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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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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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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 [email protected] .
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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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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• 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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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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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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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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Inquiry-based learning engages students in asking questions and problem solving to build knowledge.
School Effectiveness Framework
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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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• 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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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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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?