Instruconal Leadership that Promotes Literacy...
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Virginia’s Early Interven1on Reading Symposium March 25 and 26, 2009 O0lie Aus7n, Ed.D. University of Virginia Teresa Vedder, Ed.S. Hardy Elementary School, Isle of Wight Instruc7onal Leadership that Promotes Literacy Achievement 1 VISION!
Transcript of Instruconal Leadership that Promotes Literacy...
Virginia’sEarlyInterven1onReadingSymposiumMarch25and26,2009O0lieAus7n,Ed.D.UniversityofVirginiaTeresaVedder,Ed.S.
HardyElementarySchool,IsleofWight
Instruc7onalLeadershipthatPromotesLiteracyAchievement
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VISION!
KeyElementsofanEffec7veSchool
StrongBuildingLeadership StrongStaffCollabora7on On‐goingProfessionalDevelopment
ShareStudentAssessmentData
ReachouttoParents
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TheRoleofPrincipalasLeader
Instruc7onalLeader SupporterofTeachers*SharedLeadership
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FiveQuali7esofEffec7veLeaders(fromJohnBrekke)
1. StrategicThinking:Peoplewhoarestrategicconsidertheimplica7onsofdecisionsandac7ons.
2. People‐Relatedness:Leadershipthatisconnectedtothemasses.
3. UrgencyandAccountability:Decisionsmadeattheappropriatelevelwithaccountability.
4. CulturalAaen7on:aschoolcultureshouldbefocused,provideopportuni7esforpersonalgrowth,demandpersonalexcellence,andareteacher‐friendly.
5. Coaching:Thecoachwalksthewalk;talksthetalk;andsupportsteachersalongtheway.
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DevelopingaLiteracyLeadershipTeam
ElementaryLevel Principal(andAP) ReadingSpecialistorLiteracy
Coach
Primary‐LevelTeacher IntermediateLevelTeacher
ResourceTeachers (SpecialEd,ELL,etc…)
*Teammembersareresponsibleforcommunica1ngwithotherteachersinthe
building.5
“Aneffec(veschoolreadingprogrammustbebaseduponabroadcomprehensiveviewofreading;itrequiresavisionofwhatreadingis,anditdemandsaconcertedeffortthatinvolvesallprofessionalsintheschoolsworkingtowardasharedvision.”
Bean,2002
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DevelopingaSchool‐wideProgram
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LEADERSHIPTEAM
COMMITMENT
VISION
EXPECTATIONS
TEACHERBUYIN
ACHIEVEMENT
ComponentsofLiteracyProgram
Assessmentsthatdriveinstruc7onandMonitorGrowth‐‐PALS,QuickChecks,andinformalmeasures(Spelling,RunningRecords,WRC)
Accesstowiderangeofreadingmaterials LiteracySpecialistwhoisaccessibletoteachers ModelandSupportforTeachers ACommonandpredictablescheduleandrou7ne Instruc7onthatbuildsthedesireandskilltoread StrugglingReaders’needsareaddressed
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DevelopingLiteracyVision
Goal:Anar7culatedvisionforliteracyinyourschool. Whocreatesit?Ul7mately,theliteracyteam. Whoneedstohaveasay?Communityofteachers!
Onceyouhaveavision,thendevelopaplanwithspecific7melineandac7onsthatwillbetakentogetthere.
VisionStatementsomenneedRE‐VISIONovertheyears.
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Communica7ngVision
ClearVisionStatement.Wherearewegoing?Whyarewegoingthere?Howwillwegetthere?
ValueofTeachers.Youareimportant!Withoutyouwecannotachieveourgoalsofmee7ngourstudents’needs.
OurStatus.Shareinforma7onsothatteacherscanseehowwearedoinginservingtheneedsofourteachers.Division,
School,gradelevel,classroom.
