
difficult informational text. So many of my students have amazed
me! For example, when reading a text regarding phytoplankton a
scientist was quoted as saying, "the carbon dioxide taken up by the
phytoplankton comes from deep in the ocean, just like the nutrients...". As
we were annotating one of my students observed that this quote made
him think about "upwelling". That is precisely what it was! This is one of
our tested terms. It was also one of the follow-up questions for this
article. Dissecting the text certainly helps students make connections!

19. Any questions?
Before or as you leave, please complete the four-question survey linked below.
THANK YOU!
https://www.surveymonkey.com/s/SNW2JZ9
Contact me at
Jeanene Burris- ELA Middle School Instructional Coach/BCPS
Email: jburris@burke.k12.nc.us
Cell: (828)502-9300
Session Materials are here:
http://gtnpd147.ncdpi.wikispaces.net/file/view/CONFERENCE+PACKET-03132015.pdf

20. References
Brozo, W.G. & Fisher, D. (March 2010). “Literacy starts with the teachers.” Retrieved from
http://www.ascd.org/publications/educational-leadership/mar10/vol67/num06/Literacy-Starts-with-the-
Teachers.aspx
“How to help students take ownership of the learning process.” (June 1, 2013). Phi Delta Kappa International. Retrieved
from http://pdkintl.org/blogs/classroom-tips/help-students-take-ownership-of-the-learning-process/
Mills, G. (2014). Action research: A guide for the teacher researcher. New York: Pearson. p. v.
Novak, B. (June 3, 2012). “Inspiring teachers to be lifelong learners- 10 ideas to make it happen.” Retrieved from
http://novanews19.wordpress.com/2012/06/03/inspiring-teachers-to-be-lifelong-learners-10-ideas-to-make-it-
happen/
Meltzer, J. & Ziemba, S. (2006). Getting School-wide Literacy Up and Running. 21-24. Retrieved from
http://www.nassp.org/portals/0/content/54164.pdf
North Carolina Public Schools. (2013-2014). NC School Report Card. Retrieved from
http://www.ncreportcards.org/src/schDetails.jsp?pSchCode=370&pLEACode=120&pYear=2010-2011
North Carolina’s Teacher Working Conditions Survey. (2014). Retrieved
frohttp://www.dpi.state.nc.us/newsroom/news/2013-14/20140310-01
Pett, K., Strahan, D., & Gates, C. (2014). Experts in the classroom: Fellows program connects teacher learning to student
outcome. 35 (1). Retrieved from www.learningforward.org
Snow, C. & Moje, E. (2010). Why is everyone talking about adolescent literacy? Phi Delta Kappan. 91(6). 66-69. Retrieved
from http://appencore.wncln.org:61080/gale-
go/ps/i.do?action=interpr…ALE%CA222229570&v+2.1&u=boon41269it=r&p+AONE&sw=w&authCount