Judy and Susan v2

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  • Judy
  • Judy
  • Susan This book will help reinforce main idea of what we are doing.
  • Judy- Read to self and underline key words. Mention the work of Rick and Becky DuFour
  • These are things we need to understand that and are fundamental to PLC. Historically, teachers haven’t felt empowered……share leadership.
  • 1. Learning rather than teaching….
  • Do the actions of ALL of the teachers in your school show that they embrace the first apple? What does that mean..”Whatever it takes?” Talk about that with your elbow partner.Whatever it takes—leads us to the next big idea of a professional learning community: NEXT SLIDE
  • Reade first…Tradition of teachers not collaborating…Departmentalization creates isolation. Fourth grade example…
  • --Rowers have to work together as a team. Runners in a marathon have a common goal, but they don’t have to work together. Which are schools more like? Sports Analogy …Susan…soccer example
  • Penguin videoConsider the effects of collaboration—of working together.
  • What is the important thing? Groups
  • Talk about the difference…PLC “light” or PLC “if you want to”
  • Takenotew
  • Look at diagram with partner and identify the 3 roles of a Reading Specialist. What is the purpose of these roles? Student achievement
  • 1. We are looking at the population of readers for the whole school. Reading list for whole school How it started was from assessing the benchmark test & looking at how to correlate instruction. Unit planning 1 teacher
  • Whole class….Intervention
  • Jennifer Bryant
  • Principals can’t be the only leaders in schools. School improvement team
  • Talk about the difference…PLC “light” or PLC “if you want to”
  • Talk about the difference…PLC “light” or PLC “if you want to”
  • --Various types or organizational structures in schools—May have vertical teams (representatives from all grade levels), content teams, most schools have grade level teams. Reading specialists are usually on School Improvement Teams or Literacy Teams. Regardless of the type of team, a team in a professional learning community will have a focus on student achievement. These are the four questions that focus the work of school teams.--We’ll talk mostly about grade level team meetings. --
  • --So how is a grade level team meeting different in a professional learning community than what most of us are used to? Less time is spent planning field trips and materials orders and more time is spent looking at data—especially at the end of a grading period—and on collaborative unit planning and designing assessments. Fifth grade mystery unit.
  • Video of team meeting.
  • Group norms—example of people coming in late, bringing other stuff to do, etc.
  • Example of Kathy being pro-literacy, purchase books, open (comprehension caveat discussion with grade 2 as illustration for disagreeing with principal)
  • Example of Kathy being pro-literacy, purchase books, open (comprehension caveat discussion with grade 2 as illustration for disagreeing with principal)
  • Make sure that “improves student achievement” is mentioned
  • Judy and Susan v2

