Professional Development Services

Transcription

1 Professional Development Services

2 ChildrensLiteracyInitiative.org 2314 Market Street Philadelphia, PA Copyright 2011 Children s Literacy Initiative

3 If you believe exemplary instruction makes a critical difference in student learning... Then Children s Literacy Initiative is ready to partner with you.

4 Children sliteracyinitiative Table of Contents About CLI Professional Development...1 Literacy Coaching...4 Professional Learning Communities...6 Three and Four Day Institutes...8 Seminars and Workshops...9 Reading Aloud to Support Instruction (RASI) Strand...10 Reading and Writing Workshop Strand...11 Early Childhood Strand...13 Blueprint for Early Literacy Strand...14 Message Time Plus Strand...15 Managing Literacy Learning Strand...16 Coaching and Facilitation Strand...17 Professional Development Planning...18

5 About CLI Professional Development Pre-kindergarten 3rd Grade Children s Literacy Initiative(CLI) offers professional development for pre-kindergarten through third grade teachers across the country. CLI s professional development utilizes and promotes research-based practices for teaching reading and writing. Classroom by classroom, CLI strives to improve teachers content knowledge, instructional practices, and classroom environments. After working with CLI teachers anecdotally report raised expectations for their own instruction and for student achievement. Guiding Principles of Professional Development: Educators have a responsibility to remain current on recent research in best practice. Clearly understanding the terminology and instructional practices will lead to the deep commitment and knowledge base necessary to provide every child an opportunity to learn every day. Educators will commit to professional development once they become invested in the purpose and objectives. These need to be realistic, relevant, manageable, and immediately useful. Educators come to professional development with a wide range of previous experiences and skills that need to be honored. Professional development should draw on the expertise of educators and take different degrees of experience into account. Professional development needs to be ongoing and continuous. Educators need sufficient time to master new content and strategies and follow-up support to integrate them into their practice. Our training and coaching sessions focus on implementing the following instructional practices: Literacy Environment and Classroom Culture: Create book and print-rich environment that promotes student learning and independence, and establish a community of learners through effective classroom management. Message Time Plus : A modeled writing and shared reading practice that teaches vocabulary development, word study, concepts about print, as well as reading and writing skills and strategies in a meaningful context. Reading: The five areas of reading instruction phonemic awareness, phonics, vocabulary, fluency, and comprehension are instructed through the following practices intentional read aloud, reading workshop, guided reading instruction and independent and partner reading. Writing: The content, organization, style, voice, and conventions of writing are instructed through the following practices modeled writing, shared writing, interactive writing, and the writing workshop. Small Group and Individualized Learning: Differentiated instruction in literacy occurs within the following practices skill and strategy groups, guided reading, conferencing, and literacy centers. Assessment: Formative assessment practices and processes. 1

6 Study it Institutes, Seminars, and Workshops Institutes, seminars, and workshops immerse participants in the most current research in exemplary instructional practices. CLI professional development trainings build on prior knowledge and move toward clear outcomes. Our expert Professional Developers guide participants through the following process: Trainings begin as CLI would in a classroom of children, by building community and establishing a positive climate of mutual respect and trust. Facilitators activate and build background knowledge by examining research and connecting theory to practice. Throughout the training, there are multiple opportunities for active learning and involvement that include movement, hands-on experiences, and discussion and collaboraton with partners and in small groups. A variety of media is used during trainings to demonstrate and record best practices, including slides, video and charts. Participants use a workbook during the training that includes supplementary articles and resources to be used for continued professional development. Opportunities for reflection, goal setting and planning allow for the training to be immediately applicable to classroom practice. 2

