V I E W I N G G U I D E
Contents Stenhouse Publishers www.stenhouse.com Copyright 2003 by Stenhouse Publishers All rights reserved. This guide may be photocopied for staff development use only. Apprenticeship in Literacy (Dorn, French, Jones 1998), Organizing for Literacy (Dorn 1999), Scaffolding Young Writers (Dorn and Soffos 2001), and Shaping Literate Minds (Dorn and Soffos 2001) are available at www.stenhouse.com. Introduction 3 Tape 1: Leadership for Literacy (time 26:30) 5 Tape 2: Assessing Change Over Time in Reading Development (time 25:20) 6 Tape 3: Assessing Change Over Time in Writing Development (time 29:30) 8 Tape 4: Teachers as Agents of Change (time 29:55) 10 Figures 11 2 Results That Last
Introduction School Change Model Welcome to Results That Last: A Literacy Model for School Change, a series of professional development videotapes for implementing a school change model in elementary schools. This series is most effective when used in conjunction with the video in-service series Organizing for Literacy and the professional texts Apprenticeship in Literacy, Shaping Literate Minds, and Scaffolding Young Writers. The Arkansas Literacy Model for School Change was first documented in Apprenticeship in Literacy and the video staff development series Organizing for Literacy. Three years ago, we worked with a first-grade teacher in a high socioeconomic school in Conway, Arkansas. If you ve viewed the video series Organizing for Literacy, you will recall a literacy curriculum that is based on apprenticeship theories at both the student and teacher levels. Results from this school showed that students achieved significant gains in areas of reading comprehension and writing process. The following year, the model was implemented in five high-poverty schools with low achievement levels. From 1999 2002, the model was expanded to include additional sites in Arkansas, Utah, Texas, Missouri, California, Michigan, and numerous other states. These schools, even those heavily impacted by poverty, have documented dramatic results on reading and writing assessments and standardized achievement tests. An important premise of school change is that students continue to improve in literacy achievement over time. A four-year study from a high-poverty school implementing this model reflects the influence of the literacy curriculum on the reading and writing achievements of fourth graders. In this four-part videotape series, we illustrate how this school reform model was implemented in four schools and seven classrooms. Additional resources and research on the Arkansas model can be found at www.arliteracymodel.com. In this professional development series, teachers and administrators explore specific ideas for implementing an apprenticeship literacy model that includes on-the-job experiences in five critical areas: a curriculum that includes the essential components of a balanced literacy program; assessing change over time in reading and writing progress; colleague coaching and mentoring teams in the classroom; school-embedded professional development; built-in accountability for assessing student (and program) performance. Here is a summary of the four tapes: Tape 1: Leadership for Literacy In this video, we emphasize the seven features of a comprehensive literacy model for school change. One of the most important features is a curriculum for literacy, which places a high priority on reading and writing and includes Viewing Guide 3
six essential elements of a balanced literacy program. Authentic examples from classrooms and team meetings illustrate the comprehensive nature of the change process. Four principals explain how they support teachers in implementing changes in their teaching practices, and they provide concrete details for managing a school climate that includes literacy team meetings, peer coaching, and mentoring sessions. The principals discuss the importance of using assessment to study change in student learning, as well as in program effectiveness, and they authenticate each feature with examples from classrooms or team meetings. The tape presents a balance between practical implementation issues and a theory of school change. Tape 2: Assessing Change Over Time in Reading Development This videotape provides classroom teachers with explicit guidance and clear examples for studying the reading development of emergent, early, transitional, and fluent readers. Teachers share specific details for assessing a student s reading level, including introducing a book, recording observations, and analyzing reading behaviors on a reading checklist. The tape illustrates how teachers can use formal and informal