Providing Professional Support for Reading First Classroom Teachers:

Providing Professional Support for Reading First Classroom Teachers:

Who, What, When, Where, How, and

Why?

Michael C. McKennaGeorgia Southern University

Today’s Goals

View PD as part of a comprehensive plan for your school

Describe major approaches to PD Discuss how to plan and evaluate PD Apply these ideas to your setting

Continuum of PD

Narrow Broad

Training inspecific skillsor programs

Comprehensive planaimed at increasing

student achievement

A comprehensive PD plan

Includes cycles of theory, demonstration, practice, and feedback

Demands collaboration between teachers and administrators

Must be specific to programs in use Avoids conflicting messages Accounts for the school context Ensures that practice is changed Ensures lasting change in practice by

demonstrating links to achievement

A comprehensive PD plan

Includes cycles of theory, demonstration, practice, and feedback

Demands collaboration between teachers and administrators

Must be specific to programs in use Avoids conflicting messages Accounts for the school context Ensures that practice is changed Ensures lasting change in practice by

demonstrating links to achievement

A comprehensive PD plan

Includes cycles of theory, demonstration, practice, and feedback

Demands collaboration between teachers and administrators

Must be specific to programs in use Avoids conflicting messages Accounts for the school context Ensures that practice is changed Ensures lasting change in practice by

demonstrating links to achievement

A comprehensive PD plan

Includes cycles of theory, demonstration, practice, and feedback

Demands collaboration between teachers and administrators

Must be specific to programs in use Avoids conflicting messages Accounts for the school context Ensures that practice is changed Ensures lasting change in practice by

demonstrating links to achievement

A comprehensive PD plan

Includes cycles of theory, demonstration, practice, and feedback

Demands collaboration between teachers and administrators

Must be specific to programs in use Avoids conflicting messages Accounts for the school context Ensures that practice is changed Ensures lasting change in practice by

demonstrating links to achievement

A comprehensive PD plan

Includes cycles of theory, demonstration, practice, and feedback

Demands collaboration between teachers and administrators

Must be specific to programs in use Avoids conflicting messages Accounts for the school context Ensures that practice is changed Ensures lasting change in practice by

demonstrating links to achievement

A comprehensive PD plan

Includes cycles of theory, demonstration, practice, and feedback

Demands collaboration between teachers and administrators

Must be specific to programs in use Avoids conflicting messages Accounts for the school context Ensures that practice is changed Ensures lasting change in practice by

demonstrating links to achievement

A comprehensive PD plan

Includes cycles of theory, demonstration, practice, and feedback

Demands collaboration between teachers and administrators

Must be specific to programs in use Avoids conflicting messages Accounts for the school context Ensures that practice is changed Ensures lasting change in practice by

demonstrating links to achievement

Seagull

Approach

ProfessionalDevelopment

Models

Observation And

Feedback

Individually Guided

Inquiry

TrainingCurriculum

Development/Improvement

ProfessionalDevelopment

Models

Observation And

Feedback

Individually Guided

Inquiry

TrainingCurriculum

Development/Improvement

ProfessionalDevelopment

Models

Observation And

Feedback

Individually Guided

Inquiry

TrainingCurriculum

Development/Improvement

ProfessionalDevelopment

Models

Observation And

Feedback

Individually Guided

Inquiry

TrainingCurriculum

Development/Improvement

ProfessionalDevelopment

Models

Observation And

Feedback

Individually Guided

Inquiry

TrainingCurriculum

Development/Improvement

ProfessionalDevelopment

Models

Observation And

Feedback

Individually Guided

Inquiry

TrainingCurriculum

Development/Improvement

What are the main avenues of PD in Reading First?

1. Knowledge-Building Sessions

Delivered by a variety of educators, including outsiders Topics should begin with “nuts and bolts” Topics should become increasingly focused Should be based on assessed needs of teachers Should be assessed beyond the level of perceptions Must be followed up to encourage implementation

1. Knowledge-Building Sessions

Delivered by a variety of educators, including outsiders Topics should begin with “nuts and bolts” Topics should become increasingly focused Should be based on assessed needs of teachers Should be assessed beyond the level of perceptions Must be followed up to encourage implementation

1. Knowledge-Building Sessions

Delivered by a variety of educators, including outsiders Topics should begin with “nuts and bolts” Topics should become increasingly focused Should be based on assessed needs of teachers Should be assessed beyond the level of perceptions Must be followed up to encourage implementation

1. Knowledge-Building Sessions

Delivered by a variety of educators, including outsiders Topics should begin with “nuts and bolts” Topics should become increasingly focused Should be based on assessed needs of teachers Should be assessed beyond the level of perceptions Must be followed up to encourage implementation

