This chapter discusses the process of improving literacy achievement in schools. In order to have an effective infrastructure the approach of three pillar: the principal, the curriculum leader and the vertical leadership team. It moved along to discuss how to construct the curriculum in literacy and teachers' ownership. The chapter discussed one way to do so is through the Standards Based Change process. This process contains a "To Do Cycle": vision statements, end-of-year learning goals, evidence systems and evidence based teaching. Teachers must work together and collaborate in building curriculum based on the deciding goals and standards. The begin to take ownership in their developed instruction and assessments. They meet three times a year to share results and are able to make changes that help fit their students' needs along with meeting their end-of-year goals.
This sets up a scenario that states an administrator invites you into their school to help with their literacy curriculum and to align it with CCSS. Prior to the meeting with the administrator you must determine:
a) the people you would request talking with prior to planning the PD.
- Although I will be meeting with the principal to begin with, I would make a note to meet with him or her to determine what goals/expectations the administrator may have for the school, teaches and students. I would also like to know what type of role the administrator sees him or her as in the process of the literacy improvement. I would also like to request talking to the reading specialist, reading teachers of grade levels, the librarian and special ed. teachers and their paraprofessionals. Within the lower grade levels (where there is not an assigned Language Arts teacher) I would try to find teachers to volunteer.
b) what information you will ask the administrator to provide you in advance.
- Are there currently weekly/monthly grade level meetings set up to discuss data/assessments?
- What literacy curriculum is currently used within the school?
- What assessments are used to determine students' literacy skills?
- How do you see your faculty responding to change?
- I would also ask to view reading scores and assessments. Along with the current curriculum guides.
c) the questions you will use to guide your preplanning of the support.
1. What do you see as the overall goal for the school? What do you want to accomplish?
2. What goals and expectations do you have for your students?
3. What goals and expectations do you have for yourself (teachers) and your teammates?
4. What support do you feel you need the most with (i.e. coaching, materials, etc).
Erin, these are great questions to ask administrators. You would know after interviewing the administrator how involved teachers are in developing curriculum. Your questions ask the administrator and teachers what THEIR goals and expectations are, which is more likely to cause faculty and staff to have ownership of changes in their school. I didn't think about meeting with the librarian and paraprofessionals, too. Really great questions! What characteristics would you look for in a teacher volunteer in lower grade levels?
ReplyDeleteGreat idea too! I like how julie includes teacher buy in. That's so important. I agree, if you want a program to be successful, you must first get input from teachers!
DeleteI think I would first look for teachers who have more experience. I wouldn't want to put something on a first year teacher. Also, I would also look for those teachers who seem to have that excitement in teaching. The ones who like to experiment with new ideas.
DeleteJulie, because you are a director, would you want to choose your leadership team or would let the person you brought in put that together?
DeleteI know I would want input in the makeup of the team, but I would also like to hear an outside opinion. I think the outside literacy leader meeting with teachers would give a fresh perspective that I might be missing.
DeleteI agree with Julie about your questions for the administrator and who you would want to meet with. It would really give you a well rounded view.
ReplyDeleteI like how you mentioned not only meeting with the principal but with the literacy coach and teachers. This chapter focus on the three pillars (principal, literacy coach, and leadership team) by including them in the discussion I think you are on the right track. They are vital to the whole process!
ReplyDeleteThanks Kaitlin. Kaitlin do you have any suggestions of what information you would ask for from the administrator. I felt that this was the hardest part for me to come up with.
DeleteYou wouldn't want to overwhelm the principal with questions, Erin, and in reality, You might actually know what else to ask as you listen to what the administrator tells you. Sometimes starting with less is more because you can follow up on what is said.
DeleteI think as a teacher that's a hard position to be in. You don't want to over step boundaries. I think asking reflective questions about the program and goals is safe. I think if you have a strong relationship that allows for open conversation you could ask deeper questions. Otherwise I feel you are kind of at the mercy of the administration. Hopefully she is open, and presenting a well backed method and presentation would be good! Like showing evidence of why a certain literacy program might work for your school setting. I feel in the past I've been heard better when I came with well backed ideas with thoroughly thought out ideas. Not just questions.
DeleteDr. Beach, that makes a lot of sense. It's almost like when you are asked what facilitating questions do you ask in your class. Well you almost have be in the scenario to know what questions.
ReplyDeleteKaitlin I think you are right on asking questions about the program. I think that's great input.