7 Model Classrooms In partnership with schools and districts, CLI s Model Classroom program helps raise children s reading and writing achievement by providing teachers with the tools, training, leadership, and peer support they need to deliver quality literacy instruction. See it In our Model Classrooms, CLI combines intensive, sustained teacher training and coaching with physical resources to transform the classroom environment. CLI currently maintains over 170 Model Classrooms. Literacy Coaching To deepen, expand, and sustain professional learning, CLI offers one-on-one and group coaching by our highly experienced Professional Developers focusing on lesson design and the implementation of highly effective literacy practices. Do it Professional Learning Communities CLI Professional Developers work with small groups of teachers, coaches, and leaders to enhance their content and pedagogical knowledge on literacy best practices, teacher and school leadership, assessment practices and processes, and school culture. These communities exist in the form of Small Group Coaching, Grade Level Meetings, Model Classroom Meetings, Principal Meetings, and Meetings for School Based Literacy Coaches. Quality Children s Books and Literacy Materials CLI offers high-quality classroom book collections and related literacy materials. Our collections are multicultural sets of award-winning fiction and nonfiction children s literature selected for reading aloud, classroom libraries, lesson planning, and independent reading. Working with Parents Because of the importance of literacy at home, CLI offers parent workshops, complete with materials and books for parents to take home. 3

8 Literacy Coaching Pre-kindergarten 3rd Grade Effective teaching requires that a teacher know what methods and teaching strategies are useful for helping students learn a specific content, and how to adapt these methods and strategies to particular learners. A Professional Developer can work with individual teachers or small groups of teachers, coaches, and administrators. One on One A Professional Developer works with individual teachers in the Content-Focused Coaching Model. In a pre-conference, teacher and Professional Developer discuss literacy goals, lesson planning and implementation, and core issues in effective lesson design. Teacher and Professional Developer then decide on the level of support needed from the Professional Developer in the lesson in order to determine whether the Professional Developer models, co-teaches, or observes the lesson being taught. In a post-conference, the teacher and Professional Developer reflect on student learning by analyzing student work, considering the effectiveness of the lesson, and planning for the goals of future lessons. Coaching conversations focus on core issues in lesson design such as lesson goals, the literacy content of the lesson, the context of the lesson, students prior knowledge, lesson implementation, evidence of students understanding and learning, and collaboration in a learning community. Small Group A Professional Developer works with small groups of teachers in the Content-Focused Coaching Model described above. The small group meets together to pre-plan and preconference. One or more teachers teach the lesson in one of the classrooms. After the lesson the groups come together to review the lesson in a post-conference. A series of coaching sessions on one instructional practice or technique can be planned to meet professional development needs. Grade Level Meetings: One to two hours, according to school schedule A Professional Developer works with grade-level teams to plan lessons, examine student work and student data provided by the teachers, and refine instruction. Meetings on key aspects of the professional development project can also be highlighted such as planning a literacy block, formative assessment, and utilizing the model classroom teacher in the grade. Attendance by the reading coach is suggested. Grade-Level Meetings are most effective when accompanied by coaching. 4

9 Guided Visit to a CLI Model Classroom Up to three participants accompanied by a CLI Professional Developer visit one of the highly effective Model Classrooms in CLI s program. Participants have the opportunity to observe the CLI model of instruction. The Professional Developer highlights aspects of best practices in that classroom, answers questions, and facilitates participant observations. Coaching School Based Literacy Coaches A Professional Developer will meet with the school based literacy coach(es) to do some or all of the following: review the implementation of professional development services, connect to content learned in seminars through the lens of a coach, and make important connections between the work of the school based coach and the CLI professional developer. During these meetings school based literacy coaches will learn and discuss much of the following in accordance to their needs: the content focused coaching model, the essentials of literacy best practices, ideas for grade level meetings, strategies for teacher collaboration, best practices for literacy coaching, strategies for working with teachers of different personalities and levels of experience, and the use of CLI s Teacher s Effective Literacy Practices (TELP) rubric as a guide for coaching and progress monitoring. Coaching Principals A Professional Developer will utilize the Content Focused Coaching Model with Principals to guide them in walking through teachers classroom with a specific viewing lens that will capture evidence of the practices they are observing. The Professional Developer and principal will connect to content on instructional leadership and literacy based practices to create a viewing lens, reflect on what was observed, and plan action steps for providing the teacher/staff with meaningful feedback and professional learning that will lead to enhanced teaching practices and increased student achievement. It truly is the best professional development for children s literacy! Before this Institute, my frustration with my inability to effectively facilitate reading and writing in my classroom matched that of my students who were two or more grade levels behind in the subjects. Now I m confident that I will be successful in empowering students to become better writers and readers. - Institute attendee 5

