Changing Paradigms of Instruction: CAPP Expository Literacy Grant Evaluation. California Educational Research Association Annual Meeting December 1, 2011 Anaheim, California. Focus for today.
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California Educational Research Association
December 1, 2011
How has the teaching of critical reading and expository writing, specifically through implementation of the ERWC approach, changed as a result of the ELG?
How have ELG efforts influenced the way teachers work together?
Curriculum maps across years 1-6
PLC meeting notes across years 1-6
Common formative assessments
Data analysis (RCST and EPT-type assessments)
Teacher (N=61 from all six schools)
Implementation of the ELG over the six-year grant period yielded an ELA curriculum more coherent across grade levels and aligned to postsecondary expectations for all participating schools.
Of the teachers surveyed, 97% of teachers report curriculum mapping improved their instruction of reading and writing expository text.
Of the teachers surveyed, 93% of teachers report ERWC modules changed their teaching of rhetorical reading and writing
Of the teachers surveyed, 91% of teachers report the development of common formative assessments improved their teaching of rhetorical reading and writing skills.
Sustained teacher participation in the ELG produced positive outcomes for teachers.
100% of teachers reported the ELG fostered meaningful teacher collaboration.
“I think that our whole climate has kind of changed, and we can easily talk to each other…Through our PLC meetings, we talk very frequently…That allows us to collaborate easily so that if something didn’t work or the lesson was just terrible, we can quickly correct things now, which was not the case before.”
Instructional change can happen through a combination of
resources: time, financial compensation, instructional materials e.g., curriculum, curriculum maps, common formative assessments, strategies for consistent and common data use
human capital: support from administration, teacher leadership
organized time: professional learning communities
“[H]aving the structure where [we] are working together, teaching the same things and comparing results and looking at those results together honestly [has] had a very, very positive effect on the quality of instruction in our classrooms.”