Induction Professional Development September 30, 2011 Facilitated by Amber Martello POLISH YOUR STARS UTILIZING COMMUNICATION TO BUILD RELATIONSHIPS AND PROVIDE QUALITY INSTRUCTION

WELCOME STAR POLISHERS!

Cultural Proficiency How does this affect how you communicate and build relationships?

Let’s Explore What is your first reaction? Word 1Word 2Word 3Source

immigrant

at-risk

Michael Jackson

minority

laborer

rich

high school teacher

lawyers

white male

trailer park

With your table group, determine one word to summarize your learning. ONE WORD SUMMARY ONE WORD SUMMARY

SILENT BEATS

What assumptions have you seen in a school setting?

How do you think assumptions can impact student achievement in your classroom?

What will you do about that impact? REFLECT

A culturally responsive classroom is one in which teachers and students strive to create a caring social-emotional climate that serves individual and group needs of all members of the learning community. - Grant, C. A., & Gillette, M. (2006). A candid talk to teacher educators about effectively preparing teachers who can teach everyone’s children. Journal of Teacher Education, 57(3),

1.Positive perspectives on parents and families 2.Communication of high expectations 3.Learning within the context of culture 4.Student-centered instruction 5.Culturally mediated instruction 6.Reshaping the curriculum 7.Teacher as facilitator - The Education Alliance, Brown University CHARACTERISTICS OF EFFECTIVE CULTURALLY RESPONSIVE TEACHING AND LEARNING

–Be aware of your personal belief system –Identify your personal unconscious bias –Increase your level of cultural proficiency Where do I go from here? See every child as an individual.

What do we communicate to others?

Communication with Administrators and Colleagues

Administrators: Policies Preferences Priorities

Colleagues – It’s Who You Know and How Well

LeaderLearnerCollaborator

Professional Behavior and Appearance: Are you at your best?

Develop relationships of professionalism, respect, and trust with administrators and colleagues. This is essential for building a prosperous career in education.

Communication with Parents

What does the research say about parent-child- teacher relationships?

How do you make positive parent contacts?

To build a stronger, more durable connection with each student, we need the rich information that their parents can bring to the relationship.

Communication with Students

Verbal Communication Nonverbal Communication

Survey – Student Interests – Learning Preferences – Parents for Information on the Student Provide Positive Affirmations – Compliment – Notice – Reward Have and Communicate Positive Presuppositions – Expect the Best – Communicate your Expectations Facilitate Positive Behavior Support – Make Positive Statements – Eliminate Sarcasm – Utilize a Positive Behavior System – Apply Consequences with Empathy With Students…

The climate and culture of a classroom is determined by the strength and safety of our relationship with each student. One weak relationship will directly affect the classroom learning environment for all.

Communicating Through Design— Classroom Organization

WHAT DO THESE SPACES COMMUNICATE TO STUDENTS, PARENTS, COLLEAGUES, AND ADMINISTRATION?

“You walk through the door and are transported to a place where children and literacy can blossom.” -Debbie Diller

“An area for whole group teaching…a table for small group teaching. This is a place where the teacher works to meet the needs of all students…It’s a place where children are valued.” -Debbie Diller

A WELL PREPARED LEARNING ENVIRONMENT IS A GIFT TO OUR STUDENTS

HOW WILL YOU MAKE A CHANGE?

Welcoming? Orderly? Child-friendly and student-centered? Complete, organized, accessible? Providing suitable work space? Focused toward main instructional areas? Have procedures and guidelines posted? Visually stimulating? Literacy-rich? Is your Classroom…

The effectiveness of our instruction depends heavily on our ability to clearly communicate through: Design Delivery Engagement

Plan Book Lesson Plan and Implementation Plan Supplies and Materials Prepped and Ready Thoughtful, Data-Driven Documentation of Learning and Grade Book Sufficient Time Scheduled, Pace Outlined

Activate Prior Knowledge: Think about the lessons you have taught this year. Which one was the least successful? Why? Which one was the most successful? Why?