10 Professional Learning Communities Research on effective professional development highlights the importance of collaborative and collegial learning environments that help develop communities able to promote school change beyond individual classrooms (Darling-Hammond & McLaughlin, 1995; Hord, 1997; Knapp, 2003; Louis, Marks, & Kruse, 1996; Perez et al., 2007). Collective work in trusting environments provides a basis for inquiry and reflection, allowing teachers to raise issues, take risks, and address dilemmas in their own practice (Ball & Cohen, 1999; Bryk, Camburn & Louis, 1999; Little, 1990). The process of learning with colleagues in small, trusting, supportive groups makes all the difference (Dunne, Nave, & Lewis, 2000). CLI s professional learning communities take place in many different small group formats. They occur through: Small group coaching in the content focused coaching model (described in Literacy Coaching) Grade level meetings facilitated by a CLI professional developer (described in Literacy Coaching) Coaching/meetings with school based literacy coaches to develop their content, coaching and leadership skills (described in Literacy Coaching) A model classroom meeting in which master teachers collaborate, problem solve, and learn the best practices of teacher leadership Meetings with principal and administrators on instructional leadership and positive school change In all of CLI s professional learning communities, different formats and structured activities can be taking place at any time in accordance to the needs of the members and the topics at hand. Activities that regularly take place during professional learning community formats include: Research based content on best practices in literacy instruction (for teacher and model classroom teachers), teacher leadership (for model classroom teachers), and instructional leadership (for principal and other school leaders). This content can occur through many contexts including a book study, action research, collaborative planning, or lesson study. Looking at student/staff work and analyzing student/professional learning data to inform instruction and leadership Analyzing videos of their or others practice Reflection on practice that leads to goal setting and action planning with a focus on increased student achievement 6

11 Model Classroom Meetings A Professional Developer facilitates monthly meetings with a group of model classroom teachers in which they study best practices and relevant research, support one another in planning and solving problems, and analyze student work to inform instruction. This rigorous professional development provides a network of support that not only increases their pedagogical content knowledge, but helps them acquire the skills and strategies needed to play the role of Teacher Leader. This consistent linking of teachers to other teachers to form a supportive community and develop new values, beliefs and norms, encourages the possibility for successfully reforming teaching and learning (Fullan, 2001). Principal Meetings A Professional Developer facilitates monthly meetings with a group of principals. These meetings will cover the essentials of the school/districts professional development project in order to support Principals in promoting coherence in professional learning, walking through teachers classrooms, providing meaningful feedback to teachers, and establishing and maintaining a school wide professional learning community. Principals will also discuss and reflect upon the essentials of literacy and instructional leadership best practices, making critical connections between their teachers learning and their own, so that positive and lasting change can occur. This work could take place as one on one coaching hours, or with a small group of principals. Please contact CLI for more information on the Professional Learning Community (PLC) fee. Services and materials that are accruable to the school and Model Classroom teachers under this fee include but are not limited to: Participation at Model Classroom meetings (6 meetings per year) National Year-End Model Cohort Meeting Optional participation at one seminar per school year Offered at CLI office for all Model Classroom teachers in the district Professional books Access to online resources Model Classroom visits On-going consultant support with CLI Professional Developer Principal Meetings (6 meetings per year) These services above are provided on a use it or lose it basis and refunds will not be given for partial participation throughout the school year. The fee covers participation in the above-mentioned activities for up to 4 Model Classroom teachers, 1 School-Based Coach, and 1 Principal per school. To purchase individual Professional Learning Community or Coaching services, please contact CLI for more information on minimum amounts allowable and suggestions for effective combinations of services. 7

