professional development modules ideas for targeting teacher growth georgia reading first
TRANSCRIPT
Professional Development Modules
Ideas for Targeting Teacher Growth
Georgia Reading First
Goals
Consider ideas for PD modules
Prioritize these ideas
Generate additional ideas for modules
Structure of Each Module
Reading material to enhance the RRFCs’ background
Materials for redelivery (e.g., PowerPoint, readings)
A specific activity for coaches
A plan for follow-up with coaches
Suggestions for how LCs might use the module with
teachers
Let’s look at some ideas for two-hour modules in four broad areas . . .
1. School-wide Organization2. Curriculum and Instruction3. Assessment4. Providing Professional Support
School-wideOrganization
Special Education Primer
What does GA law say about special students?
How can teachers effectively collaborate with
special educators?
What are the best ways to use the S4?
How can LCs assist?
Organizing Classroom Space
What should a Reading First classroom look like?
What research can guide us?
Are models available?
How can LCs assist?
Grouping and Scheduling
What does research tell us about:
Assignment of children to home rooms? Regrouping for the block? Parallel block scheduling? Tracking? The Joplin Plan? Time of day? Specials? Push-ins? Pull-outs?
Smith Jones Kelly Wise Rich Wells
8:00
8:30
9:00
9:30
Organizing Classroom Libraries
What are effective ways of grouping books . . . by theme and topic? by genre?
What are effective strategies for leveling books?
How can levels best be used?
A B C D F G H I J
Sustainability
What can we do to sustain RF when funding ends?
What is the research on sustainability?
How can a realistic action plan be developed?
Assessment
Informal Reading Assessments
What are informal assessments? How can they be used to follow-up DIBELS? How can teachers organize and track the results
of informal assessments? Which informal assessments are most useful?
What about IRIs? Running Records? Miscue Analysis?
Making the Best Use of DIBELS
How can DIBELS results best be used to meet the
needs of all students?
Which reports can help most? Least?
How can the LC facilitate DIBELS use?
What’s on the DIBELS horizon?
Case Studies in Beginning Reading
How can we best use the extended case studies housed on the PD site?
This module would provide detailed practice in applying the Cognitive Model of Reading Assessment.
Study guides and interactive activities would be included.
Curriculum&
Instruction
Needs-Based Instruction:
Phonemic Awareness
Review core scope and sequence in PA
How can we use the scope and sequence in planning needs-based instruction in PA?
Focus on planning three weeks of needs-based work.
Overview of effective PA strategies.
Needs-Based Instruction:
Phonics
Review core scope and sequence in phonics
How can we use the scope and sequence in planning needs-based instruction in phonics?
Focus on planning three weeks of needs-based work.
Overview of effective phonics strategies.
Needs-Based Instruction:
Fluency
Review core scope and sequence in fluency
How can we use the scope and sequence in planning needs-based instruction in fluency?
Focus on planning three weeks of needs-based work.
Overview of effective fluency strategies.
Needs-Based Instruction:
Vocabulary and Comprehension Review core scope and sequence in vocabulary and
comprehension
Study ways to use the scope and sequence in planning needs-based instruction in vocabulary and comprehension
Understand why these two components should be linked for instruction
Understand how these two components can be linked for instruction
Focus on planning three weeks of needs-based work.
Overview of effective instructional strategies.
Instructional Pacing
What does research tell us about pacing?
How can pacing be optimized?
How can LCs assist in this process?
Motivating Children to Read
What does research tell us about attitudes and
interests?
What are some effective methods?
How can LCs assist in this process?
Technology Applications
How can classroom teachers effectively
integrate technology into reading instruction?
How can quality software be located?
How can existing software be evaluated?
How can LCs assist in this process?
Developing and Managing Centers
What does SBRR tell us about centers?
How can teachers effectively create and
manage centers?
How can sources of center activities be located
and evaluated?
How can LCs assist?
Comprehension Strategy Instruction
Which strategies are most important?
How does Direct Explanation work?
Are there alternatives to direct explanation?
How can strategy use be assessed?
Intervention Programs
How can teachers locate intervention programs? Where are intervention programs reviewed? Is there research on intervention programs? How can intervention programs be scheduled? How can intervention assessments be used?
Differentiated Spelling Instruction
What are the stages of spelling development?
How can a student’s stage be determined?
What instructional strategies support students as they pass through these stages?
How is spelling related to decoding growth?
How can spelling provide evidence of phonics growth?
Writing in Response to Reading
What does Reading First say about writing?
What does research tell us about writing instruction in K-3?
What is writing in response to reading?
What are effective strategies for integrating writing in response to reading?
ProvidingProfessional
Support
Mentoring New Teachers
How can teachers new to Reading First be
“brought up to speed”?
What part can mentoring play?
What resources are available?
How can LCs assist?
How to Do a Walk-Through
What are effective guidelines?
Are there observation instruments that can
help?
How should teachers be
prepared?
What are good ways
to follow up?
The Principal’s Role in RF
What does the research tell us?
What are the most productive ways for the
principal and the LC to interact?
What PD is best for principals?
Modeling for Teachers
What is the best way to plan a model lesson?
How should an offer to model be made?
What is the best way to follow up?
What are appropriate strategies to model?
How can the Exemplary Teaching videos be used to model vicariously?
Conferencing Strategies
What does research tell us about conferencing?
What is the best way to plan a conference?
What guidelines exist for effective conferencing?
How should a conference be followed up?
School-wide Organization
Modules
Priority
High Moderate Low
Special Education Primer
Organizing Classroom Space
Grouping and Scheduling
Organizing Classroom Libraries
Sustainability
Time to prioritize!
Assessment
Modules
Priority
High Moderate Low
Informal Reading Assessments
Making the Best Use of DIBELS
Case Studies in Beginning Reading
Curriculum and Instruction
Modules
Priority
High Moderate Low
Needs-Based: Phonemic Awareness
Needs-Based: Phonics
Needs-Based: Fluency
Needs-Based: Vocabulary & Comp.
Instructional Pacing
Motivating Children to Read
Technology Applications
Developing and Managing Centers
Comprehension Strategy Instruction
Intervention Programs
Differentiated Spelling Instruction
Writing in Response to Reading
Providing Professional Support Modules
Priority
High Moderate Low
Mentoring New Teachers
How to Do a Walk-Through
The Principal’s Role in RF
Modeling for Teachers
Conferencing Strategies
Time to prioritize!
More Potential Modules
Time to brainstorm!