District Staff Development Model Indirectly Paves the Way for Teacher Leaders Melody Arabo, Angela Colasanti, Mary Jane Schau, and Anita Qonja Walled Lake Consolidated Schools

Job-Embedded Professional Learning Authentic- within daily lives Systemic, planned, and intentional Knowledge in practice Reflection on action Internal expertise

How and when did this all begin? History How and when did this all begin?

Teacher 2 Teacher’s Purpose The Walled Lake District adopted Readers’ and Writers’ Workshop as their core literacy practice Peer-learning model was developed to help scaffold learning Natural setting/environment paints a BIG PICTURE Develop common language and common practice among teachers across the district Common practice and common language= raised student achievement

Teacher 2 Teacher’s Structure Selecting the “lab teacher” – 1 per school for upper elementary 3 year commitment 1st year- observation and training 2nd year – three modules 3rd year – digging deeper Half day observations with peers 9 observations per year, 3 per grade level Upper Elementary  Lower Elementary  Middle School

Ownership Leads to Leadership Pre-observation planning sessions prepared lab teachers for observations Lab teachers prepared modules (PPT), chose reading materials, developed observation norms, and developed observation guides and goal setting sheets During these sessions, WE took lead- we had ownership, we were emerging as leaders

Basic Structure of Observation Days Pre-Observation Module/PPT What to look for… Observation 45 minutes- 1 hour Observation guides Post- Observation Debrief Set goals

“A fly on the wall” learns a lot about its environment. Observation Norms “A fly on the wall” learns a lot about its environment. To make your observation time as authentic as possible, these are the things we have found to be successful: Be present for the entire hour in order to see all components of the workshop. Bring only the Viewing Document, clip board, and pencil. Be sure to note questions, concerns, and comments about the workshop for the debriefing session. Interactions are only between the observed classroom teacher and students. Move freely around the room as components of the workshop are implemented. Enjoy and learn from your observation.

Observation Guide: Readers’ Workshop Check off the components of the workshop as they occur: Mini-Lesson Independent Reading Small group (guided reading, strategy group, and/or book club) Conferencing Share Observations: What were the students doing? What was the teacher doing?

Post-Observation Next Steps READERS’ WORKSHOP Post-Observation Next Steps Date______________ Team Members____________________ What have you tried that would fit into the workshop framework? What are you excited to try in your own classroom? Which piece of the workshop do you feel you need the most support with? What would you like to know more about? Decide on one realistic grade level goal. What resources will be helpful to accomplish your goal? How will your team revisit your goal?

Examples of Post-Observation Forms

Turn and Talk

Teacher Leaders Emerge Lab teachers have become “go to” people in their buildings and within the district Suggesting mentor text Passing along reading materials Answering questions Offering advice Facilitating meetings/workshops Discussing successes and failures within our own practice Lending materials Reading Recovery Teachers emerge as facilitators and presenters

Why did teacher leaders emerge? Ownership Passion Risk taking Same level as peers- maybe one step ahead Gained respect and credibility Influential, non-threatening, inviting “Building the bridge” and “testing the waters”

Personal Reflections Increased literacy knowledge Gained confidence More comfortable sharing thoughts and ideas with staff Gained respect and credibility Renewed motivation Excited about learning and teaching Eager for future leadership opportunities

Possible first steps… Videos Webinars Use of prep time to observe others “Flipped” classroom

Questions?