12 Three and Four Day Institutes Pre-kindergarten 3rd Grade Institutes are designed to offer an overview of effective practices. An Institute serves as an excellent introduction for teachers who will be receiving further professional development through literacy coaching, seminars, or workshops. Each day of a Three or Four day Institute is generally 7 hours. Participants recieve 5.5 professional development hours for each day of attendance. Three Day Institute The Three Day Institute examines research on effective practices in literacy instruction. Topics include: Creating and maintaining an effective literacy environment that promotes engagement and allows for successful classroom management. The use of quality children s literature as Intentional Read Alouds to enhance instruction. Message Time Plus, a shared reading and modeled writing practice designed to teach all areas of reading and writing instruction. The Reading and Writing Workshop Model as a means to balanced and differentiated literacy instruction. Teachers learn to how to meet standards by creating an effective literacy block with increased instructional time, how to meet the needs of every learner, and how to use quality literature to teach the reading and writing skills necessary to become motivated, life-long learners. Four Day Institute The Four Day Institute mentors new teachers by sharing tips and techniques from master teachers and reviewing research of effective practices in literacy instruction. All the topics in the Three Day Institute are covered at a slower pace with additional time built in for learning about classroom management. The training has been exceptional knowledgeable, capable, articulated, and organized trainers. They have worked us through the information guiding, listening and sharing. Unbelievable experience. I have gained so much and I look forward to sharing and helping teachers strengthen their literacy skills in their classroom. - Institute attendee 8

13 Seminars and Workshops Pre-kindergarten 3rd Grade Seminars and Workshops cover a wide range of effective literacy practices, and strategies for implementing these practices in the classroom. CLI offers over 40 seminar and workshop topics to meet a variety of professional development needs. Seminars are generally 7 hours and participants receive 5.5 professional development hours. Workshops are between 2-3 hours depending on your school schedule, and participants receive 2-3 professional development hours. The seminar and workshop trainings are organized into strands to aid in finding content that best meets your professional development needs: The Reading Aloud to Support Instruction Strand The Reading and Writing Workshop Strand The Early Childhood Strand The Blueprint for Early Literacy Strand The Message Time Plus Strand The Managing Literacy Learning Strand The Coaching and Facilitation Strand Trainings within each strand are labeled to indicate grade levels for which they are most appropriate. 9

14 Reading Aloud to Support Instruction (RASI) Strand The Intentional Read Aloud is the most powerful tool teachers have to teach comprehension, vocabulary, fluency, and phonics and phonemic awareness within the context of quality children s literature. Participants in this strand have an opportunity to learn research-based instructional methods for teaching a specific area of literacy in addition to strategies for teaching this area of literacy through the framework of an Intentional Read Aloud. Participants have multiple opportunities to work in partnerships, reflect on their own instruction, set goals, and plan lessons in reading and writing. RASI: Phonics and Phonemic Awareness Seminar Pre kindergarten 1st Grade Participants learn how to implement effective strategies for teaching phonemic awareness and phonics. The goal is to ensure a thorough knowledge base of the terminology and strategies in order to ensure successful literacy development for early learners. RASI: Fluency Seminar Participants learn why fluency instruction is so critical to reading development. Participants develop a toolkit of strategies for teaching fluency that includes intentional read alouds, reader s theater, and choral, echo, and paired reading. RASI: Vocabulary Seminar Participants learn how to choose and teach robust vocabulary words, promote word consciousness in their classrooms, and implement rich and comprehensive vocabulary instruction through the Intentional Read Aloud and other best practices. RASI: Comprehension Seminar Participants learn that comprehension instruction must be balanced, connected, developmentally appropriate, and allow for the gradual release of responsibility from teacher to student. They explore the language and methods associated with the teaching of comprehension strategies. Comprehension Toolkit for Nonfiction Seminar Participants explore six key comprehension strategies used by proficient readers. They learn to teach students to negotiate informational text, examine text features, think about what they are reading, and have critical discussions that invite deep thinking. Note: This seminar requires purchase of additional materials. Literacy Workshop for Parents One hour meeting Pre kindergarten 3rd Grade Parents learn about the benefits of an Intentional Read Aloud, tips for reading to and with their children at home, and other activities they can do at home to support and advance their children s literacy development. This workshop is also available for Spanish-speaking parents. 10

