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Providing Professional Support for Reading First Classroom Teachers: Who, What, When, Where, How, and Why? Michael C. McKenna Georgia Southern University. Today’s Goals. View PD as part of a comprehensive plan for your school Describe major approaches to PD

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Providing professional support for reading first classroom teachers

Providing Professional Support for Reading First Classroom Teachers:

Who, What, When, Where, How, and Why?

Michael C. McKenna

Georgia Southern University


Providing professional support for reading first classroom teachers

Today’s Goals

  • View PD as part of a comprehensive plan for your school

  • Describe major approaches to PD

  • Discuss how to plan and evaluate PD

  • Apply these ideas to your setting


Providing professional support for reading first classroom teachers

Continuum of PD

Comprehensive plan

aimed at increasing student achievement

Training in

specific skills

or programs

NarrowBroad


Providing professional support for reading first classroom teachers

A comprehensive PD plan

  • Includes cycles of theory, demonstration,

    practice, and feedback

  • Demands collaboration between teachers

    and administrators

  • Must be specific to programs in use

  • Avoids conflicting messages

  • Accounts for the school context

  • Ensures that practice is changed

  • Ensures lasting change in practice by

    demonstrating links to achievement


Providing professional support for reading first classroom teachers

A comprehensive PD plan

  • Includes cycles of theory, demonstration,

    practice, and feedback

  • Demands collaboration between teachers

    and administrators

  • Must be specific to programs in use

  • Avoids conflicting messages

  • Accounts for the school context

  • Ensures that practice is changed

  • Ensures lasting change in practice by

    demonstrating links to achievement


Providing professional support for reading first classroom teachers

A comprehensive PD plan

  • Includes cycles of theory, demonstration,

    practice, and feedback

  • Demands collaboration between teachers

    and administrators

  • Must be specific to programs in use

  • Avoids conflicting messages

  • Accounts for the school context

  • Ensures that practice is changed

  • Ensures lasting change in practice by

    demonstrating links to achievement


Providing professional support for reading first classroom teachers

A comprehensive PD plan

  • Includes cycles of theory, demonstration,

    practice, and feedback

  • Demands collaboration between teachers

    and administrators

  • Must be specific to programs in use

  • Avoids conflicting messages

  • Accounts for the school context

  • Ensures that practice is changed

  • Ensures lasting change in practice by

    demonstrating links to achievement


Providing professional support for reading first classroom teachers

A comprehensive PD plan

  • Includes cycles of theory, demonstration,

    practice, and feedback

  • Demands collaboration between teachers

    and administrators

  • Must be specific to programs in use

  • Avoids conflicting messages

  • Accounts for the school context

  • Ensures that practice is changed

  • Ensures lasting change in practice by

    demonstrating links to achievement


Providing professional support for reading first classroom teachers

A comprehensive PD plan

  • Includes cycles of theory, demonstration,

    practice, and feedback

  • Demands collaboration between teachers

    and administrators

  • Must be specific to programs in use

  • Avoids conflicting messages

  • Accounts for the school context

  • Ensures that practice is changed

  • Ensures lasting change in practice by

    demonstrating links to achievement


Providing professional support for reading first classroom teachers

A comprehensive PD plan

  • Includes cycles of theory, demonstration,

    practice, and feedback

  • Demands collaboration between teachers

    and administrators

  • Must be specific to programs in use

  • Avoids conflicting messages

  • Accounts for the school context

  • Ensures that practice is changed

  • Ensures lasting change in practice by

    demonstrating links to achievement


Providing professional support for reading first classroom teachers

A comprehensive PD plan

  • Includes cycles of theory, demonstration,

    practice, and feedback

  • Demands collaboration between teachers

    and administrators

  • Must be specific to programs in use

  • Avoids conflicting messages

  • Accounts for the school context