1. Knowledge-Building Sessions

Delivered by a variety of educators, including outsiders Topics should begin with “nuts and bolts” Topics should become increasingly focused Should be based on assessed needs of teachers Should be assessed beyond the level of perceptions Must be followed up to encourage implementation

1. Knowledge-Building Sessions

Delivered by a variety of educators, including outsiders Topics should begin with “nuts and bolts” Topics should become increasingly focused Should be based on assessed needs of teachers Should be assessed beyond the level of perceptions Must be followed up to encourage implementation

1. Knowledge-Building Sessions

Delivered by a variety of educators, including outsiders Topics should begin with “nuts and bolts” Topics should become increasingly focused Should be based on assessed needs of teachers Should be assessed beyond the level of perceptions Must be followed up to encourage implementation

How can we plan to deliver a good knowledge-building

session?

Content

Session content was coherent and clearly organized Goals of the session were clearly stated Information was conveyed in practical terms Examples were appropriate and helped clarify new ideas Participants exhibited evidence of understanding Adequate closure was provided

Content

Session content was coherent and clearly organized Goals of the session were clearly stated Information was conveyed in practical terms Examples were appropriate and helped clarify new ideas Participants exhibited evidence of understanding Adequate closure was provided

Content

Session content was coherent and clearly organized Goals of the session were clearly stated Information was conveyed in practical terms Examples were appropriate and helped clarify new ideas Participants exhibited evidence of understanding Adequate closure was provided

Content

Session content was coherent and clearly organized Goals of the session were clearly stated Information was conveyed in practical terms Examples were appropriate and helped clarify new ideas Participants exhibited evidence of understanding Adequate closure was provided

Content

Session content was coherent and clearly organized Goals of the session were clearly stated Information was conveyed in practical terms Examples were appropriate and helped clarify new ideas Participants exhibited evidence of understanding Adequate closure was provided

Content

Session content was coherent and clearly organized Goals of the session were clearly stated Information was conveyed in practical terms Examples were appropriate and helped clarify new ideas Participants exhibited evidence of understanding Adequate closure was provided

Content

Session content was coherent and clearly organized Goals of the session were clearly stated Information was conveyed in practical terms Examples were appropriate and helped clarify new ideas Participants exhibited evidence of understanding Adequate closure was provided

Process

Presenter monitored participant understanding Presenter adjusted instruction when necessary Presenter responded to questions and comments

insightfully and with tact Presenter provided opportunities for role-playing or

other forms of guided practice Presenter built rapport and a positive climate Pacing was appropriate Suggestions were offered for classroom

implementation Commitment to implement and specific ideas for

doing so were sought from participants Participants evaluated the session in written form

Process

Presenter monitored participant understanding Presenter adjusted instruction when necessary Presenter responded to questions and comments

insightfully and with tact Presenter provided opportunities for role-playing or

other forms of guided practice Presenter built rapport and a positive climate Pacing was appropriate Suggestions were offered for classroom

implementation Commitment to implement and specific ideas for

doing so were sought from participants Participants evaluated the session in written form

Process

Presenter monitored participant understanding Presenter adjusted instruction when necessary Presenter responded to questions and comments

insightfully and with tact Presenter provided opportunities for role-playing or

other forms of guided practice Presenter built rapport and a positive climate Pacing was appropriate Suggestions were offered for classroom

implementation Commitment to implement and specific ideas for

doing so were sought from participants Participants evaluated the session in written form

Process

Presenter monitored participant understanding Presenter adjusted instruction when necessary Presenter responded to questions and comments

insightfully and with tact Presenter provided opportunities for role-playing or

other forms of guided practice Presenter built rapport and a positive climate Pacing was appropriate Suggestions were offered for classroom

implementation Commitment to implement and specific ideas for

doing so were sought from participants Participants evaluated the session in written form

Process

Presenter monitored participant understanding Presenter adjusted instruction when necessary Presenter responded to questions and comments

insightfully and with tact Presenter provided opportunities for role-playing or

other forms of guided practice Presenter built rapport and a positive climate Pacing was appropriate Suggestions were offered for classroom

implementation Commitment to implement and specific ideas for

doing so were sought from participants Participants evaluated the session in written form

Process

Presenter monitored participant understanding Presenter adjusted instruction when necessary Presenter responded to questions and comments

insightfully and with tact Presenter provided opportunities for role-playing or

other forms of guided practice Presenter built rapport and a positive climate Pacing was appropriate Suggestions were offered for classroom

implementation Commitment to implement and specific ideas for

doing so were sought from participants Participants evaluated the session in written form

Actual Text of Gettysburg Address

A duck walks into a bar. Bartender says, “Hey, your pants are down!”

[Wait for laughter]

Fourscore and seven years ago, . . .

