WSQ 5

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.  

Project Assignment: 

  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). 

Chapters 7 and 12

Chapter 7:

Chapter 7 discusses the selection of materials in a literacy program.  The chapter states that not one single textbook material is sufficient enough to address all of the curriculum goals of a literacy program.  When choosing instructional materials there are several criteria administrators and supervisors must take into consideration.  Such criteria would include examine the assessment materials that would be used along with the literacy materials.  These materials must align with standards and guidelines in order for it to fit within the program's goals.
Recently, literacy programs have looked at the CCSS when choosing materials.  The CCSS have implemented literacy across all content areas in Pre-K-12.  Teachers in all content areas must support literacy development.  In doing so, students are exposed to a variety of text that support their learning of more complex literacy skills.  The CCSS emphasizes the importance of integrating technology into reading and writing.  Administrators and supervisors should consider choosing materials that allow students the opportunity the use of technology.  This is important because the use of technology has been shown to enhance student's literacy skills.
Administrators and supervisors have taken different roles in the selection of basal or textbooks. However, there are many considerations when choosing this type of instructional materials.  Basal's have evolved over the years.  In today's series, these programs offer a variety of materials to support reading, writing and listening skills. These materials include, student textbooks, fiction and non-fiction genres text. Along with these, they can include, supplementary materials, assessments, and technology components. In order to choose the instructional materials, a committee should be in place to determine the goals for the program.  They must consider current research and ask questions that will supply the answers that best fits in with their goals.
Literature is vital for student's literacy skills growth.  The chapter states, teachers use literature for three reasons in the classroom: modeling the language structure, connecting lessons to students' prior knowledge and motivating readers.  The chapter shares sources to use in finding appropriate literature for the classroom, such as, The Journal of Children's Literature, The Horn Book, The School Library Journal, and Bulletin of the Center for Children's Books.  
As stated earlier, technology is an important source for providing literacy skills in today's classroom. Technology should be used along with the use of other instructional materials.  Technology allows students to discover new ways in researching and locating sources to aid in their reading and writing. It allows for students to gain more knowledge in their interests and it allows students to collaborate with peers.
So what roles should administrators and supervisors take when selecting instructional materials? The chapter shares three roles. An overseer, one who monitors district standards and allows literacy experts to chose. A consultant, the administrator should be more of a consultant to a team of members. A facilitator, an administrator should help guide in the questioning and choosing of materials.
All in all, when considering materials administrators and supervisors must consider, are the materials relevant to the students' needs and does the material align with state standards.

Chapter 12
This chapter discussed how to promote writing with reading and learning and the focus of the administrators in helping implement this into classrooms. In order to begin to think of this writing instruction, administrators and educators need to be aware of current research.  Administrators and supervisors should need to understand policies and issues that influence writing instruction and assessments. The chapter shared the thoughts of an administrator on this.  She stated, "assessments need to provide an authentic measure of children's writing ability." Another important issue that influences writing instruction is whether or not teachers are provided quality professional development.  One suggestion the chapter suggests for quality PD is the National Writing Project.
Administrators and supervisors must be knowledgeable in the writing process along with the connection of reading and writing in order to help teachers in the classroom.  They must understand what the writing process along with how writing can promote learning.  This is important because administrators and supervisors need to be able to answer questions that teachers may ask.
There are guidelines in developing writing goals and curriculum.  In order to be successful in promoting writing, the learning community must be aware of the goals.  This community can include, administrators, teachers, parents and students.  The goals must be developed using current research along with state standards and assessments. It is important to understand students' cultures, abilities and languages.  Incorporating these types of backgrounds, it allows students to use their home life and incorporate in their writing.  This opportunity allows students to make connections between their school literacy and home life literacy.  Other ways to develop curriculum include, creating an environment in which a variety of writing tools are provided along with time to use them.  Students should also be taught the various purposes for writing.  Teachers should provide direct instruction in composing and the conventions.  Also, technology tools should be integrated and allow students the time and opportunity to be used with their writing.
In order for this all to be possible, as stated earlier, it is important for administrators and supervisors to provide engaging professional development.  It is also important for administrators and supervisors to be involved in research organizations and become aware of new products and research.  The chapter states that teachers who view themselves as writers are more likely to model and write for and with students.  I find this very important in helping students develop writing skills.