assessments to study change in students reading behaviors, specifically, changes in fluency, comprehension, and decoding abilities. It also shows how teachers can use a reading assessment wall for studying individual and group progression along a guided reading continuum. Tape 3: Assessing Change Over Time in Writing Development This videotape provides teachers with explicit guidance and clear examples for studying change in the writing development of emergent, early, transitional, and fluent writers. An important focus is placed on the reciprocity of writing to reading, and vice versa. To illustrate the process, classroom teachers analyze the writing samples of writers at different stages and relate those samples to their reading behaviors. Four types of writing assessments are demonstrated: formal assessments that use writing checklists to document change; informal assessments based on daily conferences and portfolio analysis; a standardized writing rubric for assessing proficiency in areas of process, craft, and conventions; and a writing assessment wall for studying individual and group progress along a writing continuum. Tape 4: Teachers as Agents of Change This videotape provides explicit guidance for implementing coaching conferences and literacy team meetings that occur within the natural context of the school day. Here, classroom teachers demonstrate the importance of school-embedded professional development that includes literacy team meetings for collaborative problem solving around teaching and learning issues, and peer coaching and mentoring sessions around a specific learning goal. The three components of a coaching conversation are illustrated in three contexts: guided reading, literature discussion groups, and writers workshop. Specific details are included for implementing effective literacy team meetings. Throughout the tape, teachers demonstrate how to create an environment that promotes on-the-job learning. 4 Results That Last
At a time when comprehensive literacy models are more important than ever, this staff development series provides schools with guidance for getting results that are long lasting and self-extending. Initial Viewing Each tape should be viewed in its entirety prior to detailed viewings. The initial viewing will provide a holistic framework for more in-depth discussions of the individual components. During the first viewing, notes should be taken and questions presented for further exploration. Detailed Viewing The format for the viewing guide includes specific guidelines for an indepth exploration of each tape. These guidelines include: Materials Needed Prior to viewing, gather all materials needed for viewing each segment. Prior to viewing a video segment, read specific pages from one of three professional texts: Apprenticeship in Literacy, Shaping Literate Minds, or Scaffolding Young Writers. Reflect on important learning principles as they relate to your analysis. your new knowledge through specific activities. Tape 1: Leadership for Literacy Segment 1: The Seven Features of a Comprehensive Literacy Model Materials Needed Apprenticeship in Literacy: Transitions Across Reading and Writing by Linda J. Dorn, Cathy French, and Tammy Jones Shaping Literate Minds: Developing Self-Regulated Learners by Linda J. Dorn Figure 1: Two-Column Notetaking Guide Refer to Chapters 2 and 6 from Shaping Literate Minds and Chapter 11 from Apprenticeship in Literacy. Pay particular attention to how these principles are used across two settings: the teaching of children and the teaching of teachers. As you read, keep in mind that an apprenticeship approach is embedded in meaningful teaching and learning interactions that occur in real-life settings. This theory is grounded in a sociocognitive model that uses problem-solving opportunities as the basis for self-regulated learning. The first step in promoting change is a desire to change. Change can be accelerated if we create apprenticeship-like conditions where more experi- Viewing Guide 5