  • Ensures that practice is changed

  • Ensures lasting change in practice by

    demonstrating links to achievement


Providing professional support for reading first classroom teachers

Seagull

Approach


Providing professional support for reading first classroom teachers

Individually

Guided

Inquiry

Observation

And

Feedback

Professional

Development

Models

Training

Curriculum

Development/

Improvement


Providing professional support for reading first classroom teachers

Individually

Guided

Inquiry

Observation

And

Feedback

Professional

Development

Models

Training

Curriculum

Development/

Improvement


Providing professional support for reading first classroom teachers

Individually

Guided

Inquiry

Observation

And

Feedback

Professional

Development

Models

Training

Curriculum

Development/

Improvement


Providing professional support for reading first classroom teachers

Individually

Guided

Inquiry

Observation

And

Feedback

Professional

Development

Models

Training

Curriculum

Development/

Improvement


Providing professional support for reading first classroom teachers

Individually

Guided

Inquiry

Observation

And

Feedback

Professional

Development

Models

Training

Curriculum

Development/

Improvement


Providing professional support for reading first classroom teachers

Individually

Guided

Inquiry

Observation

And

Feedback

Professional

Development

Models

Training

Curriculum

Development/

Improvement


Providing professional support for reading first classroom teachers

What are the main avenues of PD in Reading First?


Providing professional support for reading first classroom teachers

1. Knowledge-Building Sessions

  • Delivered by a variety of educators, including outsiders

  • Topics should begin with “nuts and bolts”

  • Topics should become increasingly focused

  • Should be based on assessed needs of teachers

  • Should be assessed beyond the level of perceptions

  • Must be followed up to encourage implementation


Providing professional support for reading first classroom teachers

1. Knowledge-Building Sessions

  • Delivered by a variety of educators, including outsiders

  • Topics should begin with “nuts and bolts”

  • Topics should become increasingly focused

  • Should be based on assessed needs of teachers

  • Should be assessed beyond the level of perceptions

  • Must be followed up to encourage implementation


Providing professional support for reading first classroom teachers

1. Knowledge-Building Sessions

  • Delivered by a variety of educators, including outsiders

  • Topics should begin with “nuts and bolts”

  • Topics should become increasingly focused

  • Should be based on assessed needs of teachers

  • Should be assessed beyond the level of perceptions

  • Must be followed up to encourage implementation


Providing professional support for reading first classroom teachers

1. Knowledge-Building Sessions

  • Delivered by a variety of educators, including outsiders

  • Topics should begin with “nuts and bolts”

  • Topics should become increasingly focused

  • Should be based on assessed needs of teachers

  • Should be assessed beyond the level of perceptions

  • Must be followed up to encourage implementation


Providing professional support for reading first classroom teachers

1. Knowledge-Building Sessions

  • Delivered by a variety of educators, including outsiders

  • Topics should begin with “nuts and bolts”

  • Topics should become increasingly focused

  • Should be based on assessed needs of teachers

  • Should be assessed beyond the level of perceptions

  • Must be followed up to encourage implementation


Providing professional support for reading first classroom teachers

1. Knowledge-Building Sessions

  • Delivered by a variety of educators, including outsiders

  • Topics should begin with “nuts and bolts”

  • Topics should become increasingly focused

  • Should be based on assessed needs of teachers

  • Should be assessed beyond the level of perceptions

  • Must be followed up to encourage implementation


Providing professional support for reading first classroom teachers

1. Knowledge-Building Sessions

  • Delivered by a variety of educators, including outsiders

  • Topics should begin with “nuts and bolts”

  • Topics should become increasingly focused

  • Should be based on assessed needs of teachers

  • Should be assessed beyond the level of perceptions

  • Must be followed up to encourage implementation


Providing professional support for reading first classroom teachers

How can we plan to deliver a good knowledge-building session?


