Life after Reading Clinic/Literacy Lab: Teachers’ Reflection on Practice

1. Life after Reading Clinic/Literacy Lab: Teachers’ Reflection on Practice National Reading Conference Los Angeles, CA November 2006 Clinics 2006

2. B. Laster- Towson Univ. L. McEnery- Univ. of Houston-Clear Lake T. Deeney- Univ. of Rhode Island C. Dozier Univ. at Albany S. Sargent- Northeastern State Univ. J. Cobb- Coastal Carolina Univ. V. Angell- Southern Utah Univ. D. Gurwitz- National Louis University A. Morewood- Univ. of Pittsburgh S. McAndrews-Southern Illinois - Edwardsville D. Gaunty-Porter-Vanguard Univ. L. Dubert- Boise State University C. Barnes- Andrews University M. Hill- Univ. of Houston-Clear Lake 2006 Researchers Inspiration: B. Walker, Oaklohoma Stae Unversity Cheerleader: P. Freppon, Univ. of Cincinnati Special Thanks: M. Knowles, Technical Support, Towson University Clinics 2006

3. Background Ten years of collaboration The 2005 Electronic Survey Clinics 2006

4. Previous Study • A focused electronic survey across nine sites. Anonymous participants (n=150). • A Few Key Results • Undergraduate: 18% Graduate: 82% • 26-50% of time administering individual tests/ interpreting the assessment data • Practicing instruction authentically • Preparation for a coaching role: Clinical activities involving communicating; collaborating; mentoring; professional readings; read/interpreting research • Time constraints • Transfer Clinics 2006

5. Purpose • Follow-up on the survey with much more depth • Examine the current roles of clinic/lab program graduates • Find out whether graduates use various practices introduced in the clinical setting, and with what level of confidence • Discover whether clinics/labs prepare teachers for various school-based roles (e.g. teaching skills vs. leadership) Clinics 2006

6. Methodology—Data Collection • IRB approval at each site. • Located and notified 2-3 graduates of Clinic who are typical graduates of the program. They should represent different populations, length of experiences, positions, etc. • In arranging the interview, send a note that says to collect three artifacts that reflect your teaching of literacy. • Interview on site at the teacher’s school, not at the university or elsewhere. • Took notes on classroom environment: Books, environmental print, room organization, student work on walls, etc. • Audiotaped interview • Transcribe the Intervi Clinics 2006

7. Methodology-Data Collection • Prompts focused on five main areas: • Assessment practices • Instruction • Leadership • Coaching • Technology • A holistic approach also: “Talk about a child/teacher you are currently working with. Talk about strengths/needs. Talk about surprises. Talk about your thinking in how you assist them in their development” Clinics 2006

8. Methodology-Data Analysis • For Theme Analysis: Categories were refined, collapsed, and redefined during subsequent readings and discussions within the teams and with the larger group of researchers until the categories encompassed all of the data for that theme. • For Site Analysis: We compiled a chart of the key activities and philosophies of each of the participating Reading Clinic/Literacy Lab. This snapshot of the sites allowed for linkages to be made between what the clinical experience was and what the professionals in the field reported about their daily job expectations and experiences. • Summaries of findings were reported to a central researcher who compiled them. Clinics 2006

9. Initial Results of the Study …more analysis to come next year! Clinics 2006

10. Boise State University, ID Eastern New Mexico University, NM National Louis University, Chicago IL Northeastern State Univ., OK Southern Illinois Univ. – Edwardsville, IL Southern Utah University, UT Towson University, MD University of Houston, Clear Lake, TX University of Pittsburgh, PA University of Rhode Island, RI Vanguard University, CA Interviews at 11 Institutions, n=28 Clinics 2006

11. Clinic/Lab vs. Program • Assessment may have been learned in courses leading up to the actual practicum. • Instructional practices were explored in multiple courses. • Technology may have been used in other courses besides Clinic/Lab. Clinics 2006