enced teachers coach and mentor other teachers as they take on new learning (see Shaping Literate Minds, p. 89). How will you assess change in your school? Create a needs assessment for your school, including a plan for school improvement. Prepare a grid that includes a three-year plan for full implementation of a comprehensive literacy program. Schedule a time to revisit the plan, share it with school staff, and revise as needed. Segment 2: Administrators Role Materials Needed Apprenticeship in Literacy: Transitions Across Reading and Writing by Linda J. Dorn, Cathy French, and Tammy Jones Scaffolding Young Writers: A Writers Workshop Approach by Linda J. Dorn Shaping Literate Minds: Developing Self-Regulated Learners by Linda J. Dorn Figure 1: Two-Column Notetaking Guide Figure 2: Rubric for Assessing Writers Workshop www.arliteracymodel.com Refer to Chapter 6 in Shaping Literate Minds and Chapter 11 in Apprenticeship in Literacy. As you view this segment, observe how administrators create opportunities for change to occur in their schools. Notice how they stress the importance of teachers working together as a team of educators whose goal is to support the total child. Literacy must be viewed through a wide-angle lens. It takes many dedicated people working together to ensure every child s right to literacy. A single program or a single teacher cannot bring about comprehensive changes within the school. Administrators and teachers must be knowledgeable about learning theory and effective literacy practices for working with young children (see Apprenticeship in Literacy, p. 155). Classroom teachers use rubrics to reflect how well they are implementing a curriculum for literacy. They work with administrators and other teachers to assess the literacy components and develop a plan of action for improving their teaching. Use Figure 2: Rubric for Assessing Writers Workshop and the book Scaffolding Young Writers to reflect on the writing component of a curriculum for literacy. Tape 2: Assessing Change Over Time in Reading Development Segment 1: Individual and Group Assessment Materials Needed Shaping Literate Minds: Developing Self-Regulated Learners by Linda J. Dorn Figure 3: Two-Column Notetaking Guide 6 Results That Last
Refer to Chapter 3 in Shaping Literate Minds. Pay particular attention to how assessment notebooks are organized and used to document student learning over time. Teachers must be able to assess literacy behavior as it relates to developmental changes over time and across tasks. Formal and informal assessments can be used to study progressions in reading development (see Shaping Literate Minds, p. 31). Use the reading checklists from the appendix of Shaping Literate Minds to set up an assessment notebook for each child. Prepare an informal assessment notebook for each child. Segment 2: Studying Change Over Time in Reading Development Materials Needed Shaping Literate Minds: Developing Self-Regulated Learners by Linda J. Dorn Figure 3: Two-Column Notetaking Guide Refer to Chapter 3 in Shaping Literate Minds. Pay particular attention to the change over time in reading behavior for emergent, early, transitional, and fluent readers. A literacy processing system develops through meaningful and relevant experiences over time. When children apply problem-solving strategies across reading situations, the brain builds neural connections or pathways between related sources of knowledge (see Shaping Literate Minds, p. 33). Take running records of emergent and early readers. Record notes for transitional and fluent readers. Analyze the reading behaviors of the four readers according to three levels of analysis: decoding, comprehension, and fluency. Discuss how assessment changes along a reading continuum. Go to www.arliteracymodel.com and download the rubric for assessing the implementation of a literacy coaching model in a school. Segment 3: Group Assessment Materials Needed Shaping Literate Minds: Developing Self-Regulated Learners by Linda J. Dorn Figure 3: Two-Column Notetaking Guide Refer to Chapters 3 and 6 in Shaping Literate Minds. Pay particular attention to the approximate levels along the reading continuum (p. 31) and the assessment wall (p. 97). The assessment wall makes data visible, thus serving two important purposes: to study learning trends in student groups and to study reading progression for all students in relation to proficiency standards (see Shaping Literate Minds, p. 97). Viewing Guide 7
Work with a team of teachers to set up a reading assessment wall in your school. Refer to pages 97 and 111 114 of Shaping Literate Minds to assist you with the process. Tape 3: Assessing Change Over Time in Writing Development Segment 1: Individual and Group Assessment Materials Needed Scaffolding Young Writers: A Writers Workshop Approach by Linda J. Dorn Shaping Literate Minds: Developing Self-Regulated Learners by Linda J. Dorn Figure 4: Two-Column Notetaking Guide Refer to Chapter 3 in Shaping Literate Minds. Pay particular attention to how assessment notebooks are organized and used to document student learning. Reading and writing are interrelated literacies that provide feedback and feedforward information for each other. This means that teachers must design reading experiences that are grounded in children s knowledge about writing and vice