Providing professional support for reading first classroom teachers

Content

  • Session content was coherent and clearly organized

  • Goals of the session were clearly stated

  • Information was conveyed in practical terms

  • Examples were appropriate and helped clarify new ideas

  • Participants exhibited evidence of understanding

  • Adequate closure was provided


Providing professional support for reading first classroom teachers

Content

  • Session content was coherent and clearly organized

  • Goals of the session were clearly stated

  • Information was conveyed in practical terms

  • Examples were appropriate and helped clarify new ideas

  • Participants exhibited evidence of understanding

  • Adequate closure was provided


Providing professional support for reading first classroom teachers

Content

  • Session content was coherent and clearly organized

  • Goals of the session were clearly stated

  • Information was conveyed in practical terms

  • Examples were appropriate and helped clarify new ideas

  • Participants exhibited evidence of understanding

  • Adequate closure was provided


Providing professional support for reading first classroom teachers

Content

  • Session content was coherent and clearly organized

  • Goals of the session were clearly stated

  • Information was conveyed in practical terms

  • Examples were appropriate and helped clarify new ideas

  • Participants exhibited evidence of understanding

  • Adequate closure was provided


Providing professional support for reading first classroom teachers

Content

  • Session content was coherent and clearly organized

  • Goals of the session were clearly stated

  • Information was conveyed in practical terms

  • Examples were appropriate and helped clarify new ideas

  • Participants exhibited evidence of understanding

  • Adequate closure was provided


Providing professional support for reading first classroom teachers

Content

  • Session content was coherent and clearly organized

  • Goals of the session were clearly stated

  • Information was conveyed in practical terms

  • Examples were appropriate and helped clarify new ideas

  • Participants exhibited evidence of understanding

  • Adequate closure was provided


Providing professional support for reading first classroom teachers

Content

  • Session content was coherent and clearly organized

  • Goals of the session were clearly stated

  • Information was conveyed in practical terms

  • Examples were appropriate and helped clarify new ideas

  • Participants exhibited evidence of understanding

  • Adequate closure was provided


Providing professional support for reading first classroom teachers

Process

  • Presenter monitored participant understanding

  • Presenter adjusted instruction when necessary

  • Presenter responded to questions and comments insightfully and with tact

  • Presenter provided opportunities for role-playing or other forms of guided practice

  • Presenter built rapport and a positive climate

  • Pacing was appropriate

  • Suggestions were offered for classroom implementation

  • Commitment to implement and specific ideas for doing so were sought from participants

  • Participants evaluated the session in written form


Providing professional support for reading first classroom teachers

Process

  • Presenter monitored participant understanding

  • Presenter adjusted instruction when necessary

  • Presenter responded to questions and comments insightfully and with tact

  • Presenter provided opportunities for role-playing or other forms of guided practice

  • Presenter built rapport and a positive climate

  • Pacing was appropriate

  • Suggestions were offered for classroom implementation

  • Commitment to implement and specific ideas for doing so were sought from participants

  • Participants evaluated the session in written form


Providing professional support for reading first classroom teachers

Process

  • Presenter monitored participant understanding

  • Presenter adjusted instruction when necessary

  • Presenter responded to questions and comments insightfully and with tact

  • Presenter provided opportunities for role-playing or other forms of guided practice

  • Presenter built rapport and a positive climate

  • Pacing was appropriate

  • Suggestions were offered for classroom implementation

  • Commitment to implement and specific ideas for doing so were sought from participants

  • Participants evaluated the session in written form


Providing professional support for reading first classroom teachers

Process

  • Presenter monitored participant understanding

  • Presenter adjusted instruction when necessary

  • Presenter responded to questions and comments insightfully and with tact

  • Presenter provided opportunities for role-playing or other forms of guided practice

  • Presenter built rapport and a positive climate

  • Pacing was appropriate

  • Suggestions were offered for classroom implementation

  • Commitment to implement and specific ideas for doing so were sought from participants

  • Participants evaluated the session in written form


Providing professional support for reading first classroom teachers

Process

  • Presenter monitored participant understanding

  • Presenter adjusted instruction when necessary

  • Presenter responded to questions and comments insightfully and with tact

  • Presenter provided opportunities for role-playing or other forms of guided practice

  • Presenter built rapport and a positive climate

  • Pacing was appropriate

  • Suggestions were offered for classroom implementation

  • Commitment to implement and specific ideas for doing so were sought from participants

  • Participants evaluated the session in written form


Providing professional support for reading first classroom teachers

Process

  • Presenter monitored participant understanding

  • Presenter adjusted instruction when necessary

  • Presenter responded to questions and comments insightfully and with tact

  • Presenter provided opportunities for role-playing or other forms of guided practice

  • Presenter built rapport and a positive climate

  • Pacing was appropriate

  • Suggestions were offered for classroom implementation

  • Commitment to implement and specific ideas for doing so were sought from participants

  • Participants evaluated the session in written form


Providing professional support for reading first classroom teachers

Actual Text of Gettysburg Address

A duck walks into a bar. Bartender says, “Hey, your pants are down!”