    1. 1. Reading Specialists in aProfessional Learning Community Campbell County Teachers May 26, 2011 Susan Cargill and Judy Walker Reading Specialists
    2. 2. Agenda/Topics to Be CoveredIntroduction, group norms, and a storyProfessional Learning Communities: What are they?Reading Specialists’ roles in a Professional LearningCommunityTeam meetingsStruggles we’ve had/Things we’ve learnedWrapping up 5/25/2011
    3. 3. Group NormsBegin and end on time 12:30-4:00Cell phonesLimit sidebar conversationsActive listening and participationSignal to bring group backOther… 5/25/2011
    4. 4. The Important ThingThe important thing about_________ is_________________________But the important thing about__________________ is____________________________.
    5. 5. Professional Learning Communities: What are they? ―…A Professional Learning Community is a collaboration of teachers, administrators, parents, and students who work together to seek out best practices, test them in the classroom, continuously improve processes, and focus on results.‖ Rick DuFour 20025/25/2011
    6. 6. Professional Learning Communities: What are they? Fundamental AssumptionsWe can make a difference: Ourschools can be more effective.Improving our people is the key toimproving our schools.Significant school improvement willimpact teaching and learning. 5/25/2011
    7. 7. Professional Learning Communities: What are they? Three Big IdeasEnsuring that students learnA culture of collaborationA focus on results 5/25/2011
    8. 8. Ensuring that students learn―Learning‖ rather than ―teaching‖ is thefundamental purpose of your school.Whatever it takes…
    9. 9. Collaboration―Teacher collaboration in strongprofessional learning communitiesimproves the quality and equity ofstudent learning, promotesdiscussions that are grounded inevidence and analysis rather thanopinion, and fosters collectiveresponsibility for student success.‖--McLaughlin and Talbert, 2006
    10. 10. CollaborationThe most powerful strategy for improvingstudent learning—Teachers work together in teams to Clarify what students must learn Gather evidence of student learning Analyze that evidence Identify the most powerful teaching strategies Hattie, 2009
    11. 11. Collaboration
    12. 12. Focus on results―School systems must create a culturethat places value on managing byresults, rather than on managing byprograms. It is essential that leaderswork to establish a culture whereresults are carefully assessed andactions are taken based on theseassessments.‖Schlechty, 2005
    13. 13. To recap the three big ideas… Focus on learning, Collaboration, and Focus on resultswill result in … 5/25/2011
    14. 14. We ARE a PLC(not…We DO PLCs)
    15. 15. The Role of the Reading Specialist in the Professional Learning CommunityWhat is your Role in your school? Think Pair What has worked? Why? ShareWhat hasn’t worked? Why? 5/25/2011
    16. 16. The Role of the Reading Specialist in the Professional Learning Community International Reading Association’s Position Statement:―Teaching all children to read in today’s diverse classrooms requires a readingspecialist in every school. Reading specialists provide expert instruction,assessment, and leadership for the reading program. With their advancedpreparation and experience in reading, they are responsible for the literacyperformance of all readers, in particular those who struggle.‖ Major Roles of Reading Specialist:  Instruction  Assessment  Leadership
    17. 17. Roles of Reading Specialist
    18. 18. Role#1 ~ Instruction What did the role of the Reading Specialist used to look like?― An educator who worked with struggling readers supplementingor supplanting the classroom teacher.‖ What should the role of the Reading Specialist look like?Specialist and Classroom teacher work collaboratively toimplement a research based program that meets the needsof all students. 5/25/2011
    19. 19. Collaboration and Communication with the classroom teacher are necessary for inside and outside classroom instruction.Instruction ~ Goal- ―To extend excellent classroom teaching, meeting the needs for the literacy performance of readers in general and struggling readers in particular.‖ ~ Develop a good professional relationship ~ Team Work ~Correlation forms ~Planning: supporting, suggesting new ideas, offering expertise ~Always focus on how to maximize time for instruction---more time in instruction leads to greater learning. Example of Collaboration with Fourth Grade Teacher 5/25/2011
    20. 20. Classroom InstructionInstruction ~Small group ~Whole class- Reading Specialist is modeling good classroom instruction. (Especially good for new teachers) Specialized and Individualized Instruction ~ Intervention ~ Reading Recovery, PALS, etc.
    21. 21. Role #2 Assessment ―The Reading Specialist should have specialized knowledge of assessment and diagnosis that helps develop, implement, and evaluate the school program and design individual instruction.‖ Assessment should be: valid comprehensive-measures all critical aspects of reading authentic-should involve real reading as much as possible quick and easy to administer and interpret- don’t take too much time away from instruction Assisting Teacher  Discussing assessment results  Developing rubrics and criteria for reading instruction  Helping teachers learn how to administer and interpret results  Collaborating on how to use the results found Assessments Observation of a child documented by checklists or anecdotal records IRI’s Tim Rasinski’s Quick Assessment 5/25/2011
    22. 22. Role # 3 Leadership is MultidimensionalA Reading Specialist is a resource • Educators- especially new teachers • Provides guidance to instructional aides, tutors, or volunteers • Parents- good home/school connections, assisting teachers with parents & developing good relationships with parents. • CommunityStaff Development • Know the needs of your staff by observation or take a survey. Seek your principal’s opinion. • Examples of Staff Development, Fluency, Book StudiesLiteracy Program Development and Coordination • Has extensive Knowledge of SOL’s, curriculum framework and county’s pacing guides • Takes initiative • Works hand in hand with principal to incorporate best practices in your school. • Helps with selection of materials in school. Often works with librarian. • Assists parents with literacy. Parent resource room • May be called to be a member of a county literacy committee. A Reading Specialist is a change agent. 5/25/2011
    23. 23. We ARE a PLC(not…We DO PLCs)
    24. 24. We ARE a PLC(not…We DO PLCs)
    25. 25. Team MeetingsWhat should students know and be able todo?How will we know that the students arenot learning?How do we respond when students do notlearn?How do we respond when students learnmore?
    26. 26. Team MeetingsData analysisCollaborative unit planningCollaborative assessment designCollaborative remediation and interventiondesign
    27. 27. Team Meetings
    28. 28. Struggles We’ve Had Things We’ve LearnedTakes a while to gel and figure out.Having group norms for meetings helpsus focus.Having a time-keeper helps keep thingsmoving along.Whoever takes notes has a harder timeengaging in conversation…Might rotate.Include a venting/debriefing time ifnecessary. Limit it!5/25/2011
    29. 29. Struggles We’ve Had Things We’ve LearnedInstructional planning wasn’t seamless.Working with our unit plan template feltdisconnected to what we knew about literacydevelopment. The process of workingthrough it was valuable, though.Goals for the year help us reflect on how tomore effectively map out pacing guide.Principal support critical!5/25/2011
    30. 30. Struggles We’ve Had Things We’ve LearnedInitially the challenge of coordinating interestsand efforts and building a shared vision ratherthan administering a set of directivesemerged.Teachers are developing professionaltransparency – a willingness to be vulnerableand to learn from successes and setbacks.5/25/2011
    31. 31. Struggles We’ve Had Things We’ve LearnedThe conversations are the essence of ourwork towards excellence for all students.Learning theory teaches us that we learn bestwhen we are able to dialogue with peers.The forms developed and used to analyzedata, for example, give us information aboutour children’s progress; however, it is theconversations we have about the implicationsof that data--the things we need to dodifferently--that will lead to systemic change.5/25/2011
    32. 32. Struggles We’ve Had Things We’ve Learned―Rigor‖ is the one word that captures the shiftscreated by this process.Reflective practice has increased as teachersexamine their classroom instruction incomparison with research – and examine theirresults.We seek more effective use of time… improvedtargeted instruction for individual children…more intentional decision-making in unit andlesson design…greater support in a collegialenvironment…more joy in learning for bothstaff and students.5/25/2011
    33. 33. The important thing about aProfessional Learning Community is… Discuss how you would complete this sentence.
    34. 34. Thank you! Contact Information: Judy Walkerjcjhwalker@comcast.net Susan Cargill spc1196@yahoo.com
    35. 35. Resources for Teachers & Parents

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