15 The Reading and Writing Workshop Strand The Workshop Model is a balanced, differentiated and an efficient way to manage the teaching of literacy. Teaching begins with a whole-class mini lesson followed by independent work time, and concluded by share time. During independent work time students are reading and writing by themselves or in partnerships, attending conferences or small group lessons with the teacher, and possibly visiting literacy centers. Participants in this strand will examine the structure and components of the workshop model, understand the role of the classroom environment and quality children s literature in supporting the workshop, plan for differentiated instruction, and connect the components of a balanced literacy block. They will learn how to implement this model in connection with their district mandated programs and practices. Utilizing Mentor Texts in K 3 Classrooms Participants will learn how to select and use quality children's literature to teach reading and writing skills and strategies in the literacy block in an efficient and manageable fashion. They will learn how multiple exposures to the same book across various instructional practices can make powerful connections between reading and writing processes, develop reading comprehension skills in their readers, and motivate writers to try out the "craft" of their favorite authors. Reading Workshop Seminar I Participants learn how to implement the structure and components of a Reading Workshop Model in order to teach reading routines and habits, comprehension, fluency, and vocabulary. They examine the characteristics of a mini lesson, the options during work time, the structure of a reading conference, and the importance of sharing and reflecting. Reading Workshop Seminar II Participants deepen their knowledge of the components of Reading Workshop by exploring various types of mini lessons, connecting the teaching in the Reading Workshop to other components of a balanced literacy block, and examining effective reading conferences in order to enhance planning and facilitate successful lesson implementation. Writing Workshop Seminar I Participants learn how to create a community of writers while establishing the structure and components of a Writing Workshop Model to meet the needs of diverse learners. They take a close look at the characteristics of a writing mini lesson, the writing conference, the writing process, and the importance of sharing and reflecting. Writing Workshop Seminar II Participants deepen their knowledge of the components of the Writing Workshop by exploring various types of writing mini lessons, connecting the teaching in the Writing Workshop to other components of a balanced literacy block, and examining effective writing conferences in order to enhance planning and facilitate successful lesson implementation. 11

16 The Reading and Writing Workshop Strand, continued Independent Work Time Seminar Participants explore answers to the question: What are the other children doing while the teacher is meeting with small groups? Teachers learn how to plan and manage independent time that includes independent reading and writing, working in partnerships, responding to reading, and literacy stations and centers. Guided Reading Seminar Participants learn the structure of a guided reading lesson, how to match readers with leveled text, how to plan and manage small group work, and how to connect guided reading instruction to other components of the literacy block. Author Study Seminar Participants learn how to implement an Author Study in the context of the Reading and Writing Workshop model. They learn how to plan and develop the study, how to create anchor charts and utilize graphic organizers that accompany the study, and how to assess student learning during and after the Author Study. Standardized Test Taking as a Genre 2nd 3rd Grade In this seminar, participants gain a better understanding of what a genre study is and why it can be useful to look at standardized tests through the lens of a genre study. Through the analysis of released standardized tests, teachers develop their understanding of common test conventions and features, especially with regards to the specific language of standardized tests. Many strategies are offered for helping students become familiar and comfortable with these features. Additionally, strategies for reading test passages and answering the multiplechoice questions are highlighted. Effective instructional techniques for preparing students to take standardized tests, as well as planning time for incorporating these strategies in the participants current reading instruction, are offered. 12