[Wait for laughter]

Fourscore and seven years ago, . . .

– Gary Larson, The Far Side


Providing professional support for reading first classroom teachers

Process

  • Presenter monitored participant understanding

  • Presenter adjusted instruction when necessary

  • Presenter responded to questions and comments insightfully and with tact

  • Presenter provided opportunities for role-playing or other forms of guided practice

  • Presenter built rapport and a positive climate

  • Pacing was appropriate

  • Suggestions were offered for classroom implementation

  • Commitment to implement and specific ideas for doing so were sought from participants

  • Participants evaluated the session in written form


Providing professional support for reading first classroom teachers

Process

  • Presenter monitored participant understanding

  • Presenter adjusted instruction when necessary

  • Presenter responded to questions and comments insightfully and with tact

  • Presenter provided opportunities for role-playing or other forms of guided practice

  • Presenter built rapport and a positive climate

  • Pacing was appropriate

  • Suggestions were offered for classroom implementation

  • Commitment to implement and specific ideas for doing so were sought from participants

  • Participants evaluated the session in written form


Providing professional support for reading first classroom teachers

Process

  • Presenter monitored participant understanding

  • Presenter adjusted instruction when necessary

  • Presenter responded to questions and comments insightfully and with tact

  • Presenter provided opportunities for role-playing or other forms of guided practice

  • Presenter built rapport and a positive climate

  • Pacing was appropriate

  • Suggestions were offered for classroom implementation

  • Commitment to implement and specific ideas for doing so were sought from participants

  • Participants evaluated the session in written form


Providing professional support for reading first classroom teachers

Process

  • Presenter monitored participant understanding

  • Presenter adjusted instruction when necessary

  • Presenter responded to questions and comments insightfully and with tact

  • Presenter provided opportunities for role-playing or other forms of guided practice

  • Presenter built rapport and a positive climate

  • Pacing was appropriate

  • Suggestions were offered for classroom implementation

  • Commitment to implement and specific ideas for doing so were sought from participants

  • Participants evaluated the session in written form


Providing professional support for reading first classroom teachers

Process

  • Presenter monitored participant understanding

  • Presenter adjusted instruction when necessary

  • Presenter responded to questions and comments insightfully and with tact

  • Presenter provided opportunities for role-playing or other forms of guided practice

  • Presenter built rapport and a positive climate

  • Pacing was appropriate

  • Suggestions were offered for classroom implementation

  • Commitment to implement and specific ideas for doing so were sought from participants

  • Participants evaluated the session in written form


Providing professional support for reading first classroom teachers

Context

  • Physical facilities were appropriate

  • Materials needed were organized in advance

  • Session began on time

  • Participants were reminded of future dates and other “housekeeping” items


Providing professional support for reading first classroom teachers

Context

  • Physical facilities were appropriate

  • Materials needed were organized in advance

  • Session began on time

  • Participants were reminded of future dates and other “housekeeping” items


Providing professional support for reading first classroom teachers

Context

  • Physical facilities were appropriate

  • Materials needed were organized in advance

  • Session began on time

  • Participants were reminded of future dates and other “housekeeping” items


Providing professional support for reading first classroom teachers

Context

  • Physical facilities were appropriate

  • Materials needed were organized in advance

  • Session began on time

  • Participants were reminded of future dates and other “housekeeping” items


Providing professional support for reading first classroom teachers

Context

  • Physical facilities were appropriate

  • Materials needed were organized in advance

  • Session began on time

  • Participants were reminded of future dates and other “housekeeping” items


Providing professional support for reading first classroom teachers

When should knowledge-building sessions be scheduled?


