Abstract • The purpose of this project is to allow time for teachers to observe master teachers or provide extended planning time to teams. • Reading Buddies partners two grade levels to work together so teachers may observe others. • Students from one grade level pair up with students from another grade level to read together, work on a project or share writing. These students are monitored by one teacher while the other is observing or planning.
Evidence of Need • In order to gain mastery in teaching, inexperienced teachers need the opportunity to observe and work with master teachers to improve their craft. • Reading Buddies allows teachers to observe master teachers and plan with them while their students are engaged in activities working with their Reading Buddies from another grade level. • Older students mentor younger students and serve as role models.
Strategies for Implementation • Outline the grade levels to be partnered for the year. • Meet with team leaders to discuss objectives, develop a calendar of time when students will meet and pair individual teachers together. • Meet with grade level teams before each Reading Buddy day to ensure activities are planned. Help plan activities with grade levels needing assistance. • Coordinate supplies/materials to be used. • Assist as needed on the Reading Buddy day. • Meet afterwards to debrief and discuss to make adjustments if necessary for the next Reading Buddy day.
Reading Buddies in Action First and Fifth grade students worked together to create a PicCollage to demonstrate understanding of the types of text features found in nonfiction text and their purposes..
Reading Buddy Story Sharing First grade students share the informational text chapter books they wrote with their fifth grade Reading Buddy.
Evaluations • Completed projects and participation by students on each Reading Buddy day. • Discussion by teachers during the debriefing meeting after each Reading Buddy day. • Observations made during planning and implementation.
Competencies Addressed • Competency 001: The principal knows how to shape campus culture by facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by the school community. • Competency 002: The principal knows how to communicate and collaborate with all members of the school community, respond to diverse interests and needs, and mobilize resources to promote student success. • Competency 004: The principal knows how to facilitate the design and implementation of curricula and strategic plans that enhance teaching and learning; ensure alignment of curriculum, instruction, resources, and assessment; and promote the use of varied assessments to measure student performance. • Competency 005: The principal knows how to advocate, nurture, and sustain an instructional program and a campus culture that are conducive to student learning and staff professional growth.
Competencies cont. • Competency 007: The principal knows how to apply organizational, decision-making, and problem-solving skills to ensure an effective learning environment. • Competency 008: The principal knows how to apply principles of effective leadership and management in relation to campus budgeting, personnel, resource utilization, financial management, and technology use. • Competency 009: The principal knows how to apply principles of leadership and management to the campus physical plant and support systems to ensure a safe and effective learning environment.