Chapter Connection:
 The two chapters discussed the roles the administrators and supervisors must take in order to create a successful literacy program.  Each chapter discussed the steps that must be made in order to choose the instructional materials and the steps in order to create the curriculum.  I think the connection is to show how important it is for administrators to understand why and what is being implemented in their program so that they are able to help guide teachers.  I also think the chapters together stress the importance it is to use current research in adopting new materials and developing curriculum.  In order for students to be successful I think the chapters stress the importance of integrating technology in the classroom. Each chapter also stresses that assessments are equally important when determining instructional materials and curriculum development.

Question:
How important do you think it is for administrators and supervisors to be involved in choosing instructional materials and setting up curriculum goals compared to teachers?  Why?

Professional Development 3

Well...after our meeting on Sunday I was able to understand task 2.  I think like you girls, I was trying to create task 3.  I think things are going well with the PD.

I created my plan based on the two things that staff was the most interested in.  Technology integration and writing strategies.   Half of my staff preferred whole group and the other half preferred small group.  For task two, I tried to create a whole group option and a small group option.

I would like to try to create Task 3 based on what the staff preferred most. I would like to hear their feedback.  If not, then I will try to choose what I think would fit in my staff's schedule the best or try to receive feedback from my principal.

For the coaching cycle, I have modeled a lesson for Allyson.  We have Fall break Thursday and Friday and has agreed to meet up over break to co-plan.  She's been extremely flexible!  We plan on teaching the lesson on Monday.  The hardest part of the coaching process has been finding time in both of our schedules.

Professional Development 2

I found that all the different strategies useful and that they offered their own unique way of reaching participants.  In terms of the professional development I am putting together, I am learning more towards a whole group faculty meeting.  With this being the first of professional development (not workshop) being conducted at my school, I feel that the topic of technology can reach all of the teachers.  I liked how the strategy has the literacy coach working with the principal.  From observations, I believe that all of the staff at my school respect our principal and look for guidance from her.
I really liked the idea of a lesson study.  It seems VERY detailed and specific.  It also seems time consuming; however, I believe that it would be very effective.  As I read about this strategy, I started to think of how I could incorporate this with my grade level. My grade level is having our first RTI meeting this Thursday with the principal.  I am thinking about suggesting this to my team members at the meeting.  With teachers being accountable for student success, I think this is a great way to work toward the success of all the first graders.
The article study is a professional development strategy that I would like to participate.  I enjoy the idea of working together in a small group and eventually having a leader lead discussions.  I think this is empowering for teachers.  It allows teachers to pick their topic and collaborate with their colleagues.  It is very relevant to what they are wanting to gain more knowledge in.

Question:
Is it okay to mix your professional development from whole group into small groups?  The idea of integrating technology and writing seems very complex.  I feel that there are so many options on how teach this and I would like the teachers to know them all.  I don't know if this would make it more of a workshop.

Meeting:
My birthday is Sunday.  I am spending Saturday with my Dad and Step-mom.  I can meet Friday after work around 5 or Sunday around 3.  I am going to dinner with my mom and step-dad Sunday night.

Professional Development

Reading the readings have helped give me with SOME insight with PD.  When I hear the word Professional Development I immediately think of workshops.  The district I work for has used the word Professional Development for workshops we attend.

I think the sustained professional development article and WSQ chapter 9 fit together.  To begin on p. 126 of WSQ it discusses that teachers need support throughout their career in order for professional development to be effective.  The article showed that Chula Vista spent several years with PD to acquire the goal for their students.  It is important to continue PD through the years so that teachers can continually build on their knowledge and collaborate with each other the best practices for the students.
I also felt that the readings really demonstrated the idea that the teachers were able to collaborate and have a say in the content.  Both mentioned allotting time for lesson planning.  This was mentioned under the Role of the Administrator in WSQ and under Implications for Teachers in the article.  Another concept the readings mention is allowing for teachers to reflect on their teachings.

I still am a little confused on the difference between PD and workshops.  Do you girls have any suggestions that might help me separate the two?  I think I might not have a clear sight of how a PD is set up.  