versa (see Shaping Literate Minds, p. 53). Add the writing checklists from the appendix of Shaping Literate Minds to a formal assessment notebook. Refer to Scaffolding Young Writers (pp. 38 47) for details on how to set up a writing notebook for informally assessing the writing process. Segment 2: Studying Change Over Time in Writing Development Materials Needed Scaffolding Young Writers: A Writers Workshop Approach by Linda J. Dorn Shaping Literate Minds: Developing Self-Regulated Learners by Linda J. Dorn Figure 4: Two-Column Notetaking Guide Refer to Chapter 3 in Shaping Literate Minds. Pay particular attention to the change over time in writing behavior for emergent, early, transitional, and fluent writers. Use the writing checklists from the appendix and the table on page 5 of Scaffolding Young Writers to guide your analysis. When teaching writing to young children, teachers must strive to create a balance between composing and transcribing skills. If our teaching becomes unbalanced, this will influence how children view the writing process. When teachers analyze children s writing, they can design their writing program based on what children already know and what they 8 Results That Last
need to know to move their writing forward (see Scaffolding Young Writers, p. 4). Collect writing samples from four types of writers: emergent, early, transitional, and fluent. Analyze their writing according to three levels of analysis: composing, transcribing, and revising and editing. Segment 3: Group Assessment (End-of-Year Writing Rubric) Materials Needed Scaffolding Young Writers: A Writers Workshop Approach by Linda J. Dorn Figure 4: Two-Column Notetaking Guide Refer to Chapter 2 in Scaffolding Young Writers. If children are not progressing as writers, then we must examine our writing program for the opportunities it provides them to learn about writing (see Scaffolding Young Writers, p. 10). Administer the three-day prompt from Scaffolding Young Writers (p. 11) to your students. Use the appropriate grade-level rubric to score the writing samples. Bring the writing samples to a team meeting and prepare a graph that illustrates how students are performing on each standard: Processes and Habits; Audience and Purposes/Author s Craft; and Language Use and Conventions. Segment 4: Group Assessment (Writing Assessment Wall) Materials Needed Scaffolding Young Writers: A Writers Workshop Approach by Linda J. Dorn Shaping Literate Minds: Developing Self-Regulated Learners by Linda J. Dorn Figure 4: Two-Column Notetaking Guide Refer to Scaffolding Young Writers, pages 5 6, for benchmark behaviors along a continuum of writing control. The link between assessment and instruction is indissoluble because we can not plan writing instruction for our students without understanding what they know about the writing process (see Scaffolding Young Writers, p. 10). Select anchor papers that represent proficiency in the benchmark areas described in Scaffolding Young Writers, Table 1.1 (pp. 5 6). Display the papers on the wall. Create a folder with additional papers that reflect proficiency along a writing continuum at each of the four levels: emergent, early, transitional, and fluent. Meet in a team and establish a writing assessment wall. Refer to pages 97 and 111 114 of Shaping Literate Minds to assist you with the process. Viewing Guide 9
Tape 4: Teachers as Agents of Change Segments 1 3: Conducting Conferences Materials Needed Apprenticeship in Literacy: Transitions Across Reading and Writing by Linda J. Dorn, Cathy French, and Tammy Jones Shaping Literate Minds: Developing Self-Regulated Learners by Linda J. Dorn Figure 5: Two-Column Notetaking Guide Figure 6: Classroom Observation Form Refer to Chapter 6 in Shaping Literate Minds and Chapter 11 in Apprenticeship in Literacy. The first step in promoting change is a desire to change. Change can be accelerated if we create apprenticeship-like conditions where more experienced teachers coach and mentor other teachers as they take on new learning (see Shaping Literate Minds, p. 89). Plan a colleague visit to observe a literacy component. Use the guidelines for planning a successful conference, including pre-conference, post-conference, and reflection. Segment 4: Literacy Team Meetings Materials Needed Apprenticeship in Literacy: Transitions Across Reading and Writing by Linda J. Dorn, Cathy French, and Tammy Jones Shaping Literate Minds: Developing Self-Regulated Learners by Linda J. Dorn Figure 5: Two-Column Notetaking Guide Refer to Chapter 6 in Shaping Literate Minds and Chapter 11 in Apprenticeship in Literacy. The importance of working together as a team of educators whose goal is to support the total child cannot be understated (see Apprenticeship in Literacy, p. 155). Create a schedule for conducting literacy team meetings. Send out an invitation for teachers to meet and study together. Use the steps for conducting successful literacy team meetings as a guide. Use tapes, professional books, student work, and assessment walls for studying individual and group progress in your school. 10 Results That Last