Providing professional support for reading first classroom teachers

2. Data-Based Presentations

  • Usually presented by LC with administrative support

  • Could focus on the grade level or the school

  • Should be followed by classroom analysis with teachers


Providing professional support for reading first classroom teachers

2. Data-Based Presentations

  • Usually presented by LC with administrative support

  • Could focus on the grade level or the school

  • Should be followed by classroom analysis with teachers


Providing professional support for reading first classroom teachers

2. Data-Based Presentations

  • Usually presented by LC with administrative support

  • Could focus on the grade level or the school

  • Should be followed by classroom analysis with teachers


Providing professional support for reading first classroom teachers

2. Data-Based Presentations

  • Usually presented by LC with administrative support

  • Could focus on the grade level or the school

  • Should be followed by classroom analysis with teachers


Providing professional support for reading first classroom teachers

When should data-based sessions be scheduled?


Providing professional support for reading first classroom teachers

3. Book Clubs and Study Groups

  • Teachers must prepare in advance

  • Collaboration builds community in a nonthreatening way

  • Group sessions imply that every educator is a learner

  • Selections should be based on choice and need

  • Selections may vary with grade level

  • The LC should play a key role in locating resources


Providing professional support for reading first classroom teachers

3. Book Clubs and Study Groups

  • Teachers must prepare in advance

  • Collaboration builds community in a nonthreatening way

  • Group sessions imply that every educator is a learner

  • Selections should be based on choice and need

  • Selections may vary with grade level

  • The LC should play a key role in locating resources


Providing professional support for reading first classroom teachers

3. Book Clubs and Study Groups

  • Teachers must prepare in advance

  • Collaboration builds community in a nonthreatening way

  • Group sessions imply that every educator is a learner

  • Selections should be based on choice and need

  • Selections may vary with grade level

  • The LC should play a key role in locating resources


Providing professional support for reading first classroom teachers

3. Book Clubs and Study Groups

  • Teachers must prepare in advance

  • Collaboration builds community in a nonthreatening way

  • Group sessions imply that every educator is a learner

  • Selections should be based on choice and need

  • Selections may vary with grade level

  • The LC should play a key role in locating resources


Providing professional support for reading first classroom teachers

3. Book Clubs and Study Groups

  • Teachers must prepare in advance

  • Collaboration builds community in a nonthreatening way

  • Group sessions imply that every educator is a learner

  • Selections should be based on choice and need

  • Selections may vary with grade level

  • The LC should play a key role in locating resources


Providing professional support for reading first classroom teachers

3. Book Clubs and Study Groups

  • Teachers must prepare in advance

  • Collaboration builds community in a nonthreatening way

  • Group sessions imply that every educator is a learner

  • Selections should be based on choice and need

  • Selections may vary with grade level

  • The LC should play a key role in locating resources


Providing professional support for reading first classroom teachers

3. Book Clubs and Study Groups

  • Teachers must prepare in advance

  • Collaboration builds community in a nonthreatening way

  • Group sessions imply that every educator is a learner

  • Selections should be based on choice and need

  • Selections may vary with grade level

  • The LC should play a key role in locating resources


Providing professional support for reading first classroom teachers

When should study groups be scheduled?


Providing professional support for reading first classroom teachers

4. Observation and Feedback

  • Must be formative, not evaluative

  • Require building a climate of trust by the LC

  • Note taking may involve time spent on activities

  • Note taking may involve domains (expected vs. observed)

  • Note taking should ground conferences

  • Feedback should be quick and specific

  • Feedback can be written or oral

  • Feedback should include positive but sincere comments

  • Conferences should end with an offer made by the LC


Providing professional support for reading first classroom teachers

4. Observation and Feedback

  • Must be formative, not evaluative

  • Require building a climate of trust by the LC

  • Note taking may involve time spent on activities

  • Note taking may involve domains (expected vs. observed)

  • Note taking should ground conferences

  • Feedback should be quick and specific

  • Feedback can be written or oral

  • Feedback should include positive but sincere comments

  • Conferences should end with an offer made by the LC


Providing professional support for reading first classroom teachers

4. Observation and Feedback

  • Must be formative, not evaluative

  • Require building a climate of trust by the LC

  • Note taking may involve time spent on activities

  • Note taking may involve domains (expected vs. observed)

