You will be reading this blog after our face to face class. So the key piece for this week is to think about what we talked about and did in class. What are the 3-4 takeaways from class that you found key from discussions, class activities? Why are they important to you?
The topic for this coming week is is the role of materials, technology and assessment in program improvement. Before you read, what do you think is the role of materials, technology, and assessment in program improvement? What do you hope to learn?
You will remember from class that the readings will be jigsawed this week, and that some of you have specific readings assigned while other groups can work it out for yourself. With the Jigsaw, it makes some changes into how your blog will work since those who read specific chapters that others did not read will have to summarize key points of the chapters for the rest of your group. In addition, the leader will need (after everyone has posted about their chapters) to bring the pieces together, mostly in the questions that they pose. That means that everyone will need to post about their chapters to your group's blog by WEDNESDAY so that there can be a discussion by Friday morning on all of the ideas in the readings. I'll be asking what you learned from others in my blog for Week 12. The reflection questions and engagement activities may offer a way for each person to starting a discussion, as you need to discuss all of the chapters, not just post on your chapters.
Have good week, and know that I support each of you in your important work as teachers (whether or not you choose to participate in the walk out). I'll be at the Capitol on Monday morning.
Saturday, March 31, 2018
Friday, March 16, 2018
Week 10 2018 Program Improvement: Instruction
I have just finished reading some really interesting blog discussions! I really appreciated those groups that took the opportunity to practice giving feedback to the teacher vignettes from the readings. I like how many of you offered to co-teach or demonstrate how to do either the anticipation guide or work with a group so the teacher could really observe what was happening during the flexible grouping time. And thanks to those who read the position statement from ILA on models of coaching and discussed that in the blog as well. I know we are coming up on or you are finishing up on spring break as I write this on Friday, March 16 in the morning. We are moving on to other aspects of program improvement for Week 10 after spring break and we will be meeting together right before the probable teacher walk out. I don't completely want to leave coaching since you have that assignment to complete, so please bring to class questions about coaching models, the coaching process, etc.
I had a question about just exactly how many meetings with the teacher you are coaching you need to have. It depends. You need to meet with her to set goals for your coaching. Based on those goals, you will need to decide if you need to do a demonstration lesson, do co-planning, do co-teaching. Then you will need to determine when you will observe and do a pre-observation conference to set up parameters of the observation and your focus (you can't watch everything at once!). Of course, you both need time for reflection--you may want to provide some structure for the teacher you are coaching--and the post observation. Don't forget that you need to be keeping a journal of the the coaching activities and then there will be a final reflection.
So, for Week 10, you are reading about instruction and the role of the literacy leader. You will be reading about differentiation, the instructional role of the reading specialist as a collaborator with classroom teachers, RTI, and how to develop your instructional role in your school to work with struggling readers. What do you know or see in your school about the instructional role of the reading specialist? What do you know about differentiation and RTI? What do you hope to learn as you read B&D 11 and Bean 2 and 3?
As you blog over this content before I see you on March 31, there are several activities you might consider: Bean Chapter 2 Reflections 1 and 3 and Activity 3 at the end of the chapter will help you apply that information. Bean Chapter 3 Activity 2 will as well. What do you think about the steps for differentiation discussed in B&D chapter 11? What do you think about push in vs. pull out programs for struggling readers?
I'll be in Texas for most of spring break with my elderly mother but will have email and answer it if you want me to take a look at PD plans or anything else. The University is closed March 19 and 20 for electrical maintenance but we have been assured the IT infrastructure will still be working. I'll see you on March 31 at 1-4 pm for our next face to face class. Bring questions on assignments, a draft of your PD plan for my feedback, and please have decided which activity on that plan you will be writing up in detail. My blog for Week 11 will go live after class.
I had a question about just exactly how many meetings with the teacher you are coaching you need to have. It depends. You need to meet with her to set goals for your coaching. Based on those goals, you will need to decide if you need to do a demonstration lesson, do co-planning, do co-teaching. Then you will need to determine when you will observe and do a pre-observation conference to set up parameters of the observation and your focus (you can't watch everything at once!). Of course, you both need time for reflection--you may want to provide some structure for the teacher you are coaching--and the post observation. Don't forget that you need to be keeping a journal of the the coaching activities and then there will be a final reflection.
So, for Week 10, you are reading about instruction and the role of the literacy leader. You will be reading about differentiation, the instructional role of the reading specialist as a collaborator with classroom teachers, RTI, and how to develop your instructional role in your school to work with struggling readers. What do you know or see in your school about the instructional role of the reading specialist? What do you know about differentiation and RTI? What do you hope to learn as you read B&D 11 and Bean 2 and 3?
As you blog over this content before I see you on March 31, there are several activities you might consider: Bean Chapter 2 Reflections 1 and 3 and Activity 3 at the end of the chapter will help you apply that information. Bean Chapter 3 Activity 2 will as well. What do you think about the steps for differentiation discussed in B&D chapter 11? What do you think about push in vs. pull out programs for struggling readers?
