Welcome back to LCRT 6910 & 6911

SEMINAR #2

Please sit in 2 grade similar

groups:

K to 5th grades and

6th to 12th grades

Please sit in grade similar groupsgrades k-5 and grades 6-12

AND TAKE TIME TO…….

Log-on to CANVAS.

Review the Whole-class discussion & documents about: Coaching, being coached, & your context.

What TRENDS do you notice in the responses?

TONIGHT’S AGENDA

Discuss & share contexts and literacy goals

What focus will you provide the literacy coach when she observes in YOUR classroom? What are your goals?

What are you trying to accomplish in each lesson? And during this semester?

Overview classroom observations, coachingS & template

Overview Lesson Report & Analysis

Choice Book Groups meet!

Submit your preferences for a peer coaching partner

What TRENDS do you notice in your & your classmates’ responses?

being coached (why?)

coaching,

your current contexts,

being a literacy leader,

Other?

What did you observe & learn about the work of the literacy coach & the reading specialist in:

Elementary Schools? (L’Allier & Elish-Piper)

Secondary schools? (Ippolito & Lieberman)

Literacy Coach Reading Specialist

What do the International Reading Association standards indicate?

What are your discovering to be your interests:

Working with students who struggle? As specialist? In the classroom?

Supporting teacher learners?

Both?

LCRT 6910, LCRT 6911and LCRT 6915

These 3 courses offer you a supervised practicum experience working with:

(a)Students who struggle with reading and writing;

(b)Collaborative and coaching experiences with teachers.

CANVAS: COURSE SHELL

Take a quick look!

What questions do you have so far?

Share video clips & narratives

Share video clips & narratives

1. Sit with one classmate & watch each other’s video.

2. Share each other’s literacy goals. How do these align with Knight’s big 4 (p. 141)?

3. Skim each other’s classroom narrative.

4. What focus do you want the literacy coach to take re: instruction, curriculum & assessment when she observes in your context?

Change partners

1. Sit with another classmate & watch each other’s video.

2. Share each other’s literacy goals. How do these align with Knight’s big 4 (p. 141)?

3. Skim each other’s classroom narrative.

4. What focus do you want the literacy coach to take re: instruction, curriculum & assessment when she observes in your context?

5. Time for 1 more!?!

Where do YOU begin?

Being coached!

Where do YOU begin? Being coached

Consider a starting point:Where & how do you want to grow professionally

this year?

Consider your students, context, challenges, initiatives….. What are your 3 LITERACY GOALS?

Remember, you direct the focus of the observation & coaching; What info will be useful to your advancement of the literacy goals & to your professional development?

What are you trying to accomplish?

What type of information will be useful to you? What info

could the coach provide?

USE YOUR RESOURCES: LCRT 6910 &

6911 READINGS

As you prepare to be coached, review Knight’s chapter 7 as you determine the specific coaching focus & your 3 literacy goals

THE BIG 4: Behavior

Content Knowledge

Direct Instruction

Formative Assessment

As you prepare to be coached, review …..

The assigned chapters about teacher leaders and literacy coach/reading specialist (in Bean’s edited book – on CANVAS);

Educational Leadership article (Hansen);

Other pertinent resources of your own or from your district.

The classroom-based observations

& coaching assignment

Why? What? Where? When? How often? How many?

What’s the purpose?

The classroom-based observations & coaching

assignment

PURPOSE: Provide experienced classroom teachers with the opportunity to: apply their new understandings about literacy

instruction, curriculum and assessment gained in the LLCRT MA course work.

receive formative feedback from a peer and faculty member relevant to their literacy goals being put into place.

reflect on their literacy and language instruction, curriculum, and assessment practices.

observe a seminar colleague and be exposed to literacy instruction, curriculum and assessments used outside of their own contexts.

Classroom-based observations & coaching

assignment

Preparing for the classroom-based observations and coachings (handout)

Observation-coaching template (complete one for each face-to-face session)

The classroom-based observations &

coaching assignment: HANDOUT

Before in-class observation/coaching session: Teacher’s and Coach’s responsibilities

After in-class observation/coaching session: Teacher’s and Coach’s responsibilities

The day before

On the day of the observation/coaching session

After the observation/coaching session

4 classroom-based observations &

coachings

1. One face-to-face observation/coaching session in YOUR context, completed by a seminar peer;

2. One face-to-face observation/coaching session in a seminar classmate’s context completed by you;

3. One face-to-face observation/coaching session in YOUR classroom completed by Dr. Taylor or Dr. Rickert;

4. One digitally recorded observation of your instruction shared in seminar with coach.

Classroom observations & coaching sessionsGetting started!

WHEN? The month of October

HOW LONG? Plan a 30 to 45 minute literacy lesson or content lesson with reading or writing emphasized for accessing the content.

HOW MUCH TIME? To observe & have the coaching conversation face-to-face, plan on 2 hours (& remember to allow for driving time).

HOW OFTEN: Evenly distribute the sessions during the month; Do not schedule all 3 in one week.

Selecting a coaching partner

Considerations: Similar grade level, different district, similar literacy goals.

Paired partners (not a group of 3).

Submit 2 preferences for a peer coach with a 1-2 sentence rationale before you leave tonight.

Individual issues or questions??? – See Sherry during break or after class.

TAKE a BREAK

During the break:

Talk with potential coaching partners

Discuss in-depth your literacy goals & interests for your literacy instruction, curriculum and assessment this year

Gather the names of 2 potential coaching partners

Discussion of LESSON REPORT &

ANALYSIS

Choice Book Groups Meet

DISCUSS: Why are you interested in this book?

Explain how you hope the books supports the 3 literacy goals you identified re: instruction, curriculum & assessment

Make a plan: What parts/pages will group have read & tried out by SEMINAR 3, Sept. 30th

Notetaker: Send book title, member names & informal responses to bulleted prompts to Sherry via email by Sept. 20th (Friday)

Looking ahead

HANDOUT

Before you leave tonight…..

SUBMIT

Reader response form on assigned readings (see Canvas)

Draft of your three literacy goals (paper copy)

2 paper copies of Classroom Context Narrative

EXIT SLIP: List 2-3 print and 2-3 online literacy resources you regularly use. Also, state the grade level(s) you teach or support.

PEER COACHES

Submit 2 preferences for peer-coach with 1-2 sentence rationale.

You will get an email from Dr. Taylor about peer coaches by September 24th. After this, please start to schedule observation-coaching sessions for October.

Dr. Taylor & Dr. Rickert will emailyou with dates & will confirm with you in Seminar #3 (Sept. 30th).

Your individual questions