  • Note taking should ground conferences

  • Feedback should be quick and specific

  • Feedback can be written or oral

  • Feedback should include positive but sincere comments

  • Conferences should end with an offer made by the LC


Providing professional support for reading first classroom teachers

4. Observation and Feedback

  • Must be formative, not evaluative

  • Require building a climate of trust by the LC

  • Note taking may involve time spent on activities

  • Note taking may involve domains (expected vs. observed)

  • Note taking should ground conferences

  • Feedback should be quick and specific

  • Feedback can be written or oral

  • Feedback should include positive but sincere comments

  • Conferences should end with an offer made by the LC


Providing professional support for reading first classroom teachers

4. Observation and Feedback

  • Must be formative, not evaluative

  • Require building a climate of trust by the LC

  • Note taking may involve time spent on activities

  • Note taking may involve domains (expected vs. observed)

  • Note taking should ground conferences

  • Feedback should be quick and specific

  • Feedback can be written or oral

  • Feedback should include positive but sincere comments

  • Conferences should end with an offer made by the LC


Providing professional support for reading first classroom teachers

4. Observation and Feedback

  • Must be formative, not evaluative

  • Require building a climate of trust by the LC

  • Note taking may involve time spent on activities

  • Note taking may involve domains (expected vs. observed)

  • Note taking should ground conferences

  • Feedback should be quick and specific

  • Feedback can be written or oral

  • Feedback should include positive but sincere comments

  • Conferences should end with an offer made by the LC


Providing professional support for reading first classroom teachers

4. Observation and Feedback

  • Must be formative, not evaluative

  • Require building a climate of trust by the LC

  • Note taking may involve time spent on activities

  • Note taking may involve domains (expected vs. observed)

  • Note taking should ground conferences

  • Feedback should be quick and specific

  • Feedback can be written or oral

  • Feedback should include positive but sincere comments

  • Conferences should end with an offer made by the LC


Providing professional support for reading first classroom teachers

4. Observation and Feedback

  • Must be formative, not evaluative

  • Require building a climate of trust by the LC

  • Note taking may involve time spent on activities

  • Note taking may involve domains (expected vs. observed)

  • Note taking should ground conferences

  • Feedback should be quick and specific

  • Feedback can be written or oral

  • Feedback should include positive but sincere comments

  • Conferences should end with an offer made by the LC


Providing professional support for reading first classroom teachers

4. Observation and Feedback

  • Must be formative, not evaluative

  • Require building a climate of trust by the LC

  • Note taking may involve time spent on activities

  • Note taking may involve domains (expected vs. observed)

  • Note taking should ground conferences

  • Feedback should be quick and specific

  • Feedback can be written or oral

  • Feedback should include positive but sincere comments

  • Conferences should end with an offer made by the LC


Providing professional support for reading first classroom teachers

4. Observation and Feedback

  • Must be formative, not evaluative

  • Require building a climate of trust by the LC

  • Note taking may involve time spent on activities

  • Note taking may involve domains (expected vs. observed)

  • Note taking should ground conferences

  • Feedback should be quick and specific

  • Feedback can be written or oral

  • Feedback should include positive but sincere comments

  • Conferences should end with an offer made by the LC


Providing professional support for reading first classroom teachers

When should observations and conferences be scheduled?


Providing professional support for reading first classroom teachers

5. Modeling

  • The LC may model both outside and inside the classroom

  • Classroom modeling amounts to a role-reversal

  • Modeling is more effective with follow-up conferencing


Providing professional support for reading first classroom teachers

5. Modeling

  • The LC may model both outside and inside the classroom

  • Classroom modeling amounts to a role-reversal

  • Modeling is more effective with follow-up conferencing


Providing professional support for reading first classroom teachers

5. Modeling

  • The LC may model both outside and inside the classroom

  • Classroom modeling amounts to a role-reversal

  • Modeling is more effective with follow-up conferencing


Providing professional support for reading first classroom teachers

5. Modeling

  • The LC may model both outside and inside the classroom

  • Classroom modeling amounts to a role-reversal

  • Modeling is more effective with follow-up conferencing


Providing professional support for reading first classroom teachers

When should modeling occur?


Providing professional support for reading first classroom teachers

Is modeling really effective?


Providing professional support for reading first classroom teachers

What PD activities might be appropriate for these educators in your setting?


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