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**Everygoalthatgetsaccomplishedhasagoodplanbehindit.**
"Adreamisjustadream.Agoalisadreamwithaplan
andadeadline.” HarveyMackay
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Coordina7ngaSchool‐wideProgram
Visible,aaainablegoals Scheduledassessmentsconsistentlyused
ConsistentGroupingPrac7ces:Flexiblewithinclass,flexiblesame‐grade,flexibleacross‐grade
Plannedcurriculumandplannedresources
Coordinatedscheduling
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Perfec7ngInstruc7on–WorkingwithTeachers
Howmuch7meisspentonliteracyinstruc7on?
Whatdoesthelessonplaninclude? Grouping:WholeClass/SmallGroup/1:1 PupilEngagement:High/Low;On‐task/Not Whatistheteacherdoing? Tellingvs.Coaching
*No7ceteachers’interac7onstyles.Tellingandrecita7onareobservedmoreomenthancoachingandscaffolding.
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• Teachersuseassessmenttoinforminstruc1on.• Primaryteachersusesystema1cphonicsinstruc1on.• Decodingskillsaretaughtconnectedtospellingandreading.• Smallgroupinstruc1onisusedasmuchasormorethanwholegroup.• StudentsareengagedlearnersNOTpassiveones!• Higherlevelques1oningincreasesinuseforgrades4‐5.
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Effec7veInstruc7onattheElementaryLevel
A“RadicalRethinking”ofPD
“Whateveryoneappearstowantforstudents–awidevarietyoflearningopportuni(esthatengagestudentsinexperiencing,crea(ng,andsolvingrealproblems,usingtheirownexperiencesandworkingwithothers‐isforsomereasondeniedtoteacherswhentheyarelearners.”
AnneLieberman,1997
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JobEmbeddedPD
Opportuni7estolearninpowerfulwaysaremostomenconnectedtorealproblemsandrealsolu7ons!
Mo7va7ontolearnandtoengageinprofessionaldevelopmentislinkedtoimprovingandassessingdailyprac7ce.
(HawleyandValli,1999)
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StayInformed!InvolvementinProfessional
Organiza7ons
– IRA‐Interna7onalReadingOrganiza7on
– NRC‐Na7onalReadingConference
– ALA‐AmericanLibraryAssoc– ASCD‐AssocforSupervisionand
CurriculumDevelopment– NSDC‐Na7onalStaffDevelopment
Council
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Bibliography
Bean,Rita.(2004).TheReadingSpecialist.GuilfordPress.Calhoun,Emily.(2004).UsingDatatoAssessYourReading
Program.ASCD.Guth,NancyDeVries&Peaengill,Stephanie.(2005).Leadinga
SuccessfulReadingProgram.Interna7onalReadingAssocia7on.
McKenna&Walpole.(2008).TheLiteracyCoachingChallenge.GuilfordPress.
Vogt,MaryEllen&Shearer,Brenda.(2007).ReadingSpecialistsandLiteracyCoachesintheRealWorld(2ndedi7on).Pearson,Allyn&Bacon.
Toll,Cathy.(2005).TheLiteracyCoach’sSurvivalGuide.Interna7onalReadingAssocia7on.
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Bibliography
Walpole&McKenna(2004).TheLiteracyCoachesHandbook.GuilfordPress.
ARTICLESCobb,C.(2005).LiteracyTeams:SharingLeadershiptoimprove
studentlearning.TheReadingTeacher,58(5),472‐474.
Taylor,Pearson,Peterson,Rodriguez.(2005).TheCIERASchoolChangeFramework:Anevidencebasedapproachtoprofessionaldevelopmentandschoolreadingimprovement.ReadingResearchQuarterly,40(1),40‐69.
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Websites
Interna1onalReadingAssocia1onhap://www.reading.org/General/Default.aspx
TheLiteracyCoachingClearinghouseisajointventureoftheInterna7onalReadingAssocia7onandNa7onalCouncilofTeachersofEnglishhVp://www.literacycoachingonline.org/
FloridaCenterforReadingResearchhVp://www.fcrr.org/
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