Chapter 12: Supporting Effective Teaching

~participating in planned, collaborative, ongoing, and inquiry-based professional development leads to professional leads to professional growth and improved instruction

1. Why is it important to participate in ongoing professional development? 2. What are some main standards, policies, and guidelines for effective professional development? 3. How have new literacies changed professional development options? 4. How can professional development schools and professional learning communities support teaching and learning? 5. What are the roles of literacy coaches, teachers, and principals in support of professional development and the school learning community? 6. What are strategies for inquiry-based professional learning in support of effective teaching?

~Standards and Policies ~Professional Development Guidelines ~Linking New Literacies to Professional Development

~Race to the Top (RTTT)(2009) ~RESPECT (2012)

~(RTTT)(2012) address the need to prepare students for college and careers by (1) adpating rigorous academic standards, (2) creating data systems to inform instruction, (3) recruiting and developing effective teachers, and principles, and (4) turning around low-performing schools

~(2012)(Recognizing Educational Success, Professional Excellence, and Collaborative Teaching) main focus is teachers who have had limited classroom experience with diverse populations and aims ultimate to create an environment in which "teaching becomes a respected profession"

~Effective Teacher According to the U.S. Department of Education: ~Characteristics in Implementing Effective Professional Learning Programs: ~Characteristics of Effective Professional Development: ~Needs Assessment

~a teacher whose students' growth is equivalent to at least one grade level per year

~leadership with stakeholder partners ~infrastructure of local and state frameworks of standards ~resources with state funding avenues ~intermediaries and outside provides

~adequate time for teachers to learn about new instructional concepts and strategies ~a study of both content and pedagogy ~active participation in learning strategies that are appropriate for adult learners ~follow-up support as new strategies and concepts are implemented

~to determine the learning priorities that teachers have for their students and their own professional growth

~technological age makes communication easier ~Professional Learning Network (PLN) ~Blogs available through Professional Organizations

~(PLN) digital outlet for sharing resources and ideas among students/ teachers and teachers/students

~Professional Development Schools ~Professional Learning Communities ~State Agency/Professional Association Partnership

~(PDs) are collaborative institutions formed through partnerships between college/university professional education programs and P-12 schools ~provide opportunities for educational professionals of all levels in a ll positions to both build theoretical knowledge and gain practical experiences as they learn form and work with university and school based professionals ~Goals that Guide the Work of PDs

~exemplary preparation of new teachers and other school-based educators to meet state standards for content, skills, and student achievement goals ~enhancing professional development of beginning and experienced teachers and other school-based educators ~engaging in applied inquiry designed to improve practice ~supporting the retention rate of new and veteran teachers

~(PLCs) offer a form for ongoing, collaborative professional development ~3 Key Areas for Effective Professional Learning Communities: ~Features to Successful Professional Learning Communities:

~ensure that students learn ~provide a culture of collaboration ~focus on student results

~are able to integrate new members into the community ~are willing and able to reach out to those most in need ~honor the expertise among all members and focus on learning from and with each other ~use new technologies in creative ways ~connect policy to practice ~focus on linking assessment to learner development ~carry knowledge forward so that other teachers can benefit from what they have learned

~Leadership in Reading Network ~Purpose ~Action Plan ~Opportunities ~Time/Resources ~Future Outlook

~(LiRN)a partnership of the Minnesota Reading Association (MRA), Minnesota Department of Education (MDE), and the Minnesota Center for Reading Research (MCRR) to provide professional for the states' literacy leaders

~engage teachers in professional conversations

~bring a guest ~conversation with a group

~content area literacy instruction ~English Learners/ Intervention

~group members have a chance to work together ~different resources are shared

~connection between research, practical application, and standards ~2 goals: build leadership and increase student achievement

~teachers who collaborate with other teachers and school faculty to focus on improving literacy instruction and content area learning ~provide professional development to teachers ~Expectations for Literacy Coaches in Middle and High Schools: ~Role of a Literacy Coach: ~Literacy Coaches, Teachers, and Principals ~Conferring with Teachers ~Literacy Coaches and Students

~mentor individual teachers ~model and observe in classrooms ~work with study groups and teacher teams ~lead a school wide literacy council ~advice administrators on the school literacy program ~collaborate with literacy coaches in other schools ~administrator and monitor literacy assessments ~work with parents and/or community groups

~Helping Teachers Plan for Instruction ~Supporting Teachers in Developing Manageable Routines ~Helping Teachers Deliver Instruction ~Promoting a Collaborative Environment ~Promoting Reflective Inquiry ~Using Data to Guide Instructional Decisions

~collaboration and problem solving between literacy coach and teacher can help the teacher plan effective instruction

~literacy coaches provide support and advice on communicating expectations and rules, communicating consequences, and handling disruptions

~help teachers present content, monitor student learning, adjust instruction and implement lessons

~literacy coaches encourage teachers to share their insights, knowledge, beliefs, and experiences during professional development sessions

~encourage teachers to reflect on their teaching practices to determine what instructional decisions were effective for the students

~collaborate and examine data which can include informal and formal assessments

~can include literacy coaches, teachers, principals, and parents/caregivers ~share knowledge, engage in reviews of achievements and challenges, and work together to improve student learning ~principal support and understanding is key to coaching success and building a school learning community ~Successful Collaboration Leads to:

~strengthened professional knowledge ~solved problems ~celebration of success and acknowledgements of challenges ~development of a community ~enhanced instruction ~discovery of new ways to meet student needs

~teachers and literacy coaches work together create strategies that could help in content area classes ~gain trust by: listening carefully, maintaining confidentiality, and following through on commitments ~create literacy goals, inform instructional decisions and encourage discussions ~5 Phases When Conducting Conferences with Teachers:

1. ask questions 2. explain what the coach notices 3. offer a coaching point when it is appropriate to do so 4. Brainstorm next steps 5. link to literature

~Supporting Struggling Readers ~Supporting English Learners ~Supporting Effective Assessment Practices ~Professional Inquiry and Growth

~literacy coaches organize literacy leadership teams who conduct needs assessments about overall literacy achievement and needs of different groups of learners and then systematically plan ways to support both teachers and student learning ~all students who struggle to meet course expectations because of difficulties in reading need special attention ~can organize workshops and study groups to help teachers understanding the variety of reasons students might struggle with reading in content area classes

~ensure their schools' literacy plan considers the needs of these students ~important for literacy coaches and literacy councils to understand features of their school's English language program and how they may affect student achievement ~can collaborate with the ESL or bilingual education teachers to create a program that helps all teachers in the school understand the needs of English learners ~can also assist their schools in building communication with the families of their English learners and helping the school's program become more culturally responsive

~it is important that a literacy coach works with the school's administrators and literacy council to conduct an assessment of the overall needs of the school ~literacy coaches who work directly with teachers who can help them select, create, and use assessments to their best advantage

~Professional Inquiry ~Action Research

~when effective teachers reflect on their student's progress and their own teaching practice, they often engage in collaborative classroom research, a powerful form of professional development

~encourages schools to develop a question, gather data, and then analyze the data to improve their practice