– Gary Larson, The Far Side

Process

Presenter monitored participant understanding Presenter adjusted instruction when necessary Presenter responded to questions and comments

insightfully and with tact Presenter provided opportunities for role-playing or

other forms of guided practice Presenter built rapport and a positive climate Pacing was appropriate Suggestions were offered for classroom

implementation Commitment to implement and specific ideas for

doing so were sought from participants Participants evaluated the session in written form

Process

Presenter monitored participant understanding Presenter adjusted instruction when necessary Presenter responded to questions and comments

insightfully and with tact Presenter provided opportunities for role-playing or

other forms of guided practice Presenter built rapport and a positive climate Pacing was appropriate Suggestions were offered for classroom

implementation Commitment to implement and specific ideas for

doing so were sought from participants Participants evaluated the session in written form

Process

Presenter monitored participant understanding Presenter adjusted instruction when necessary Presenter responded to questions and comments

insightfully and with tact Presenter provided opportunities for role-playing or

other forms of guided practice Presenter built rapport and a positive climate Pacing was appropriate Suggestions were offered for classroom

implementation Commitment to implement and specific ideas for

doing so were sought from participants Participants evaluated the session in written form

Process

Presenter monitored participant understanding Presenter adjusted instruction when necessary Presenter responded to questions and comments

insightfully and with tact Presenter provided opportunities for role-playing or

other forms of guided practice Presenter built rapport and a positive climate Pacing was appropriate Suggestions were offered for classroom

implementation Commitment to implement and specific ideas for

doing so were sought from participants Participants evaluated the session in written form

Process

Presenter monitored participant understanding Presenter adjusted instruction when necessary Presenter responded to questions and comments

insightfully and with tact Presenter provided opportunities for role-playing or

other forms of guided practice Presenter built rapport and a positive climate Pacing was appropriate Suggestions were offered for classroom

implementation Commitment to implement and specific ideas for

doing so were sought from participants Participants evaluated the session in written form

Context

Physical facilities were appropriate Materials needed were organized in advance Session began on time Participants were reminded of future dates and other

“housekeeping” items

Context

Physical facilities were appropriate Materials needed were organized in advance Session began on time Participants were reminded of future dates and other

“housekeeping” items

Context

Physical facilities were appropriate Materials needed were organized in advance Session began on time Participants were reminded of future dates and other

“housekeeping” items

Context

Physical facilities were appropriate Materials needed were organized in advance Session began on time Participants were reminded of future dates and other

“housekeeping” items

Context

Physical facilities were appropriate Materials needed were organized in advance Session began on time Participants were reminded of future dates and other

“housekeeping” items

When should knowledge-building sessions be scheduled?

2. Data-Based Presentations

Usually presented by LC with administrative support Could focus on the grade level or the school Should be followed by classroom analysis with teachers

2. Data-Based Presentations

Usually presented by LC with administrative support Could focus on the grade level or the school Should be followed by classroom analysis with teachers

2. Data-Based Presentations

Usually presented by LC with administrative support Could focus on the grade level or the school Should be followed by classroom analysis with teachers

2. Data-Based Presentations

Usually presented by LC with administrative support Could focus on the grade level or the school Should be followed by classroom analysis with teachers

When should data-based sessions be scheduled?

3. Book Clubs and Study Groups

Teachers must prepare in advance Collaboration builds community in a nonthreatening way Group sessions imply that every educator is a learner Selections should be based on choice and need Selections may vary with grade level The LC should play a key role in locating resources

3. Book Clubs and Study Groups

Teachers must prepare in advance Collaboration builds community in a nonthreatening way Group sessions imply that every educator is a learner Selections should be based on choice and need Selections may vary with grade level The LC should play a key role in locating resources

3. Book Clubs and Study Groups

Teachers must prepare in advance Collaboration builds community in a nonthreatening way Group sessions imply that every educator is a learner Selections should be based on choice and need Selections may vary with grade level The LC should play a key role in locating resources

3. Book Clubs and Study Groups

Teachers must prepare in advance Collaboration builds community in a nonthreatening way Group sessions imply that every educator is a learner Selections should be based on choice and need Selections may vary with grade level The LC should play a key role in locating resources

3. Book Clubs and Study Groups

Teachers must prepare in advance Collaboration builds community in a nonthreatening way Group sessions imply that every educator is a learner Selections should be based on choice and need Selections may vary with grade level The LC should play a key role in locating resources

3. Book Clubs and Study Groups

Teachers must prepare in advance Collaboration builds community in a nonthreatening way Group sessions imply that every educator is a learner Selections should be based on choice and need Selections may vary with grade level The LC should play a key role in locating resources

3. Book Clubs and Study Groups

Teachers must prepare in advance Collaboration builds community in a nonthreatening way Group sessions imply that every educator is a learner Selections should be based on choice and need Selections may vary with grade level The LC should play a key role in locating resources

When should study groups be scheduled?