Figure 1: Two-Column Notetaking Guide for Tape 1: Leadership for Literacy Segment 1: The Seven Features of a Comprehensive Literacy Model Notes Comprehensive Literacy Model Curriculum for Literacy High Standards Model Classrooms Coaching and Mentoring Accountability Professional Development Well-Designed Literacy Plan Feature One: A Curriculum for Literacy 1. Reading and writing take priority 2. Includes essential components of a balanced literacy program Essential Components a. Phonological awareness b. Phonics c. Vocabulary d. Comprehension e. Fluency f. Writing process Feature Two: High Standards 1. Tool for measuring progress over time 2. Relates to benchmark behaviors Feature Three: Model Classrooms 1. Provide a clear model of the program in action 2. Allow time for reluctant teachers to observe the process before implementing it Feature Four: Coaching and Mentoring 1. Teachers work together 2. Problem-solving atmosphere Feature Five: Accountability 1. To evaluate the effectiveness of the literacy program 2. To screen students 3. To inform our instruction 4. To monitor progress of all students Feature Six: Professional Development 1. Relates to teaching and learning issues of the classroom 2. Links curriculum, instruction, and assessment Feature Seven: Well-Designed Literacy Plan 1. Short and long term goals 2. Benchmarks to measure progress Viewing Guide 11
Figure 1 (continued) Segment 2: Administrator s Role Notes Key Points of the Administrators Role 1. Understand the literacy process 2. Invest in personal professional development 3. Create a safety net for change 4. Use teachers as literacy leaders 5. Participate in school-embedded professional development 6. Provide opportunities for teachers to learn together 7. Importance of ongoing assessment 8. Link between standards, curriculum, and assessment 9. Link between teaching and learning Creating a Climate for Change 1. Leadership support for teacher change 2. School-embedded professional development 3. Assessment that guides instruction 4. Collaboration and problem-solving atmosphere 5. Willingness to take risks 12 Results That Last
Figure 2: Rubric for Assessing Writers Workshop Schedule Target Students write 5 times a week for at least 30 minutes Organization Students materials are organized, easily accessible, and students understand how to use their materials (i.e., writing notebook, hanging file portfolio, dictionary, anchor charts) Routines Routines are established for writing workshop and students are on task Topic Choice Students understand how to choose their own topics for writing (with assistance when needed) Atmosphere The learning climate is one of process writing, the walls are covered with students work, the teacher writes with the students daily, and the room is organized to provide opportunities for peer and individual work Modes of Writing Students write throughout the day for different purposes and audiences, and demonstrate an understanding of the different modes of writing Mini-Lesson Mini-lessons are taught 5 times a week Moving Toward Target Students write 5 times a week for at least 20 minutes Students materials are organized to some extent, easily accessible, and students are learning how to use their materials (i.e., writing notebook, hanging file portfolio, dictionary, anchor charts) Routines are being established for writing workshop and students are on task to some extent Students are learning how to choose their own topics for writing (with assistance when needed) The learning climate is one of process writing, some student work is displayed on the walls, the teacher writes with the children several times a week, and the room is organized to provide opportunities for peer and individual work Students are learning to write for different purposes and audiences, and demonstrate some understanding of the different modes of writing Mini-lessons are taught 4 times a week Unacceptable Students write less than 4 times a week for less than 20 minutes Students materials are not organized, are not easily accessible, and students do not understand how to use their materials (i.e., writing notebook, hanging file portfolio, dictionary, anchor charts) Routines are not established and writing time is lost Students are dependent on the teacher to provide a topic, and do not understand how to choose their own topic The learning climate focuses on accuracy, handwriting, and spelling, student work is rarely displayed, the teacher does not write with the students, and the room is not supportive of group and individual writing opportunities Students do not understand the different purposes for writing, writing does not occur throughout the day, and the different modes of writing are not taught Mini-lessons are taught occasionally or not at all Plan of Action Viewing Guide 13