I'll be in Texas for most of spring break with my elderly mother but will have email and answer it if you want me to take a look at PD plans or anything else. The University is closed March 19 and 20 for electrical maintenance but we have been assured the IT infrastructure will still be working. I'll see you on March 31 at 1-4 pm for our next face to face class. Bring questions on assignments, a draft of your PD plan for my feedback, and please have decided which activity on that plan you will be writing up in detail. My blog for Week 11 will go live after class.
Friday, March 9, 2018
Week 9 2018 Program Improvement: Coaching 2
I can tell that you have been thinking quite a bit about coaching roles, models, and key ideas to make you an effective coach. Thanks also for making the connections to your practice.
This coming week you will be reading B 7 and WSQ 3. This two chapters will be more focused on the How To of the coaching work, including describing the coaching cycle as well as how to do observations, how to give feedback, and how coaching is different from supervision. Before you read, how do YOU think coaching is different from supervision? What do you hope to learn about the nuts and bolts of how to be a coach?
As you read, pay attention to specifics of what a coach does with a teacher, and how a coach gives feedback after an observation. Think also of how to lead a reflection, the types of questions you are posing, and formats for scaffolding a teacher after a lesson observation or as a teacher prepares to make change in her classroom. I'd suggest that you all practice in the blog posts giving feedback as described in Activity #2 at the end of the Bean chapter. There are two scenarios, so give it a try and give each other feedback or suggestions on what to say.
As I write this entry, only 3 people have completed the Virtual Check In. Please complete it by Sunday if you want credit for participation points. I know everyone is busy but this is how I can make sure everyone is on track and provide help as needed.
Have a good weekend and a good week. I'll post the blog for Week 10 next Friday, but I know everyone will be having some much needed rest over spring break. Check the revised schedule posted in the notes from the February face to face meeting about what is due--you need to have a small group online meeting to share the beginnings of your PD program with each other. Please let me know when that is occurring, and send me a summary of the discussion. There was a question on if you had to follow the format of the examples of the PD program that I posted. The answer is NO, you don't. Those are just 2 ways to organize the program out of many possible ones. You pick one that will work for you.
Happy Daylight Savings over the weekend!
This coming week you will be reading B 7 and WSQ 3. This two chapters will be more focused on the How To of the coaching work, including describing the coaching cycle as well as how to do observations, how to give feedback, and how coaching is different from supervision. Before you read, how do YOU think coaching is different from supervision? What do you hope to learn about the nuts and bolts of how to be a coach?
As you read, pay attention to specifics of what a coach does with a teacher, and how a coach gives feedback after an observation. Think also of how to lead a reflection, the types of questions you are posing, and formats for scaffolding a teacher after a lesson observation or as a teacher prepares to make change in her classroom. I'd suggest that you all practice in the blog posts giving feedback as described in Activity #2 at the end of the Bean chapter. There are two scenarios, so give it a try and give each other feedback or suggestions on what to say.
As I write this entry, only 3 people have completed the Virtual Check In. Please complete it by Sunday if you want credit for participation points. I know everyone is busy but this is how I can make sure everyone is on track and provide help as needed.
Have a good weekend and a good week. I'll post the blog for Week 10 next Friday, but I know everyone will be having some much needed rest over spring break. Check the revised schedule posted in the notes from the February face to face meeting about what is due--you need to have a small group online meeting to share the beginnings of your PD program with each other. Please let me know when that is occurring, and send me a summary of the discussion. There was a question on if you had to follow the format of the examples of the PD program that I posted. The answer is NO, you don't. Those are just 2 ways to organize the program out of many possible ones. You pick one that will work for you.
Happy Daylight Savings over the weekend!
Friday, March 2, 2018
Week 8 2018 Program Improvement:Coaching 1
This week we begin reading about and thinking about program improvement, both ways to go about program improvement but also what aspects of the literacy program need attention, and what are characteristics of those aspects.
This week you are beginning the readings on coaching. So I'd like you to think about this topic by using a modified version of a KWL chart. So for your response to this blog, first write what you know about coaching---what is it, who does it, how does it occur. How it it different from mentoring? After you write about that, consider what you want to learn about coaching. What questions would you like answered?
As you read, consider the questions that you have identified as well as how coaches support program improvement, what their role is, and what they do. Think about differences between the role a coach takes on in elementary schools vs secondary schools. Which coaching model fits best with your setting and your personality/skills? What did you find as key ideas in the chapters you read so far that will help you do the coaching part of your job?
Please complete the Virtual Check in form at the end of the week, and let me know if you have questions or want to talk.
This week you are beginning the readings on coaching. So I'd like you to think about this topic by using a modified version of a KWL chart. So for your response to this blog, first write what you know about coaching---what is it, who does it, how does it occur. How it it different from mentoring? After you write about that, consider what you want to learn about coaching. What questions would you like answered?
As you read, consider the questions that you have identified as well as how coaches support program improvement, what their role is, and what they do. Think about differences between the role a coach takes on in elementary schools vs secondary schools. Which coaching model fits best with your setting and your personality/skills? What did you find as key ideas in the chapters you read so far that will help you do the coaching part of your job?
Please complete the Virtual Check in form at the end of the week, and let me know if you have questions or want to talk.
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