4. Observation and Feedback

Must be formative, not evaluative Require building a climate of trust by the LC Note taking may involve time spent on activities Note taking may involve domains (expected vs. observed) Note taking should ground conferences Feedback should be quick and specific Feedback can be written or oral Feedback should include positive but sincere comments Conferences should end with an offer made by the LC

4. Observation and Feedback

Must be formative, not evaluative Require building a climate of trust by the LC Note taking may involve time spent on activities Note taking may involve domains (expected vs. observed) Note taking should ground conferences Feedback should be quick and specific Feedback can be written or oral Feedback should include positive but sincere comments Conferences should end with an offer made by the LC

4. Observation and Feedback

Must be formative, not evaluative Require building a climate of trust by the LC Note taking may involve time spent on activities Note taking may involve domains (expected vs. observed) Note taking should ground conferences Feedback should be quick and specific Feedback can be written or oral Feedback should include positive but sincere comments Conferences should end with an offer made by the LC

4. Observation and Feedback

Must be formative, not evaluative Require building a climate of trust by the LC Note taking may involve time spent on activities Note taking may involve domains (expected vs. observed) Note taking should ground conferences Feedback should be quick and specific Feedback can be written or oral Feedback should include positive but sincere comments Conferences should end with an offer made by the LC

4. Observation and Feedback

Must be formative, not evaluative Require building a climate of trust by the LC Note taking may involve time spent on activities Note taking may involve domains (expected vs. observed) Note taking should ground conferences Feedback should be quick and specific Feedback can be written or oral Feedback should include positive but sincere comments Conferences should end with an offer made by the LC

4. Observation and Feedback

Must be formative, not evaluative Require building a climate of trust by the LC Note taking may involve time spent on activities Note taking may involve domains (expected vs. observed) Note taking should ground conferences Feedback should be quick and specific Feedback can be written or oral Feedback should include positive but sincere comments Conferences should end with an offer made by the LC

4. Observation and Feedback

Must be formative, not evaluative Require building a climate of trust by the LC Note taking may involve time spent on activities Note taking may involve domains (expected vs. observed) Note taking should ground conferences Feedback should be quick and specific Feedback can be written or oral Feedback should include positive but sincere comments Conferences should end with an offer made by the LC

4. Observation and Feedback

Must be formative, not evaluative Require building a climate of trust by the LC Note taking may involve time spent on activities Note taking may involve domains (expected vs. observed) Note taking should ground conferences Feedback should be quick and specific Feedback can be written or oral Feedback should include positive but sincere comments Conferences should end with an offer made by the LC

4. Observation and Feedback

Must be formative, not evaluative Require building a climate of trust by the LC Note taking may involve time spent on activities Note taking may involve domains (expected vs. observed) Note taking should ground conferences Feedback should be quick and specific Feedback can be written or oral Feedback should include positive but sincere comments Conferences should end with an offer made by the LC

4. Observation and Feedback

Must be formative, not evaluative Require building a climate of trust by the LC Note taking may involve time spent on activities Note taking may involve domains (expected vs. observed) Note taking should ground conferences Feedback should be quick and specific Feedback can be written or oral Feedback should include positive but sincere comments Conferences should end with an offer made by the LC

When should observations and conferences be scheduled?

5. Modeling

The LC may model both outside and inside the classroom Classroom modeling amounts to a role-reversal Modeling is more effective with follow-up conferencing

5. Modeling

The LC may model both outside and inside the classroom Classroom modeling amounts to a role-reversal Modeling is more effective with follow-up conferencing

5. Modeling

The LC may model both outside and inside the classroom Classroom modeling amounts to a role-reversal Modeling is more effective with follow-up conferencing

5. Modeling

The LC may model both outside and inside the classroom Classroom modeling amounts to a role-reversal Modeling is more effective with follow-up conferencing

When should modeling occur?

Is modeling really effective?

Steps to Improved Practice

PD Activities

Introduce New Ideas about Instruction

Knowledge-building sessions, courses, study groups, modeling

Follow-up to Ensure Implementation

Observations, taping, conferencing, lesson plan monitoring, doorjamming

Tie Implementation to Achievement Data

Progress monitoring (DIBELS, etc.), grouping decisions, joint analysis

Revisit Beliefs about Instruction

Grade group discussions, data-focused conferences

What PD activities might be appropriate for these educators in your setting?

Activity LC P Dist

Rep

Sales

Rep

Knowledge-building

Classroom modeling

Leading study groups

Observing/Conferencing

Lesson plan monitoring

Data presentations

Parent awareness activities

Commercial Programs