Welcome back to LCRT 6910 & 6911

SEMINAR #2

Please sit in 2 grade similar

groups:

K to 5th grades and

6th to 12th grades

Seminar 2: September 8, 2014

Conversations about coaching

Contexts & Goals

Lesson Report & Analysis

Choice Book groups meet

In-class observation/coaching: 

Submit preference for peer coach

In grade similar groupsgrades, log on to CANVAS

Review the Whole-class discussion about coaching, being coached, & your contexts.

What TRENDS do you notice based on your & your colleagues’ responses ?

What TRENDS do you notice in your & your classmates’ responses?

being coached, by whom? For what purpose

coaching,

your current contexts,

being a literacy leader,

District literacy trends,

Other?

Insights from the readings

What insights did you gain about the work of the literacy coach & the reading specialist in:

Elementary Schools? (L’Allier & Elish-Piper)

Secondary schools? (Ippolito & Lieberman)

Literacy Coach &Reading Specialist

What do the International Reading Association standards indicate?

What are you discovering to be your interests:

Working with students who struggle? As specialist? In the classroom?

Supporting teacher learners?

Both?

LCRT 6910, LCRT 6911and LCRT 6915

These 3 courses offer you a supervised practicum experience working with:

(a)Students who struggle with reading and writing;

(b)Collaborative and coaching experiences with teachers.

Sharing video clips, narratives & goals

Share video clips, narratives & goals

1. Sit with a classmate & watch each other’s video.

2. Share each other’s narratives about the school & classroom contexts.

3. Skim each other’s literacy goals draft. How do these align with Knight’s big 4 (p. 141)?

4. What focus do you want the literacy coach to take re: instruction, curriculum & assessment when she observes in your context?

Change Partners

1. Sit with a classmate & watch each other’s video.

2. Share each other’s narratives about the school & classroom contexts.

3. Skim each other’s literacy goals draft. How do these align with Knight’s big 4 (p. 141)?

4. What focus do you want the literacy coach to take re: instruction, curriculum & assessment when she observes in your context?

5. Time for 1 more?

Being coached!

Where do YOU begin?

Being coached

Consider a starting point:In what ways do you want to grow

professionally this year with respect to your work with literacy?

Consider your students, context, challenges, initiatives…..and your 3 LITERACY GOALS.

What information will be useful to to your professional development? Useful toward the advancement of the 3 literacy goals?

What are you trying to accomplish?

USE YOUR RESOURCES

As you prepare the 3 goals & to be coached,

review Knight’s chapter 7

THE BIG 4: Behavior

Content Knowledge

Direct Instruction

Formative Assessment

The classroom-based observation

& coaching

assignment

Why? What? Where? When? How often? How many?

What’s the purpose?

Observations & CoachingsPURPOSE:

Provide experienced classroom teachers with the opportunity to: apply their new understandings about

literacy instruction, curriculum and assessment gained in the LLCRT MA course work.

receive formative feedback from a peer and faculty member relevant to their literacy goals being put into place.

reflect on their literacy and language instruction, curriculum, and assessment practices.

observe a seminar colleague and be exposed to literacy instruction, curriculum and assessments used outside of their own contexts.

Observations & Coachings

Preparing for the classroom-based observations and coachings (handout)

Observation-coaching template (complete one for each face-to-face session)

Preparing for the classroom-based observations &

coachings (handout)

1) Before in-class observation/coaching session: Teacher’s and Coach’s responsibilities

2) Immediately after in-class observation/coaching session: Teacher’s and Coach’s responsibilities

Preparing for the classroom-based observations & coachings(2)

(handout)

3) The day before the observation/coaching

4) The day of the observation/coaching session

5) Follow up responsibilities for teacher AND coach.

HOW MANY?

1. One face-to-face observation/coaching session in YOUR context, completed by a seminar peer;

2. One face-to-face observation/coaching session in a seminar classmate’s context completed by you;

3. One face-to-face observation/coaching session in YOUR classroom completed by Dr. Taylor;

4. One digitally recorded observation of your instruction shared in seminar with coach.

Getting started!

WHEN? End of Sept-through month of October

HOW LONG? Plan a 30 to 45 minute literacy lesson or content lesson with reading or writing emphasized for accessing the content.

HOW MUCH TIME? To observe & have the coaching conversation face-to-face, plan on 2 hours (& remember to allow for driving time).

HOW OFTEN: Evenly distribute the sessions during the month; Do not schedule all 3 in one week.

Selecting a coaching partner

Considerations: Similar grade level, different district, similar literacy goals.

Paired partners

Submit 2 preferences for a peer coach with a 1-2 sentence rationale before you leave tonight.

Individual issues or questions??? – See Sherry during break or after class.