Explicit Inquiry

EXPLICIT VS. IMPLICIT INSTRUCTION Explicit- direct, systematic instruction Implicit- instruction that relies heavily on questioning and does not follow a systematic sequence of lessons

VOCABULARY EXAMPLE: malapropism

VOCABULARY EXAMPLE: malapropism

VOCABULARY EXAMPLE: malapropism: the habit of misusing words, especially those that sound alike Let’s precede with this plan.

Set Purpose State Objective Connect to and Review Previous Learning Teach and Model New Concept Guided Practice Assess Student Application Return to the Purpose to Reflect Provide Opportunity for Independent Application and Practice

Purpose Objective Connection to Previous Learning

Teach the New Skill Model the New Skill Explicitly:

Guide students in practicing the new skill all together Gradually Release Responsibility – Students practice while you monitor ability, engagement, and opportunities for practice Gradual Release of Responsibility (Pearson & Gallagher, 1983)

Assess student application Facilitate reflection Provide opportunity for independent practice for those who are ready

Teach Model Practice Apply

By Skill By Week Teach Model Practice Apply MondayTuesdayWednesdayThursdayFriday Teacher Role Student Role Strategic Design Knowledge Taxonomy Progression Remembering Understanding Applying Analyzing Evaluating Creating Knowledge Taxonomy Progression Remembering Understanding Applying Analyzing Evaluating Creating (A. Martello, 2009)

APPROPRIATENESS Explicit – Teaching a Skill – Building Knowledge Implicit – Exploring – No Correct Answer

What is inquiry? When is it appropriate to use inquiry?

Exploring? Use … Inquiry Question Chart

Learning is a process There’s no right answer Expanding into higher level thinking from prior learning Providing opportunities for creativity

Source:

Student Role: Teacher Role: Question Play for a purpose Observe Investigate Explore Try out ideas Alert to patterns Connect learning to prior knowledge Experiment Reflect on learning Create learning opportunities Provide problem solving opportunities Allow students to discover Alert to obstacles Guide Question

By Skill By Week Teach Model Practice Apply MondayTuesdayWednesdayThursdayFriday Teacher Role Student Role Strategic Design Knowledge Taxonomy Progression Remembering Understanding Applying Analyzing Evaluating Creating Knowledge Taxonomy Progression Remembering Understanding Applying Analyzing Evaluating Creating Inquiry (A. Martello, 2009)

Decisions, Decisions…

As individuals, use sticky notes to record different instructional content and activities you have coming up in the next month. As tables, strategize whether to use explicit instruction or inquiry. Justify your reasoning. Sort the sticky notes in a t-chart based on the most appropriate approach. How will you Communicate your Instruction?

How do you know that it’s working ?

What does a highly-engaged classroom look like? How do you know your students are engaged in: – Whole Group Instruction? – Choral Reading? – Math Centers? – Writer’s Workshop?

How do students communicate that they are not engaged?

Intrinsic or Extrinsic

Opportunities for Success- SKILLS!!! Challenge- Goldilocks Choice- Strategic Social Collaboration Relationship

No significant learning occurs without a significant relationship. -Dr. James Comer

COMMUNICATION RESOURCES? Use the induction October Wiki— Communication Resources for Today Included: Clark, R. (2003) The essential 55. Hyperion: New York. Fay, J. & Funk, D. (1995). Teaching with love and logic. Love and Logic Press: USA. Honig, Diamond, & Gutlohn (2008 ). The Teaching Reading Sourcebook. CORE. Novato: Arena. Marzano & Pickering (2011). The Highly Engaged Classroom. Bloomington: Marzano Research Library. Moats, L. ( 2008). LETRS, Modules 1-7. Longmont: Sopris West. Dr. Anita Archer (CSLST, 2009) Dr. Marcia Tate (NSDC, 2009) Brinkman, Forlini, & Williams (NSDC, 2009) Colorado Reading First (2009) Tina Pelletier, BA (2008)

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Amber Martello Induction Coach Professional Development Lisa Wolf Induction Coach Professional Development Julie Shaw Induction Coach Professional Development