This document outlines the agenda for a seminar and practicum in literacy professional development. It includes details about assigned readings from textbooks on evaluating instructional materials and differentiated literacy coaching. The agenda also describes upcoming coaching sessions where participants will discuss digital lessons and receive feedback. Participants are reminded to finalize and submit philosophy papers. Looking ahead, it notes future online and in-person class meetings that will involve additional readings, discussions, and bringing samples of professional journals.
6915 week 12 april 20 eval materials and coaching #2
1. April 20, 2015
• Sign in & get a name tag
• Sit at the table with your
name
WELCOME TO
LCRT 6915:
SEMINAR & PRACTICUM IN
LITERACY PROFESSIONAL
DEVELOPMENT
2. Tonight’s Agenda
Vogt & Shearer ch.10 – “Evaluating & Selecting
Materials”
Moran Chapter “Differentiated Literacy Coaching”
Coaching Session #2
FIRST - Checking in about Philosophy Papers:
If you received feedback to finalize, after attending to
the minor revisions did you resubmit the paper to
Canvas? AND to Livetext for 6915? And for the Portfolio?
If you submitted the paper on April 13th, you will get
feedback tonight. Next steps: Revise & resubmit to
Canvas. Once finalized submit to Livetext for 6915.
3. LOOKING AHEAD
April 27th ONLINE:
Ch. 11, “Planning & Implementing Professional
Development”
READING: Vogt & Shearer Chapters 11 & 12
ONLINE Discussion
May 4th FACE-to-FACE
Select one article posted on Canvas by your
classmates to read for this week (Rdg Notes) &
bring 2 sample issues of the professional journal
you receive
In-class coaching reflection
5. Materials Selection Process: Discussion Qs
• What are the steps involved in the process of reviewing
instructional materials &/or technology resources?
• What are the steps involved in the adoption process?
• Is there a pilot process? Time allotted for a pilot process? What is the
budget?
• Is professional development addressed as part of
materials adoption process or the adoption of technology
resources?
• What components are involved in the decision making
process? Elaborate on the components addressed on the
district website.
• Is it a committee decision? Is there an all-teacher vote? Is there an
opportunity for parent input? OTHER?
6. Vogt & Shearer, Chapter 10
– “Evaluating & Selecting Materials”
•What surprised you about the process for
selecting & evaluating materials & tech
resources in the district where you work?
•What has been your level of involvement
in selecting & evaluating instructional
materials & technology resources?
7. What’s the impact of what you
learned about the selection &
adoption process?
•In what ways did your views of the process
change?
•In what ways will your involvement in the
selection/adoption process change in the future?
•Is there anything you will consider doing
differently? WHAT? WHY?
9. ON YOUR OWN
What would be YOUR ideal literacy coaching
position: PURPOSE
To Support…
• Collaborative effort of
teachers, by teachers;
•Creative problem solving
•Teachers’ self reflection:
What do you do? Why do
you do it?
•Professional learning
opportunities for teachers;
- Teachers who need
intervention;
•Teachers’ acquisition
of knowledge, skills &
strategies;
•Teachers’ skills to
collect & use data;
•Teachers who want
professional learning;
•Gains in students’
learning; OTHER?
10. ON YOUR OWN
What would be YOUR ideal literacy coaching
position: ROLES
Support students;
Support individual teacher;
Support groups of teachers;
Manage literacy instruction/curriculum
in the school;
Manage literacy data collection/analysis
OTHER?
11. AGREE? DISAGREE?
Should literacy coaches be ready to:
• Support individual teachers?
• Support small groups of teachers?
• Help a faculty establish a school culture that recognizes
collaboration as an asset?
• Develop individual teacher’s and a group of teachers’ capacity
to engage in creative problem solving?
• Develop individual teacher’s and a group of teachers’ capacity
to engage in self reflection?
• Provide a continuum of professional learning opportunities to
support adults in their acquisition of specific knowledge?
• Provide a continuum of professional learning opportunities to
support adults in their use of specific skills and strategies
• OTHER?
12. Continuum of Learning Opportunities:
Which area do you feel most ready to coach?
Collaborative
Resource
Managemt
Focused
Classroom
Visits
Study
Groups
Peer
Coaching
Literacy
Content
Presenta-
tions
Co-
planning
Demo-
Lessons
Co-
Teaching
14. How to Get Started
Decide which classroom teacher will present their
digital lesson first.
That teacher will remind peer-coach of the literacy
focus selected for Spring 2015.
Handout copies of the “prep-form.”
Introduce the lesson in the digital observation.
Share 1 question you would like a coach to ask.
View the digital clip of literacy lesson together.
15. Coaching Session:
30 minutes per teacher
① Explain the literacy goal selected (1-3 min)
②Hand out “prep form” and share 1 question
you would like a coach to ask in follow-up
discussion (1-2 minutes)
③Introduce lesson (1-3 minutes)
④View lesson (10-12 minutes)
⑤Classroom teacher shares reactions to lesson
& learning (2-3 min)
⑥Coaching discussion (7-10 minutes)
16. SCHEDULE
5:45pm: Transition to locations
6:00pm: 1st Coaching Session
6:30-7:00pm: 2nd Coaching Session
TAKE BREAK
7:10-7:40pm: 3rd Coaching Session
Check in w-Sherry & submit Prep Form
18. LOOKING AHEAD
April 27th ONLINE:
Ch. 11, “Planning & Implementing Professional
Development”
READING: Vogt & Shearer Chapters 11 & 12
ONLINE Discussion
May 4th FACE-to-FACE
Select one article posted on Canvas by your
classmates to read for this week (Rdg Notes) &
bring 2 sample issues of the professional journal
you receive
Editor's Notes
IN COACHING GROUPS – GIVE STUDENTS 3 MINUTES TO DISCUSS EACH QUESTION…… CALL ON EACH TABLE FOR 1 ITEM OF FEEDBACK.
IMPACT OF THIS RESEARCH ?????
Have teachers start INDIVIDUALLY JOT DOWN a LIST for PURPOSE and a LIST of ROLES.
Discuss with coaching partner.
Have teachers start individually and jot down a list for PURPOSE and a LIST of ROLES.
Discuss with coaching partner.
From LESS INTRUSIVE (LESS INVOLVEMENT BY COACH IN ACTUAL TEACHING ROUTINE) to MORE INTRUSIVE (MORE INVOLVED IN TEACHING & CLASSROOM)
A PROGRESSION IN THE INTENSITY OF LEARNING SUPPORTS…….
SEE PAGES 8-9
In what areas of literacy instruction could you benefit from instructional coaching by literacy experts who are also your classmates?