LESSON REPORT & ANALYSIS

Purpose of the Lesson Report &

Analysis

Apply principles of effective literacy and language instruction in your classroom AND improve the learning and achievement of struggling readers and writers.

Plan a literacy instructional lesson based on the outcomes of formal and/or informal assessment data that you have gathered from the learners with whom you work (geared for one learner, a small group of learners, or an entire class

Gain the knowledge and coaching skills needed by a Reading Specialist and/or Literacy Coach.

Components of the LRA

LEARNER & LESSON BACKGROUND INFORMATION

RATIONALE & GOALS

PROFESSIONAL RESOURCES & MATERIALS

STEP-BY-STEP DESCRIPTION OF LESSON IMPLEMENTATION

ANALYSIS & REFLECTION OF IMPLEMENTED LESSON

EVIDENCE OF STUDENT LEARNING

ANALYSIS OF KEY DECISION MADE (IN PLANNING & IMPLEMENTATION)

ANALYSIS OF ALTERNATIVE/FUTURE DECISIONS

LEARNER & LESSON BACKGROUND INFORMATION

Background information: Of the learners participating in the lesson (using recent observations, assessments and anecdotal notes).

Details about the learners: grade level; number of students in lesson, current reading/writing levels & needs, and language needs of the learners.

Instruction and learning that occurred before this specific lesson; the need for this lesson and where it fits.

RATIONALE & GOALS

Rationale for the lesson and how the rationale is grounded in learners’ assessment data.

Goals for individual learners involved in lesson and how these address students’ needs identified by the assessments used;

What the learners will accomplish and learn as a result of the instruction you deliver.

PROFESSIONAL RESOURCES & MATERIALS

Reference the professional materials and resources that ground your instructional decisions & your thinking.

Reference the materials used to teach and to support students’ learning.

Explain if you sought out new materials and/or technology; why or why not.

Description & Analysis of Lesson Implementation

STEP-BY-STEP DESCRIPTION OF LESSON IMPLEMENTATION

ANALYSIS & REFLECTION OF IMPLEMENTED LESSON

EVIDENCE OF STUDENT LEARNING

ANALYSIS OF KEY DECISION MADE (IN PLANNING OR IMPLEMENTATION)

ANALYSIS OF ALTERNATIVE/FUTURE DECISIONS

LESSON REPORT & ANALYSIS

Choice Book Groups Meet

DISCUSS: Why are you interested in this book?

Explain how you hope the books supports the 3 literacy goals you identified re: instruction, curriculum & assessment

Make a plan: What parts/pages will group have read & tried out by SEMINAR 3, Sept. 29th

Notetaker: Send book title, member names & informal responses to bulleted prompts to Sherry via email by Sept. 19th (Friday) or tonight!

Looking ahead

HANDOUT

Before you leave tonight…..

PEER COACHES

Submit 2 preferences for peer-coach with 1-2 sentence rationale.

SUBMIT

Reader response form on assigned readings (see Canvas)

Draft of your three literacy goals (paper copy)

2 paper copies of Classroom Context Narrative

Your individual questions

The “Big 4”

From Knight’s book on Instructional Coaching

Behavior: Establishing a learning environment

Developing & setting your teaching expectations: Classroom structures & routines; socialization; learning community

Ratio of interactions: Tr-Ss; Ss – Tr; Ss-Ss; types of interactions (comments, questions, positive feedback..)

Effective Corrective Comments by Tr: Re-direction; positive reinforcement; constructive feedback)

Time on Task (Ss attention, Ss independence)

Opportunities for Ss to respond (engagement)

Content Knowledge: Understanding of content to be taught Developing essential questions/higher level

questions about content (see Knight, p. 153, Table 7.2 Critical Question Checklist)

Mapping content/lesson or unit organizer/comprehension models

Content structures: Focus on organizational structures that underlie the content

Identifying, defining & teaching concepts: Clarifying precise, correct & teachable concept definitions that both Tr & Ss will comprehend

Delivering Direct InstructionOrganizational structures used in

instruction: Advance organizers, note-taking models, etc.

Model Thinking/think aloud

High-level Qs: Question types (Wh- & Yes/No), Bloom’s taxonomy, etc.

Developing quality assignments: Model learning outcomes, provide guidelines, allow guided practice, get learner ready for independent practice

Formative Assessment

Assessments that occur concurrently with instruction

Information about learner’s understandings “in progress” during implementation of lesson or unit

Learner feedback used to inform Tr about each learner

Learner feedback used by Tr to guide instruction

Focus on learner’s understandings, behaviors, developing abilities, etc.

TAKE a BREAK

During the break:

Talk with potential coaching partners

Discuss in-depth your literacy goals & interests for your literacy instruction, curriculum and assessment this year

Gather the names of 2 potential coaching partners