17 The Early Childhood Strand Early Reading First Guidelines act as the foundation for these pre-kindergarten and kindergarten training workshops that focus on oral language, vocabulary and comprehension, alphabet knowledge, and phonological awareness. Participants in this strand learn developmentally appropriate practices for early learners that build the foundation for learning to read and write. They learn to apply these practices to meet the needs of various learners and accommodate their schedules and curriculums. Intentional Read Aloud Workshop Pre kindergarten Kindergarten Participants learn how the Intentional Read Aloud supports literacy instruction by connecting to targeted skills and strategies. They learn how to activate prior knowledge, ask open-ended questions, and use graphic organizers to develop the critical thinking skills necessary for comprehension and vocabulary development. Interactive Writing Workshop Pre kindergarten Kindergarten Participants learn why this practice is commonly referred to as sharing the pen. They examine the role of Interactive Writing in moving early writers towards independence, explore the writing process, and learn how to support emergent and developing writers by making specific teaching decisions based on the students needs. Writing Instruction Workshop I Pre kindergarten Participants learn about the developmental stages of young writers, gain an understanding of how to encourage young writers towards writing when it is developmentally appropriate, and plan lessons that meet the needs of early writers. Author Study Workshop I Pre kindergarten Participants learn what an author study is and the benefits of doing one in a pre-kindergarten classroom. They experience a condensed author study to increase understanding. They learn how to plan an author study to meet teaching and learning goals. Using Informational Books in the Classroom Workshop Pre kindergarten Kindergarten Participants are exposed to a variety of nonfiction and informational books in order to understand how to choose quality nonfiction and informational books for their pre-kindergarten classroom and use nonfiction and informational text as an Intentional Read Aloud. Using Songs and Rhymes to Develop Phonemic Awareness Workshop I Pre kindergarten Kindergarten Participants learn how songs and rhymes can support the development of phonics, phonemic awareness and phonological knowledge in young children. They explore methods and strategies for incorporating activities with rhymes and songs into instruction such as Reader s Theater. Centers and Small Group Learning Workshop Pre kindergarten Participants learn how to set up and maintain literacy centers that meet the needs of all early learners. They discuss scheduling, various rotation systems, and strategies for managing small group learning. 13

18 The Blueprint for Early Literacy Strand Blueprint for Early Literacy is a comprehensive standards-based pre-kindergarten curriculum. The curriculum s content was designed based on research, state and federal standards, and years of pre-kindergarten classroom experience. The curriculum themes are structured and sequential. They grow from an examination of children s own lives to their neighborhoods and communities, to the natural world around them, and then to the wider world. Blueprint uses award-winning children s literature as its foundation and emphasizes vocabulary, oral language development, phonological awareness, and learning letters and print concepts. Participants in this strand will learn how to implement Blueprint by exploring the materials and lesson plans, interacting with the read aloud and center applications, and planning activities in accordance to their schedule and student s needs. Blueprint for Early Literacy Seminar I Pre kindergarten Participants are introduced to the materials and content of the Blueprint curriculum. They examine the scope and sequence and walk through the theme guides, exploring lessons plans that include Intentional Read Alouds, Message Time Plus, literacy centers, and small group learning. They take part in some Blueprint activities in order to understand how to begin to implement this curriculum in their classroom. Blueprint for Early Literacy Seminar II Pre kindergarten Participants highlight successes and brainstorm solutions to challenges with implementing the Blueprint curriculum. They look deeper into Intentional Read Alouds, examine the technique of scaffolding during Message Time Plus, and further explore the additional resources that Blueprint provides such as the Skill Cards book, Alphabet Knowledge book, and letter cards. Blueprint for Early Literacy State Standards Seminar Pre kindergarten Participants learn how the Blueprint curriculum meets state standards in all content areas, particularly literacy and language, math, science, social studies, and gross motor. They become familiar with pre-kindergarten state standards in order to plan effective instruction that crosses multiple content standards. (Seminars are customized to specific state standards.) 14