12. Categories of Duties/Types of Sites • Coaching teachers • Assessing students • Teaching students • Workshops/presentations • Committee responsibilities • Supervision K-2 Middle High Sch Special S Clinics 2006

13. Sample Site Report Clinics 2006

14. Sample Site Report—con’d Clinics 2006

15. Sample Site Report—con’d Clinics 2006

16. Assessment Clinics 2006

17. Assessment: Common Themes • From general interview questions • Mandates • Choosing assessments • Informing instruction • From question of transfer from clinic to school • Knowledge • Skills • Materials • Collapsed by role: • Elementary classroom teacher • Elementary reading teacher, reading specialist, coach • Middle/HS ELA teacher, coach, • Special education teacher Clinics 2006

18. Elementary Teachers (n=10) • Mandates • Takes away time from planning and instruction • Choosing assessments • Based on student needs, area to assess (e.g. WTW spelling, interest inventory, writing) • Informing instruction • Need more time to assess to understand student needs (using self-chosen assessments, such as QRI); Grouping for instruction (differentiating); Basis for instructional planning; Continuous monitoring (assessment) and adjusting (instruction) • Transfer from clinic to school • Knowledge (empowerment); skill (assessing, what’s going on?); materials (assessment and instruction) Clinics 2006

19. Elementary Reading (n=9) • Mandates • DIBELS; mandates affecting instruction (e.g. practice taking tests, teaching skills embedded within) • Choosing assessments • Supplement mandates based on area to assess (DIBELS doesn’t show comp); triangulate • Informing instruction • What’s going on?; Plan instruction (w/teachers) based onstudent need; Grouping (who we see, help teachers group) • Transfer from clinic to school • Knowledge; skill (what assessment to give, how to interpret); materials (assessments, instructional) Clinics 2006

20. Middle/HS (n=5) • Mandates • Used to “get” kids or “group” kids; need to raise scores • Choosing assessments • student needs, area to assess • Using assessments • Triangulate; Time (need more time to assess using chosen assessments) • Informing instruction • instructional planning (use data to inform instruction) • Transfer from clinic to school • Diagnostic skills (what’s going on?); Knowledge; Materials; working w/teachers; instructional ideas Clinics 2006

21. Special Education (N=4) • Mandates • Simply listed mandated assessments • Choosing assessments • Student needs, areas to assess • Informing instruction • No common theme here • Transfer from clinic to school • What’s going on w/student? Clinics 2006

22. Selecting AssessmentsAcross all levels • Much discussion (20/28 participants), across grades and roles, about choosing assessments (outside of mandated assessments). Basis for choice: • Student needs (what assessments will help teacher understand what’s going on) • “I see a kid struggling and I say, “Wait a minute. Let me see where you are.” • Area to assess • “The DIBELS shows that they are slow readers, but it doesn’t test comprehension. I use the QRI for that and to analyze strengths and weaknesses.” Clinics 2006

23. Transfer from Clinic • Elementary teachers • Knowledge (empowerment); skill (assessing, what’s going on?); materials (assessment and instruction) • Elementary reading specialists/coaches • Knowledge; skill (what assessment to give, how to interpret); materials(assessments, instructional) • Middle/HS teachers/coaches • Diagnostic skills(what’s going on?); Knowledge;Materials; working w/teachers; instructional ideas • Special education teachers • What’s going on w/student? Clinics 2006

24. Voices--Assessment • [Clinic experience] made me more aware of it [assessment], the fact that I could do it. You look at special education, you look at a diagnostician, and now it’s like, “Hey, wait a minute! I could be doing this!” It was a revelation that it was something I could be taking care of on my own. • I go to meetings and I know what I’m talking about… I have to speak w/school psychologists and people who don’t believe I should be testing a child, or who think, “Oh, no. This kid is fine; they don’t need to be tested.” [I can say] “This is what I’ve seen. There are tests out there that will show this.” I am better able to approach and say there are other tests out there. I feel like I have information to back up what I’m saying. It’s very helpful because it used to be intimidating. • I feel like I’m more educated to sit at a team meeting and say, “Yeah, but why is this happening?” I don’t think they want to hear me a lot of times! Clinics 2006

