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Welcome!

Professional Learning for Adolescent Literacy Leaders, Coaches and Administrators

October 2011

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Before we begin…

Place the corresponding colour sticky next to the label which represents your role to create a bar graph. You may identify as more than one role if needed.

• Coach

• Literacy Lead, Consultant/Coordinator

• Administrator

• Student Success Leader

• Classroom Teacher

• Other

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You are an expert!

Think about something you’ve learned to do well.

What evidence do you have that confirms your thinking?

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How do these categories also apply to the adolescent learner?

For success, the adolescent learner needs…

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By the end of the session, I will have collaborated with my peers to determine:

– the impact of current research on adolescent literacy, evidence-informed instructional practices and instructional coaching

– the connection between the professional learning cycle and the coaching cycle

– the importance of using the professional learning cycle for job-embedded professional learning that focuses on the improvement of students’ literacy achievement

– the opportunities available for networking with adolescent literacy leaders, coaches, administrators, and provincial literacy leads

Goals for the Session

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Three Part Lesson Format

Minds On• Establishing a positive learning environment

• Connecting to prior learning and/or experiences

• Setting the context for learning

• Engage students emotionally and cognitively

• Assess students’ prior learning; activate (or build) prior learning

• Develop interpersonal learning, collaborative skills

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Action!

Students do the subject — not hear or read about it.

Action includes: • Introducing new learning or extending/reinforcing prior learning• Providing opportunities for practice and application of learning (from

teacher modelling to guided and shared practice to independent practice)

Instruction includes:• Modelling• Guided practice and scaffolded exploration • Co-construction of understanding • Gradual release of responsibility • Differentiation • A variety of groupings and collaborative structures

Three Part Lesson Format

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Three Part Lesson Format

Consolidation

• Helping students demonstrate what they have learned

• Providing opportunities for consolidation and reflection

• Check for conceptual understanding of critical learning through reflection, summary, application, consideration of alternative approaches

• Use whole-class discussion, journals, exit cards

• Prepare for/anticipate follow-up or next lesson

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AgendaMinds On• Connecting with research• Exploring skills and competencies of Literacy

for the 21st Century

Action! • Comparing the Coaching Cycle and

Professional Learning Cycle• Working with the Professional Learning Cycle

through various roles

Consolidation• Connecting Supports for Adolescent Literacy

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Season Partners

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How has the 3-part lesson been used in your board?

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“ From research…

Minds On

What are the implications for classroom practice?

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Minds On

Literacy in the 21st Century

What are the competencies our students need to have when they graduate?

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Literacy in the 21st CenturyLiteracy is defined as the ability to use language and images in rich and varied

forms to read, write, listen, view, represent, and think critically about ideas.

It involves the capacity to access, manage, and evaluate information; to think

imaginatively and analytically; and to communicate thoughts and ideas

effectively.

Literacy includes critical thinking and reasoning to solve problems and make

decisions related to issues of fairness, equity, and social justice.

Literacy connects individuals and communities and is an essential tool for

personal growth and active participation in a cohesive, democratic society.Reach Every Student: Energizing Ontario Education, Winter 2008

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How has the reality of the 21st century affected you?

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Action!

explore coaching in the implementation of the professional learning cycle

How can a Provincial Literacy Lead provide support in my school

board?

build capacity of literacy leaders and coaches

explore components of coaching and options for implementation

support professional learning (co -develop a “coaching menu”)

facilitate board and regional networking of coaches and literacy leaders

support the exploration of the literacy needs of all learners from grades 7 -12

support the use of classroom data as a focus for instruction and professional learning

connect coaching to evidence based practices that support the needs of adolescents

facilitate the development of professional learning about literacy in all subject areas

help connect SEF to BIPSA and SIPSA for planning and coaching

collaborate with administrators to align board, school and classroom goals

Here are some examples:

Boards may request a Provincial Literacy Lead through the EduGAINS website or by

contacting literacycoach@edugains.ca .

When requesting a Provincial Literacy Lead, it is a board’s responsibility to ensure that there

is approval from the appropriate senior administrator(s).

How can a Provincial Literacy

Lead provide support in my school board?

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Action!

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Student Success EPO Funding

• Literacy and Mathematics Professional Learning Strategy

• Differentiated Instruction Professional Learning Strategy

• Student Success School &Cross Panel Teams

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Professional Learning CycleProfessional Learning Cycle

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• A process for collaborative inquiry that is used by teams of educators for professional learning

• Learning occurs during and between team meetings when educators share practice, examine student work and/or access opportunities to build their instructional skills and knowledge

The Professional Learning Cycle

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Teaching-Learning Critical Pathway

Action Research

Coaching Cycle

23SS/L-18ITEB: DI Professional Learning Strategy, 2011-12

Collaborative InquiryCollaborative Inquiry

(Not abbreviated as PLC)

Professional Learning Cycle

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Action!

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How have you used the coaching cycle and/or the professional learning cycle?