Figure 2 (continued) Mini-Lesson Development Literature Conferences Conference Content Sharing Publishing Evaluation Site Visit Date: Literacy Coach Signature: Principal Signature: Target Mini-lessons are brief, relevant to student needs, and focus on the teaching goal followed by an opportunity for students to apply the skill or strategy with teacher guidance Literature or a student s writing sample is frequently used to model a specific skill, strategy, or writing craft Conferences are conducted daily, including teacher-scheduled and studentrequested conferences The conference emphasizes the writing process, beginning with a reaction to meaning, then focuses on 1 or 2 important areas of need Students have daily opportunities to share their work with the teacher and/or other students Students understand the writing process, including publishing criteria, resulting in a minimum of 10 published pieces a year Student writing samples are collected and analyzed at least 4 times a semester for documentation of writing development Moving Toward Target Mini-lessons are based on student needs, but are too long.they are followed by an opportunity for students to apply the skill or strategy with teacher guidance Literature or a student s writing sample is occasionally used to model a specific skill, strategy, or writing craft Conferences are conducted 4 days a week, including teacher-scheduled and student-requested conferences The conference emphasizes the writing process, beginning with a reaction to meaning, then focuses on 3 or more areas of need Students have frequent opportunities to share their work with the teacher and/or other students Students understand the writing process, and are developing an understanding of publishing criteria resulting in several published pieces a year Writing samples are collected and analyzed at least 3 times a semester for documentation of writing development Unacceptable Mini-lessons are too long and focus on too many items.they are not based on student needs and follow a scope and sequence pattern Literature or a student s writing sample is never used to model a specific skill, strategy, or writing craft Conferences are rarely scheduled The conference focuses on lots of items, not the process, and does not respond to the meaning of the writing Students have opportunities to share their work occasionally or not at all Students do not understand the writing process and publishing criteria, and the teacher generally publishes the writing Writing samples are not analyzed during the semester Plan of Action 14 Results That Last
Figure 3: Two-Column Notetaking Guide for Tape 2: Assessing Change Over Time in Reading Development Segment 1: Individual and Group Assessment Notes Individual Assessment 1. Study of a student s reading development 2. Reflects individual change over time 3. Includes both formal and informal measures Group Assessment 1. Study of reading patterns within a group 2. Reflects change over time in a school s improvement 3. Includes reading assessment wall Differences in Formal and Informal Assessments Formal Informal Child reads a new text Standard introduction Teacher takes a running record and uses a standard checklist Check on guided reading groups for documentation of progress Child has previously read the text during guided reading No introduction is needed Teacher records and uses observational notes and may take a running record Monitor student s progress and reading group placement on a daily basis Segment 2: Studying Change Over Time in Reading Development Individual Assessment: Using a Formal Literacy Assessment Notebook Three Levels of Analysis 1. Decoding 2. Comprehension 3. Fluency Emergent Reader 1. Self-monitors using some known letters and words 2. Comprehends a simple pattern or story line 3. Processing is slower with more attention to print Early Reader 1. Decodes unknown words using larger parts 2. Retells a simple story in sequence 3. Begins to read with greater fluency Transitional Reader 1. Uses word meanings to solve unknown words 2. Applies a range of strategies for comprehending more complex stories 3. Reads with expression and fluency Viewing Guide 15