19 The Message Time Plus Strand With the growing demands of curriculum and accountability, classroom teachers have a need for instructional practices that teach phonemic awareness, phonics, vocabulary, fluency and comprehension in an integrated and efficient way. Message Time Plus is a modeled writing and shared reading practice that is purposefully planned to teach these areas in a meaningful context while engaging and meeting the needs of all learners. Participants in this strand learn about this seven-step process through the modeling and examination of each step, the exploration of various lesson plans, and the planning of lessons that can be implemented in the classroom immediately. Message Time Plus in Pre-kindergarten Seminar I Pre kindergarten Participants will explore Message Time Plus as an essential component of the Blueprint for Early Literacy curriculum. They examine the seven steps of Message Time Plus through the lens of a pre-kindergarten teacher, whose ultimate goal is to develop language and pre-reading skills for all early learners. Note: This seminar requires purchase of additional materials. Message Time Plus in Pre-kindergarten Seminar II Pre kindergarten Participants further explore Message Time Plus as an essential component of the Blueprint for Early Literacy curriculum by learning about specific scaffolding techniques that meet the needs of diverse learners and extensions that connect Message Time Plus to other learning. Message Time Plus Seminar I Participants are introduced to the seven steps of Message Time Plus, gain an understanding of how it differs from other programs morning messages, learn why Message Time Plus is successful, and learn how to highlight all areas of literacy in each step of the process. Message Time Plus Seminar II Participants examine a variety of scaffolding techniques used during Message Time Plus that allow for differentiated instruction. They also focus on different mini lessons that support whole-group learning and student engagement, and learn techniques for managing and motivating students during Message Time Plus. 15

20 Managing Literacy Learning Strand The role of management is essential to the success of literacy learning. A teacher s ability to create an effective literacy environment, hold high expectations for all learners, and manage student behavior has a tremendous effect on the quality of instruction and student learning that happens everyday. Participants in this strand will learn how to create and maintain the literacy environment, how to plan and manage the literacy block, how to differentiate instruction in accordance with assessments, and how to take proactive measures to establish a community of learners grounded in respect and responsibility. Creating and Managing the Literacy Environment Participants will learn that a successful Literacy Environment is the foundation for learning and achievement. The training focuses on the interrelated elements of a classroom that encompasses the social, emotional, physical and behavioral aspects of a classroom. Participants are provided with the appropriate tools for creating a trusting, respectful and empowering classroom so their students will have the skills and attitudes to maximize their learning experiences and be happy, contributing members of society. These values and attitudes become part of a Classroom Culture as they are learned, practiced and shared within a learning community. Participants will also focus on the physical environment through pictures and activities focused on having high quality literature as part of their daily experience, exposure to authentic print that supports their development as readers and writers, and establishing clearly defined and organized learning spaces will help create a safe, secure and structured environment. Independent Work Time Seminar Participants will explore answers to the question: What are the other children doing while the teacher is meeting with small groups? Teachers learn how to plan and manage independent time that includes independent reading or writing, working in partnerships, responding to reading, and literacy centers. Guided Reading Seminar Participants learn the structure of a guided reading lesson, how to match readers with leveled text, how to plan and manage small group work, and how to connect guided reading instruction to other components of the literacy block. Assessment - Running Records Seminar Participants learn how to administer a running record, an assessment tool that determines students reading levels, strengths, and needs. They learn how to calculate the results, analyze the data, and use the data to inform instruction. Formative Assessment I After carefully defining formative assessment as assessment that informs classroom instruction, participants examine the literacy assessments they are currently using to determine whether they are assessing the full picture of literacy, assessing what they are teaching, and whether they are using the data to determine patterns and inform instruction. They participate in exercises to analyze assessment data and determine appropriate instruction, and learn strategies for enhancing their instruction based on assessment data, in order to meet the needs of all their students every day. 16