25. Instruction Clinics 2006

26. Instruction: Talk to me about central issues in your teaching. Clinics 2006

27. Teaching based on student needs Facilitators of student learning Active and authentic learning “Everything I do has different levels. EVERYTHING. I guess the biggest issue for what I believe in is that there is no garden variety step-by-step way to teach.” “There are times I help students, but usually I am there to facilitate.” “Good reading instruction involves active learners who get up out of their seats, read, talk about what they are reading, write, and that they tie it all together. It can’t be isolated. Kids won’t connect.” Instruction: Student learning Clinics 2006

28. Stated teaching specific strategies Modeling “I truly believe that phonemic awareness and phonemic awareness instruction is really the bridge to learning how to read and without having a strong understanding of the sounds around you, strong phonemic awareness, it is going to be difficult for a child to learn to read.” “Whatever I do, I try to make sure that I keep in mind that kids are going to follow.” Instruction: Student learning Clinics 2006

29. Working with teachers Teacher knowledge and confidence “Well my main thing is to help teachers do a better job of what they do.” “Teachers do make a difference in what we do for the students. We are the captain of our ship. I know this is all very cliché, but it really is true.” Instruction: Teacher learning Clinics 2006

30. Instruction: Time constraints “Time- trying to reach all of them. With this kind of class it really seems impossible sometimes but I make it work.” “So it’s a time thing. What I know would work best for these kids, a lot of times I can’t do because there’s just no time.” Clinics 2006

31. Coaching Clinics 2006

32. Literacy Coaches: Who? • 8 or 30%, from 5 universities, held the position of coaching or mentoring teachers • some worked exclusively with teachers and others in combination with students. • 6 elementary, 1 middle school, 1 high school • Following data, was collected via these 8; however… • 3 more had been coaches and responded to some questions as a coach. • 2 others were “evolving” or desiring to be a coach. • 2 were named specialists but did not work with teachers. Clinics 2006

33. Lead Literacy Teacher Literacy Coordinator Reading Specialist Literacy or Reading Coach Instructional Specialist Professional Developer - Last two mentors or facilitates effective teaching practices beyond literacy 1. Clinic Influence 2. Professional Development 3. Administrative 4. Big Picture Many Names 4 Strands Clinics 2006

34. Clinical Influences:Inspiration, Information, and Interest • Performing with assessments, materials, and methods • Growing with & watching a student progress • Communicating with colleagues and parents • Understanding theories & issues; making these real as applied to students • Applying higher standards and expectations • Building awareness of observation & its importance • Instigating interest in and desire for more Clinics 2006

35. Professional Development:Model, Monitor, Mentor (MMM) & Collaborate, & Communicate (CC) • Are responsible for 7 up to 30 teachers • Collaborate & Communicate through workshops (ongoing development) and study groups • Monitor, Model, & Mentor MMM &CC = A “Full House” Clinics 2006

36. Allocate literacy resources (material & financial) Manage assistants Place students Evaluate, organize, schedule, and plan literacy programs, leveled libraries, and assistants Go to meetings!!! state office district specialists & vertical alignment teams school administrative teams grade level teams parent groups A Broader View: Looking at nation-wide, district-wide, & school-wide issues Managing district and school-wide assessment and data analysis Differentiated Learning for the EACH one! The “Big” Picture Administrative Roles Clinics 2006

37. Leadership Clinics 2006

38. Leadership Roles • Conducting workshops- In-service • Curriculum alignment • Modeling lessons (strategies, mini lessons) for teachers • Coaching teachers (observing and providing specific feedback) • Administrative duties- reporting test scores, ordering books, materials & assessment instruments • Planning and facilitating parent workshops • Working with leadership teams • Training & supervision of paraprofessionals • Participating in professional development Clinics 2006