Figure 3 (continued) Notes Fluent Reader 1. Applies knowledge of word meanings 2. Self-evaluates his own comprehension 3. Reads with fluency and expression Segment 3: Group Assessment Reading Assessment Wall 1. Study learning trends among student groups 2. Determine if students are making adequate progress or need more intervention to achieve grade level proficiency Key Points of Reading Assessment 1. Dynamic and ongoing 2. Linked to curriculum and instruction 3. Formal and informal 4. Individual and group a. Individual assessment is about studying change over time in student s reading behavior b. Group assessment is about change over time in a school s reading program c. We use assessment to inform teaching and monitor the effectiveness of the literacy program in promoting student achievement 16 Results That Last
Figure 4: Two-Column Notetaking Guide for Tape 3: Assessing Change Over Time in Writing Development Segment 1: Individual and Group Assessment Notes Individual Assessment 1. Study of a student s writing development 2. Reflects individual improvement over time 3. Includes both formal and informal measures Group Assessment 1. Study of patterns in writing groups 2. Reflects change over time in school s improvement 3. Includes writing assessment wall Differences in Formal and Informal Assessments Formal Teacher analyzes the student s writing from a standard checklist Occur at critical intervals in a child s writing program Teacher assesses the child s writing without any teacher intervention Informal Teacher records observational notes and responds to the student s needs Occur daily Include teacher support as needed Segment 2: Studying Change Over Time in Writing Development Individual Assessment: Formal Literacy Assessment Notebook Three Levels of Analysis 1. Composing 2. Transcribing 3. Revising and Editing Emergent Writer 1. Writes a simple message 2. Hears and records sounds in words 3. Applies early editing skills Early Writer 1. Composes events in order 2. Spells most high-frequency words accurately 3. Revises by adding words 4. Edits by circling misspelled words 5. Uses a simple dictionary to self-correct Transitional Writer 1. Applies crafting techniques to improve writing 2. Increased speed and accuracy and uses word meanings to spell 3. Revises word choices and substitutes richer vocabulary Viewing Guide 17
Figure 4 (continued) Notes Fluent Writer 1. Composes longer texts with more complex patterns and text genre 2. Uses figurative language 3. Revises writing with greater efficiency 4. Uses a writer s log Segments 3 4: Group Assessment Purposes of Assessment Wall 1. To study learning trends among student groups 2. To determine if students are making adequate progress or need more intervention to achieve proficiency in writing Key Points of Writing Assessment 1. Reading and writing are related processes 2. Study the link between reading and writing 3. Individual assessment 4. Group assessment 18 Results That Last
Figure 5: Two-Column Notetaking Guide for Tape 4: Teachers as Agents of Change Segments 1 3: Conducting Conferences Notes Literacy Coaching Session Types 1. Guided reading group 2. Literature discussion group 3. Writers workshop mini-lesson Literacy Coaching Session Components 1. Planning for a conference 2. Pre-conference 3. Observing and notetaking 4. Post-conference 5. Plan of action Key Concepts of Successful Coaching Conversations 1. Revolve around student data 2. Relate directly to teaching event 3. Meaningful, relevant, and focused toward a particular goal or need 4. Professional resources as problem-solving tool 5. Result in plan of action Segment 4: Literacy Team Meeting Steps to a Successful Literacy Team Meeting 1. Moving student data on reading and writing assessment walls (5 minutes) 2. Discussing student data in relation to individual and group progress (10 minutes) 3. Conducting study circle around professional materials (20 minutes) 4. Recording learning in reflection log (5 minutes) 5. Teachers schedule conferences to visit in other rooms (5 minutes) Key Points for Successful Problem Solving 1. Apprenticeship settings occur within the natural context of the workday 2. Problem solving leads to enhanced learning 3. Coaching conferences and team meetings are part of the school s routine 4. Specific guidelines provide optimal learning opportunities 5. Teachers are powerful agents of change 6. Teachers success is measured by student learning Viewing Guide 19
Figure 6: Classroom Observation Form Teacher s Name: Date of Observation: Lesson Component: Questions: Reflections and Plans: 20 Results That Last