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Coaching/Learning CyclesCoaching/Learning Cycles

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… a way of ensuring that collaboration goes beyond casual story swapping and becomes true, intentional joint work that results in new understandings that will move practice forward

Katz, Earl & Jaafar, (2009). Building and Connecting Learning Communities, p.74.

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Coaching/Learning Cycles

“Having … (a) clear and defensible learning focus for students and staff is necessary for the kind of professional learning that is the precursor to changes in practice, and ultimately, to changes in student achievement.”

Steven Katz, GTA PNC Capacity Building Project: p.6

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Video Clip from the Professional Learning Cycle DVD - ACT

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Literacy in the 21st CenturyLiteracy is defined as the ability to use language and images in rich and varied

forms to read, write, listen, view, represent, and think critically about ideas.

It involves the capacity to access, manage, and evaluate information; to think

imaginatively and analytically; and to communicate thoughts and ideas

effectively.

Literacy includes critical thinking and reasoning to solve problems and make

decisions related to issues of fairness, equity, and social justice.

Literacy connects individuals and communities and is an essential tool for

personal growth and active participation in a cohesive, democratic society.

Reach Every Student: Energizing Ontario Education, Winter 2008

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Classroom

Professional Learning

Principles, Priorities, Supports

BIPSA/SIPSA

Action!

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Survey

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Classroom

Professional Learning

Principles, Priorities, Supports

BIPSA/SIPSA

Action!

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Talk to the TextRead the selection and summarize the main

idea of each paragraph in your own words.Write your summaries on the page beside

the text.

• What does this selection ask you to think about?• What is an effective way of professional

learning?• Why would a teacher want students to actively

think and talk about a text?

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Action!

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Action!

36What are the student needs that this coach and teacher are discussing?

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Action!

Identify need

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Inquiry-based learning engages students in asking questions and problem solving to build knowledge.

School Effectiveness Framework

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Breakout Groups

Coaches and Literacy Leaders

Administrators

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Action!

How does Indicator 4.4 connect to the teacher and coach conversation?

Coaches and Literacy Leaders

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Action!

Determine educator learning

Coaches and Literacy Leaders

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• How might the coach help this teacher determine what to do?

• What areas might the coach work on with the teacher?

• What are some entry points to working with the teacher?

• What might the coach’s next steps be?

Action!

Coaches and Literacy Leaders

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Using Cathy Toll’s question categories, generate some specific questions you might use to work with this teacher. (page 45)

Action!

Coaches and Literacy Leaders

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Action!

Administrators

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Action!

Administrators

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Action!

Administrators

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Collaborative Inquiry ContinuumCollaborative Inquiry Continuum

Examine the rows on both sides of the continuum

Select a row that is significant to you as an administrator

For a team on which you are/were a member or that you have facilitated, which stage description best matches the team’s work?

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Administrators

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Whole Group

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There is an interdependence between what formal leaders and informal leaders do such that formal leaders enable informal leaders in ways that are activity based and expertise driven. Formal leaders distribute power and leadership so as to encourage others to view themselves as important in shaping future direction.

Steven Katz, Lorna Earl & Sonia Ben Jaafar (2009)

Action!

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Informal• Instructional leadership• Set direction• Roles are a function of

relationships, influence and activities

• Lead, participate and share – activity-based and expertise driven

• Organize, manage, design and build collaborative processes and communities

Formal• Operational and instructional

leadership• Articulate vision• Role of authority• Support teachers in learning

– advocacy, time and resources, delegate, distribute power

• Create conditions for collaboration

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Steven Katz, Lorna Earl & Sonia Ben Jaafar (2009)

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Action!

Formal & Informal Leadership

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How can formal and informal leaders work together to enhance professional learning?

What are the conditions which allow for formal and informal leadership to occur?

Action!

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Literacy in the 21st CenturyLiteracy is defined as the ability to use language and images in rich and varied

forms to read, write, listen, view, represent, and think critically about ideas.

It involves the capacity to access, manage, and evaluate information; to think

imaginatively and analytically; and to communicate thoughts and ideas

effectively.

Literacy includes critical thinking and reasoning to solve problems and make

decisions related to issues of fairness, equity, and social justice.

Literacy connects individuals and communities and is an essential tool for

personal growth and active participation in a cohesive, democratic society.

Reach Every Student: Energizing Ontario Education, Winter 2008

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By the end of the session, I will have collaborated with my peers to determine:

– the impact of current research on adolescent literacy, evidence-informed instructional practices and instructional coaching

– the connection between the professional learning cycle and the coaching cycle

– the importance of using the professional learning cycle for job-embedded professional learning that focuses on the improvement of students’ literacy achievement

– the opportunities available for networking with adolescent literacy leaders, coaches, administrators, and provincial literacy leads

Goals for the Session

Consolidation

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Consolidation

How can literacy leaders, coaches, principals and teachers support the literacy learning required of students in the 21st century?

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Thank You