Professional Development: Lessons for Literacy Coaches Sharon Walpole University of Delaware

Our Goals and Strategies 1. Review research related to our work in professional development  Sharon will describe some findings and then ask you to reflect on them 2. Show our general professional development plan for GARF  Mike will present the nuts and bolts of our plan and its relationship to research PS: We’re just getting started. We’ll learn more about all of this. Together.

Research to Search!  Literacy Coaches  Teacher Learning  Professional/Staff Development  Reports from recent efforts

IRA’s Reading Coach (2004) Experienced Teacher Experienced with Collaborative Curriculum Design Strong Presenter Experienced with In-class Coaching Strong Knowledge Base

How do the coaches with whom you will be working measure up to these standards? What can we do to support their growth?

South Carolina’s Reading Initiative (Morgan et al., 2003) VisionReality Observe, demonstrate, study groups Substitute? Testing proctor? Lunch monitor? Regional coaches for institutes and support Literacy content, but not coaching content Collaborative study groups for knowledge Many teachers uncomfortable School and district support Varied support; varied beliefs 3-year time frame Varied acceptance by teachers

How can we maintain the vision for our Literacy Coaches?

Research to Search!  Literacy Coaches  Teacher Learning  Professional/Staff Development  Reports from recent efforts

A teacher change process (Guskey, 1986) Change teachers’ beliefs and attitudes Study study outcomes Change teachers’ practices PD Target Areas

How can we help Literacy Coaches negotiate tensions between changes in practices and changes in beliefs and attitudes?

Development of Expertise (Block, Oakar, & Hurt, 2002) Novice teachers Set and follow “rules” Advanced beginners Sometimes bend their “rules” Competent teachers Set priorities, strategies, and choose methods Proficient teachers Add expert intuition Expert teachers Add automatic, flexible, responsive adaptation

What implications do these stages of expertise have for Literacy Coaches? How can we help them?

Grade-Level Differences at Expert Level (Block, Oakar, & Hurt, 2002) Teacher’s Role Motivation Strategies Reteaching Strategies Relating Strategies Classroom Qualities Lesson Characteristics

How can we help Literacy Coaches learn to balance and adjust their strategies for different grade levels?

Research to Search!  Literacy Coaches  Teacher Learning  Professional/Staff Development  Reports from recent efforts

Research on Math and Science (Birman et al., 2002) Form Teacher networks and study groups Duration Long and intense Collective Participation Colleagues from same school and same grade Content Combination of knowledge and practice Active Learning Observation, lesson planning, review of student work and data Coherence Integrated into the whole school curriculum plan

How can we communicate this understanding to our Literacy Coaches? What obstacles are they likely to face?

From Staff Development to Student Learning (Guskey & Sparks, 1996) Content Process Context Quality of Staff Development Parent Knowledge/Practice Connections with Families Teacher Knowledge/Practice School Culture Supervision/Evaluation Administrator Knowledge/Practice Parent Education School Policies Improved Achievement

Areas for Planning Content Process Context Quality of Staff Development

So what can we do to attend to content, process, and context variables with our Literacy Coaches?

Impact of Quality Staff Development Quality of Staff Development Parent Knowledge/Practice Connections with Families Teacher Knowledge/Practice School Culture Supervision/Evaluation Administrator Knowledge/Practice Parent Education

So what can we do to help our Literacy Coaches to maximize the impact of their staff development?

Impact of Changes in Knowledge and Practice Parent Knowledge/Practice Teacher Knowledge/Practice Administrator Knowledge/Practice School Policies Improved Achievement

So what can we do to help our Literacy Coaches to maximize the impact of changes in knowledge and practice?

From Staff Development to Student Learning (Guskey & Sparks, 1996) Content Process Context Quality of Staff Development Parent Knowledge/Practice Connections with Families Teacher Knowledge/Practice School Culture Supervision/Evaluation Administrator Knowledge/Practice Parent Education School Policies Improved Achievement

Research to Search!  Literacy Coaches  Teacher Learning  Professional/Staff Development  Reports from recent efforts

An REA Staff Development Model (Mesmer & Karchmer, 2003) Staff Development in each area Coaching & Modeling Reflection on Data with Peers

Lessons they Learned 1. Collect multiple data sources to evaluate the quality of the staff development 2. Rework the staff development sessions to respond to teachers’ needs 3. Reward teachers for participation 4. Be sensitive to other curriculum pressures 5. Actively work with the state

What can we do to help our Literacy Coaches to benefit from these lessons?

REA in Georgia Individual Support Small Group Support Whole Group Support

Choosing Whole Group Focus  Issues that pertain to all (e.g., data analysis, school-level planning and scheduling)  Good for short reviews of research, especially of areas that apply to all  Introductory plans that are then taken to the grade levels

Whole Group Management Plan it carefully. Agenda, HandoutsAgenda, Handouts ProcedureProcedure TimeTime Physical settingPhysical setting  Be thoughtful of weary teachers (e.g., movement, short group and individual tasks)  Involve the administrators

Choosing Small Group Focus Choosing Small Group Focus Keep attention on children at first: What is it that we want children at this grade level to know and do? How will we measure it? What will we do if they don’t know it? What will we do if they don’t know it? Shift attention to curriculum, especially curriculum specific to the grade level Make sure to plot the curriculum in large chunks, so teachers can plan

Choosing Small Group Focus Identify texts that address concerns for that group (self-reported or after data analysis or after observation) Book study groups keep teachers from feeling “naked”Book study groups keep teachers from feeling “naked” Book study groups keep them learning together rather than learning from youBook study groups keep them learning together rather than learning from you

Small Group Management Establish a procedure: time, agenda Have it during the regular day, with a regular schedule Be proactive in keeping members on task Make the setting positive (chocolate) Keep minutes Use the parking lot

Choosing Individual Focus Choosing Individual Focus Use data (achievement or observation) Be specific about what needs to change Ask the teacher what type of support is best (e.g., modeling, reading, planning, visiting, being observed) Follow through immediately

At all three levels, remember the loop Choose a Focus Build Knowledge Connect to Practice Provide support

Birman, B.F., Desimone, L., Porter, A.C., & Grant, M.S. (2002, May). Designing professional development that works. Educational Leadership, Block, C. C., Oakar, M., & Hurt, N. (2002). The Expertise of Literacy Teachers: A Continuum from Preschool to Grade 5. Reading Research Quarterly, 37(2), Guskey, T. R., & Sparks, D. (1996). Exploring the Relationship between Staff Development and Improvements in Student Learning. Journal of Staff Development, 17(4), Mesmer, H.A., & Karchmer, R.A. (2003). REAlity: How the Reading Excellence Act took form in two schools. Reading Teacher, 56, Morgan, D.N., Saylors-Crowder, K., Stephens, D., DeFord, D.E., & Hamel. E. (2003, October). Managing the complexities of a state-wide reading initiative. Phi Delta Kappan,