39. Tensions • “…sometimes teachers view my position as an administrative role. I have to remind the administrators of what I can and cannot do as a lead literacy teacher- I don’t want to cross the line and become and evaluator as I will lose the confidence of the teachers.” • Not enough time- in practicum, in school day • Being a literacy coach with fewer years experience than most of teachers in school. • Carrying out state mandates with questionable effectiveness. Clinics 2006

40. Role of practicum in preparing leaders Practicum Experience Provided: • in depth knowledge of strategies as well as assessment tools • knowledge of how to use assessment to inform instruction • opportunity to practice coaching • intense experience in working with parents “The parents wanted answers when they asked questions. They would come directly to me. I felt that I had to be prepared at all times.” • practice in functioning as part of a team • Tools for diplomatic stance in working with teachers, students, and parents Clinics 2006

41. Technology Definitions—media that support our work (tape recorders; Clinics 2006

42. Teachers/Prospective Teachers as Learners of Technology at the University • Blackboard, esp. Discussion Board • Track Changes for Writing • Readability formulas • Technology integrated into Curriculum Unit, Text Sets, Instructional Lessons. • Powerpoint used for presentations to colleagues & parents • EXCEL for plotting student data • Digital recorders; send audio files to colleagues • Video clips of instruction; burn to DVD; play on projector in class • Learner.org; United Streaming (online video clip organized by curriculum area) Clinics 2006

43. Clinic/related courses: Assessment(Lexia Test, readability formulas, Lexile leveling) Instructional Planning Many Internet sites for lesson ideas (MarcoPolo/Read-Write-Think) Research/Writing using full text research articles In the Schools/Sites… Palm Pilots for DIBELS STAR Test Accelerated Reader Posttests Students monitor their own grades Graded word lists of the IRI on Powerpoint ------------------------------------------ Technology in Clinic & in the Field • Morning Message/Writing Books/LEA on Electronic White Boards Clinics 2006

44. Clinic/related courses: Instructional facilitation for learners Inspiration; Kidspiration Kidpix Internet access in all tutoring rooms Writing books/LEA using Write OutLoud In the Schools/Sites… Many Internet sites for lesson ideas (visuals, video clips, etc.) Digital projector to link w/computer Blackboard Blogs for book discussion Research using Internet in Computer Lab Critically evaluate sites Layout newspaper Starfall.com Read Naturally software for fluency Technology in Clinic & in the Field Clinics 2006

45. Technology for different uses • “Literacy center…they go on the computer. There’s a good a program for my ESL students. Sometimes they type their stories….so it is for writing….By the end of the year, we’ll have a big poetry book.” • “We use stopwatches for fluency and word sorts.” • “I use technology all the time. I think the biggest advantage of using the Internet is to find ways to differentiate instruction.” Clinics 2006

46. How is Technology Used? Clinics 2006

47. Digital Divides… • Great variation from technology magnet schools to no technology in the schools. • Similarly some Clinic/Labs were on site at schools that had limited technology and some had state-of-the-art technology at a school or on-campus. Great variation among emphasis on technology integration in Clinic/Labs. Clinics 2006

48. Other Conclusions-Technology • Technology-savvy teachers are able to use technologies both as professional resources & instructional/curriculum resources. Web-sites & software are becoming increasingly important in literacy assessment & instruction • New Literacies reading strategies are different from those used in book (print) reading. • Research needed to determine if low progress readers have similar difficulties in new literacies • Reading clinics could include more information about software/web-sites to support low progress readers • May be especially valuable in the home/clinic relationship • More professional development in appropriate uses of technology to supprt all readers/writers. Clinics 2006

49. Mandates …..from Federal, State or District Authorities Clinics 2006

50. National Mandates • Four of the eleven who were interviewed (NM, ID, MD, and IL) mentioned No Child Left Behind (NCLB). • Multiple participants also mentioned Adequate Yearly Progress (AYP). Clinics 2006