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Providing Professional Support for Reading First Classroom Teachers: Who, What, When, Where, How, and Why? Michael C. McKenna Georgia Southern University. Today’s Goals. View PD as part of a comprehensive plan for your school Describe major approaches to PD - PowerPoint PPT Presentation
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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
