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Professional Development: Lessons for Literacy Coaches. Sharon Walpole University of Delaware. Our Goals and Strategies. Review research related to our work in professional development Sharon will describe some findings and then ask you to reflect on them

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professional development lessons for literacy coaches

Professional Development:Lessons for Literacy Coaches

Sharon Walpole

University of Delaware

our goals and strategies
Our Goals and Strategies
  • Review research related to our work in professional development
      • Sharon will describe some findings and then ask you to reflect on them
  • Show our general professional development plan for GARF
      • Mike will present the nuts and bolts of our plan and its relationship to research

PS: We’re just getting started. We’ll learn more about all of this. Together.

research to search
Research to Search!
  • Literacy Coaches
  • Teacher Learning
  • Professional/Staff Development
  • Reports from recent efforts
slide6
How do the coaches with whom you will be working measure up to these standards? What can we do to support their growth?
research to search9
Research to Search!
  • Literacy Coaches
  • Teacher Learning
  • Professional/Staff Development
  • Reports from recent efforts
slide11
How can we help Literacy Coaches negotiate tensions between changes in practices and changes in beliefs and attitudes?
slide13
What implications do these stages of expertise have for Literacy Coaches? How can we help them?
slide15
How can we help Literacy Coaches learn to balance and adjust their strategies for different grade levels?
research to search16
Research to Search!
  • Literacy Coaches
  • Teacher Learning
  • Professional/Staff Development
  • Reports from recent efforts
slide18
How can we communicate this understanding to our Literacy Coaches? What obstacles are they likely to face?
from staff development to student learning guskey sparks 1996
From Staff Development to Student Learning(Guskey & Sparks, 1996)

Administrator

Knowledge/Practice

School Policies

Content

School Culture

Supervision/Evaluation

Process

Teacher

Knowledge/Practice

Context

Improved

Achievement

Connections with

Families

Quality of Staff

Development

Parent

Knowledge/Practice

Parent

Education

areas for planning
Areas for Planning

Content

Process

Quality of Staff

Development

Context

impact of quality staff development
Impact of Quality Staff Development

Administrator Knowledge/Practice

Quality of Staff

Development

School Culture Supervision/Evaluation

Teacher Knowledge/Practice

Connections with Families

Parent

Education

Parent Knowledge/Practice

slide23
So what can we do to help our Literacy Coaches to maximize the impact of their staff development?
impact of changes in knowledge and practice
Impact of Changes in Knowledge and Practice

Administrator

Knowledge/Practice

School Policies

Teacher

Knowledge/Practice

Improved

Achievement

Parent

Knowledge/Practice

slide25
So what can we do to help our Literacy Coaches to maximize the impact of changes in knowledge and practice?
from staff development to student learning guskey sparks 199626
From Staff Development to Student Learning(Guskey & Sparks, 1996)

Administrator

Knowledge/Practice

School Policies

Content

School Culture

Supervision/Evaluation

Process

Teacher

Knowledge/Practice

Context

Improved

Achievement

Connections with

Families

Quality of Staff

Development

Parent

Knowledge/Practice

Parent

Education

research to search27
Research to Search!
  • Literacy Coaches
  • Teacher Learning
  • Professional/Staff Development
  • Reports from recent efforts
lessons they learned
Lessons they Learned
  • Collect multiple data sources to evaluate the quality of the staff development
  • Rework the staff development sessions to respond to teachers’ needs
  • Reward teachers for participation
  • Be sensitive to other curriculum pressures
  • Actively work with the state
choosing whole group focus
Choosing Whole Group Focus
  • Issues that pertain to all (e.g., data analysis, school-level planning and scheduling)
  • Good for short reviews of research, especially of areas that apply to all
  • Introductory plans that are then taken to the grade levels
whole group management
Whole Group Management

Plan it carefully.

    • Agenda, Handouts
    • Procedure
    • Time
    • Physical setting
  • Be thoughtful of weary teachers (e.g., movement, short group and individual tasks)
  • Involve the administrators
choosing small group focus
Choosing Small Group Focus

Keep attention on children at first:

What is it that we want children at this grade level to know and do?

How will we measure it?

What will we do if they don’t know it?

Shift attention to curriculum, especially curriculum specific to the grade level

Make sure to plot the curriculum in large chunks, so teachers can plan

choosing small group focus35
Choosing Small Group Focus

Identify texts that address concerns for that group (self-reported or after data analysis or after observation)

  • Book study groups keep teachers from feeling “naked”
  • Book study groups keep them learning together rather than learning from you
small group management
Small Group Management

Establish a procedure: time, agenda

Have it during the regular day, with a regular schedule

Be proactive in keeping members on task

Make the setting positive (chocolate)

Keep minutes

Use the parking lot

choosing individual focus
Choosing Individual Focus

Use data (achievement or observation)

Be specific about what needs to change

Ask the teacher what type of support is best (e.g., modeling, reading, planning, visiting, being observed)

Follow through immediately

slide39
Birman, B.F., Desimone, L., Porter, A.C., & Grant, M.S. (2002, May). Designing professional development that works. Educational Leadership, 28-33.

Block, C. C., Oakar, M., & Hurt, N. (2002). The Expertise of Literacy Teachers: A Continuum from Preschool to Grade 5. Reading Research Quarterly, 37(2), 178-206.

Guskey, T. R., & Sparks, D. (1996). Exploring the Relationship between Staff Development and Improvements in Student Learning. Journal of Staff Development, 17(4), 34-38.

Mesmer, H.A., & Karchmer, R.A. (2003). REAlity: How the Reading Excellence Act took form in two schools. Reading Teacher, 56, 636-645.

Morgan, D.N., Saylors-Crowder, K., Stephens, D., DeFord, D.E., & Hamel. E. (2003, October). Managing the complexities of a state-wide reading initiative. Phi Delta Kappan, 139-145.