21 The Coaching and Facilitation Strand This strand is designed for Reading and Literacy Coaches and Staff Developers looking to further their understanding of an effective coaching model, facilitation strategies, and training techniques. Participants in this strand learn about Content-Focused Coaching, a framework used by Coaches and Professional Developers for coaching before, during and after a lesson, and brain-based strategies for working with adults during staff meetings and trainings. Coaching Teachers: Building Capacity for Change Seminar Reading and Literacy Coaches, Staff Developers Participants learn how to apply what they know about effective pedagogy to their work with adults. They come to understanding the role of a coach in facilitating a teacher s growth. They learn the elements of a successful coaching session, build a basic understanding of the main considerations in lesson design, and learn how to help teachers design and implement effective lessons. Coaching Camp Reading and Literacy Coaches, Staff Developers Day one of this training is the seminar Coaching Teachers: Building Capacity for Change. Days two and three consist of in-classroom observations and/or video analysis of CLI Professional Developers implementing Content-Focused Coaching. Participants process this observation while deepening their knowledge of coaching. They also have the opportunity to create coaching folders to be used in the field. This seminar can be offered in a two day or three day camp. TELP Training Reading and Literacy Coaches, Staff Developers Participants will go through an in depth examination of CLI s TELP (Teacher s Effective Literacy Practices), a tool that s used for dual purposes, to assess the growth in different areas of literacy as a result of professional development, and to guide the process of goal setting in literacy coaching. They purpose of this examination is to learn how to use the TELP as a literacy coach, to be able to communicate clearly with CLI Professional Developers regarding teachers strengths and goals, and to be well versed in the specifics of highly effective literacy best practices. Facilitation Strategies Seminar Reading and Literacy Coaches, Staff Developers Participants learn how to facilitate a workshop and seminar by examining guiding principles for adult learning and brain-based research. They observe and practice facilitation strategies and techniques while learning to customize trainings based on the needs of the participants. The following is a suggested sequence of professional development offerings. Engaging in trainings in this order will ensure that teachers build upon their background knowledge from one seminar or workshop to the next while receiving a comprehensive professional development experience. Finally, I have learned the how, what, and why that my coaching should be focused upon. I now have the structure and language to be more effective and help my teachers grow. - Coaching Camp attendee 17

22 Professional Development Planning Pre-kindergarten 3rd Grade Pre-kindergarten Teachers 1. Blueprint for Early Literacy Seminar I 2. Message Time Plus in Pre-kindergarten Seminar I 3. Reading Aloud to Support Instruction (RASI): Phonics and Phonemic Awareness Seminar 4. Blueprint for Early Literacy State Standards Seminar 5. Writing Instruction Workshop I 6. Writing Instruction Workshop II 7. Blueprint for Early Literacy Seminar II 8. Message Time Plus in Pre-kindergarten Seminar II 9. Depending on professional development needs, further selections can be made from the Early Childhood Strand. Kindergarten - 3rd Grade Teachers 1. The Three Day Institute (serves as an introduction to practices) OR Creating and Managing the Literacy Environment Seminar Message Time Plus Seminar I Reading Workshop Seminar I Writing Workshop Seminar I 2. Message Time Plus Seminar II 3. Reading Workshop Seminar II 4. Writing Workshop Seminar II 5. Message Time Plus Seminar III 6. Depending on grade level and professional development needs, further selection can be made from the Reading Aloud to Support Instruction Strand, the Reading and Writing Workshop Strand, and the Managing Literacy Learning Strand. 18

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24 Children s Literacy Initiative (CLI) is a non-profit that works with teachers to transform instruction so that children can become powerful readers, writers, and thinkers. Our goal is to close the gap in literacy achievement between disadvantaged children and their more affluent peers. We know that early reading = lifelong success. We also know that there is no stronger lever for improving student outcomes than giving teachers high-impact instructional strategies. We invest in schools by providing training and coaching to teachers and administrators and quality children s books to classrooms. We work school by school pre-kindergarten through third grade to strengthen instruction and create a culture of literacy. We develop a Model Classroom in each grade level, supporting consecutive years of high-impact literacy instruction for students. Over the past several years, CLI has gathered evidence confirming that our method of providing training and coaching for teachers in addition to classroom book collections has a positive impact on children s literacy outcomes. This evidence supported our winning application in September 2010 for a $21.7 million Investing in Innovation (i3) grant from the U.S. Department of Education to implement and study our Model Classroom design in 39 public schools across four cities (Philadelphia, Chicago, Camden, and Newark). During this five-year project, CLI is working with these districts to train 456 teachers in grades kindergarten through third and establish 156 new Model Classrooms, reaching 45,600 students over the grant period. An independent evaluator is measuring our program outcomes through an external study. Only 49 i3 grants were awarded out of a field of 1,700 applicants; CLI s accomplishment is even greater because ours is one of only 19 i3 grants nationwide that were awarded to programs that already have evidence of success. Over the past 10 years, teachers coached by CLI have taught more than one million children. ChildrensLiteracyInitiative.org 2314 Market Street Philadelphia, PA