cricet: remodeling literacy learning
DESCRIPTION
Series page with descriptions: http://connectededucators.org/cricet/TRANSCRIPT
Sustained improvement in literacy teaching and learning occurs when literacy is a shared responsibility, professional learning is rooted
in collaboration and inquiry and in organizational conditions that support
ongoing learning for everyone.
Who is NCLE and What Do We Believe?
Teacher Collaboration is
Key to Supporting & Reforming
Practice
HEURISTICS for Designing & Evaluating Reform Models
“Routine” collaboration is correlated with higher levels of trust and faster spread
of effective practices.
Limited Opportunities for Powerful Practices
11
15
Creating Collaborative Culture
Maintaining an Inquiry Stance
Using Evidence Effectively
Shared Agreements
Supporting Collaboration Systemically
Asset Inventory
Results
What might these results tell us about this district’s team of literacy coaches?
What did you notice that surprises you?
How might these results be used to inform decisions or practices of this team?
2.41
2.58
3.05
2.13
2.68
3.08
1.00 2.00 3.00 4.00
Deprivatizing Practice
Enacting Shared Agreements
Maintaining Inquiry Stance
Using Evidence Effectively
Creating Collaborative Culture
Supporting Collaboration…
Overall Domain Averages
2.27
3.00
3.00
2.64
2.73
2.45
1.00 2.00 3.00 4.00
Share successes & failures without judgment
Meetings are productive & purposeful
Members follow through on things
Feel responsible for working together
Challenge each other & engage in hardconversations
Share leadership
Average Ratings for Collaborative Culture
3.18
3.00
2.91
3.36
2.64
3.18
1.00 2.00 3.00 4.00
Clear purpose focuses our work
Focus on core issues of student learning
Clear about intended student outcomes
Use a cycle of planning, acting, and reflecting
Routinely monitor our progress
Incorporate expertise and research evidence
Average Ratings for Inquiry Stance
Become a Center for Literacy Education
16853 usersTotal Groups 428
Learning Network
Formative Assessment Teams
C-3 Implementation Teams
Secondary ELL & Writing
Family/School Partnerships COPs
Practice Exchange
Focus on Organizational Conditions
Deprivatizing Practice
• Will this policy facilitate formal and informal peer observations that lead to improved practice?
• Does it make explicit how all key individuals share in the accountability for student literacy learning?
• How does it clarify responsibilities for collectively supporting and sharing the benefits from professional learning?
• Does it advance the collection and comfortable sharing of evidence of progress towards goals among all participants?
• How does it facilitate collaborative learning and the sharing of knowledge across educator roles, schools, and grade levels?
Enacting Shared Agreements
• Does the kind of decision making and action supported through the policy focus on improving student literacy learning?
• How does it help all key individuals contribute to and reach agreements about what quality literacy instruction looks like and about essential student literacy learning outcomes?
• How does it support processes for reaching agreements about how to assess essential outcomes?
• Does it provide a method for evaluating whether daily work and decision making are driven by the shared agreements reached by educators in the process?
• How does the policy advance literacy learning across content areas? How does it tap the knowledge of educators with knowledge of essential literacy practices in each content area?
Creating a Collaborative Culture
• Does the policy facilitate the sharing of successes and failures without judgment by those implementing change?
• Is time for collaboration provided to those who are implementing changes? How does the policy support using time for collaboration productively and with purpose?
• How does the policy facilitate the sharing of leadership and ownership of key process and outcomes among those operating at different levels?
• How does it support group members as they engage in honest, hard conversations about obstacles?
Maintaining an Inquiry Stance
• Does the policy promote collaborative work that has clear goals and a purpose?
• Does collaborative work supported by the policy focus on core issues of student literacy learning in the context where it will occur?
• How does the policy support a cycle of plan/act/reflect to solve problems of practice/implementation?
• Does the policy promote commitments among group members to act between meetings and report back to the group?
• How does it encourage seeking appropriate “outside” expertise when needed?
Using Evidence Effectively
• Is the kind of collaboration supported through the policy grounded in on-going analysis of evidence of student learning?
• Does it promote the use of multiple sources of data?
• How does it support participants in building their knowledge of how to use data effectively?
• How does it promote analysis and discussion of student work with others on a routine, frequent basis?
• Does it provide for assessment of actions taken in terms of their impact on student learning over time?
Supporting Collaboration Systemically
• How does the policy provide for dedicated time for professional collaboration within the work week?
• Does it provide tools and training to educators to help them collaborate more productively?
• How does it position leaders to support and promote collaborative work?
• Through the policy, what do leaders do to ensure access to timely data sources?
• How does the policy encourage individuals it aims to support try new ideas and experiment through their professional practice?
NCLE Lessons Learned
We know how to improve the conditions for literacy learning.
But we need to tell this story in many venues to many audiences.
Every stakeholder has a role to play in remodeling literacy learning
A Network of Organizations
In the COMMUNITY to leverage expertise and work across organizations
In & Across SCHOOLs to build organizational conditions for continuous improvement
In EDUCATORS to evaluate & employ effective literacy instructional practices through collaborative inquiry
New Project: LIREC, A U.S. Department of Education Innovative Approaches to Literacy Grant
Building Capacity….
LIREC (IAL) Grant Partners
• First Book
• Institute for Educational Leadership
• National Council of Teachers of English
• Rural School & Community Trust
• Westat
• LEA Partners
– AZ – Blackwater Community School & Star Charter Schools
– IL – ROE 3 + elementary schools in Mulberry Grove and South Central
– NC – Roanoke River Valley Education Consortium + elem. schools (3) in Northampton & Warren
– VT – Vermont Rural Partnership & 5 districts/schools
– WV – RESA 7 + elementary schools in Barbour & Gilmer County
Participants
National Innovation Network
Community Literacy Plan
Engaging FamiliesPlaced Based Learning
Effective Preschool Instruction
Drivers of Educational Change
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Vision Accountability Resources Incentives
Expertise Ownership Professionalism
Shared Agreements
Collective Capacity