Coaching 3

Which type of communication do you feel most confident with?

  I think I would feel most confident with collaborative communication.  I can really relate with the aspect of working with others to formulate new ideas.  I really enjoy listening to ideas that colleagues have and work with them about the best practices to use when integrating the ideas.  As a literacy coach, I know that I would have to help lead teachers to more critical thinking. I feel my strength with this type of communication is the fact that I have some experience collaborating with teachers.

Which type of communication do you feel least confident with?

 Delivering hard messages kind of scares me!  At times, I find myself less confident with this.  I consider myself a "people pleaser."  I don't like conflict nor do I like to step on people's toes.  They idea of sharing information that might not be very accepting to others really causes me anxiety.   I think in order to gain the confidence in this area of communication, I first think I need to build trust with the staff.  Building trusting relationships with the staff first I feel will allow them to be more open with the message I am trying to share.

Communication skills are very important when you are trying to build a collaborative, trusting school climate.  You need to know your teachers and what type of communication is needed when working with them.  Being effective in communication will allow for collaboration to be effective.  If you are unable to communicate effectively then the climate that you need to build in the school will not be established.

Survey/On-line meeting:
I gave my staff until Thursday to complete the survey.  I have class on Wednesday until 7.  I would not be home closer to 8.  I would prefer not Wednesday because it makes for a long day but if that is the only time then I can make it work.  Other then that I am free around 5 on Thursday and Friday. Saturday I am free too.  

Coaching 2

This whole process of coaching seems a little overwhelming for me.  I am actually nervous about following through with the process.  I want this experience to be educational not only for me, but also for the teacher.  I know that the teacher has not yet had an experience working closely with another teacher.
On the upside, I do think this will be a great experience for me to see what input and creativity I can provide.  Also, I am eager to see my leadership ability grow.

Goal Setting:
  I really liked how the chapter broke down the SMART goals.  I like how specific they are and that it made it seem easy to address with the teacher.  It allows for very detailed plans and allows for specific direction.  This will allow me to address the concerns the teacher may have in her instructional ability.  I will be able to help the teacher specify what major area she needs guidance with and it will help me set goals for my input/help in the teacher's classroom.

Modeling:
  This chapter is very informing.  I really like the idea of developing an observation form for the teacher.  This way the teacher has specific strategies or details to look for while you are modeling.  I also like the idea of discussing the role of the teacher while you are modeling.  For me personally,  if I were observing a Literacy Coach I would have a hard time as a teacher not to interject.  If a student wasn't behaving or a student needed help I feel that I would jump in and try to help.  I think with the experience I have, it will be helpful for the teacher to view a new perspective of teaching.  It is useful to broaden your perspective and find new techniques to use within the classroom.

Co-Planning:
  I found this chapter very useful.  This is the beginning of the coaching cycle that begins to make me nervous.  The steps were very specific in how to go about the co-planning session.  When planning with the teacher, you really need to know the students and what level they are are on.  I find that it could be a little difficult planning with a teacher because I am afraid that the teacher might be planning the majority of it.  I want to be able to listen to the teacher's ideas and thoughts in this process.  Here not only can I give my input and ideas but I will also be able to gain ideas.  I do like the collaboration of this strategy.

Co-Teaching:
  I find this strategy could be the most fun and the most stressful.  I think co-teaching with a teacher would be extremely fun! I think it could also be difficult if it's not your room, too.  I found the step of adhering to behavioral expectations of the classroom an interesting input.  I just would have figured it to be known to respect a teacher's classroom.  I think that I will see what and how much of the lesson the teacher feels comfortable teaching.  If she wants to run most of the show I feel comfortable with that.  I will jump into the lesson when needed.

Observing:
  It was interesting to know that in the pre-conference you should discuss where you should sit.  I would not have thought of that.  I think that this will be very informing for the teacher.  I like how as a coach you are there to just observe as a colleague and to be able to provide effective feedback for the teacher.

Overall, I think I am most nervous about making the experience effective for the teacher.  I am afraid I will not be able to ask the right questions that will guide the teacher effectively.  Do you all plan on writing questions down beforehand that will help you with guiding the teacher through the strategies, or do you think that you will "wing it?"