SCAFFOLDING THE LITERACY LEADERSHIP TEAM2009 Literacy Symposium University of Central Florida,...

2009 Literacy SymposiumUniversity of Central Florida, Orlando

SCAFFOLDING THE LITERACY LEADERSHIP TEAMA three-part model to sustain and expand success

Enrique A. Puigepuig@mail.ucf.eduFlorida Literacy and Reading Excellence Center Florida Literacy and Reading Excellence Center at the University of Central Florida

FOUNDATION

Understanding literacy as a processUnderstanding literacy as a processUnderstanding adult learning theoryDeveloping a common languageU d di di i f l iUnderstanding conditions for learningSetting ground rules

CONSTRUCTION

Identifying an adaptive challengeIdentifying an adaptive challengeInvestigating an adaptive challengeRefining an adaptive challengeDeveloping action stepsStudying and reflecting on action steps

SCAFFOLDS

Utilizing the literacy coachD l i l t h l id lDeveloping a long-term school-wide planEstablishing support at the state level

FOUNDATION

Literacy As a Process: a framework for guiding learners

Strategic Activities to Sustain Learning

Strategic Activities to Expand Learning

References:To Understand: New Horizons in Reading Comprehension (2008), E.O. Keene g p ( ),Change Over Time In Children’s Literacy Development (2001), M.M. ClayTeaching for Comprehending and Fluency K-8 (2006), Fountas & PinnellThe Literacy Coach: Guiding in the Right Direction (2007), Puig & FroelichThe Literacy Leadership Team: Sustaining and Expanding Success, (2009) Froelich & Puig

Strategic Activities to Sustain Learning

Decoding

Strategic Activities to Expand Learning

Making connectionsSegmenting wordsBlending wordsChecking (monitoring)Predicting

Text to selfText to textText to worldInferring

AnticipatingFluencyIntegratingFlexibility

h i

SummarizingSynthesizing/creatingAnalyzingCritiquing

i iPhrasingWord recognitionRereadingSelf-correctingS hi

QuestioningClarifyingVisualizingEvaluating

Searching

Strategic Behaviors to Sustain Learning

O hiNote: Proficient readers use strategic

One-to-one matchingCross-checkingLocating known and unknown wordsDirectionality (L-R, Lp-Rp, etc.)

gactivities to sustain reading and expand meaning fluidly before, during, and after reading. This list is illustrative, not exhaustive.

To create a common language and a g gsolid foundation, how is your school or district addressing understanding literacy g g yas a process?

Talk with a mentor-colleague.

ADULT LEARNING

Pedagogy – learning and instruction with childreng gy gHebegogy – learning and instruction with adolescentsAndragogy – learning and instruction with adultsGerontogogy – learning and instruction with older adultsHeutagogy – learning and instruction with self-directed learners

What has been your experience when a as bee you e pe e ce eadults have been supported from a pedagogical perspective rather than an p g g p pandragogical perspective?

Talk with mentor-colleagues.

DEVELOPING A COMMON LANGUAGE

Improves communication and better pinterpretation of dataExpands thinking by applying new concepts to k dknown wordsEconomizes on time when meeting to discuss adaptive challengesadaptive challengesDevelops a sense of communityCreates a safe environment

How is your school or district developingHow is your school or district developing a common language, particularly with the current impetus to Response tothe current impetus to Response to Intervention?

Talk with mentor-colleagues.

CAMBOURNE’S CONDITIONS FOR LEARNING

ImmersionApproximationUseResponseResponsibilityDemonstrationEngagementE t tiExpectation

How are conditions for learning being id d t th h l d di t i t l lconsidered at the school and district level

in an effort to make forward shifts or iti h i i t ti ?positive change in instruction ?

With students? With adults?

Talk with mentor-colleagues.

SETTING GROUND RULES

Always be respectful of others when they are speakingWhen talking try to use our own experiencesAlways be punctual and attend the assigned meetingsTry to value others’ experiencesTry to value others experiencesTry to explore common as well as divergent themesBe appreciative of other’s responses by giving appropriate feedbackBe open and honestFind things you have in commong y

CONSTRUCTION

LITERACY LEADERSHIP TEAMINVESTIGATIVE CYCLE

Brainstormingan initial adaptive

Investigatinga specific adaptive h ll gchallenge challenge

Scheduling: Revisioning: Scheduling: developing and executing an action plan

Revisioning: reflecting on the limitations and success of the action planthe action plan

Considering the literacy leadership team i ti ti l h t h dl dinvestigative cycle, what hurdles and successes have you encountered at the

h l l l d th di t i t l l?school level and the district level?

T lk ith t llTalk with mentor –colleagues.

SCAFFOLDS

UTILIZING THE LITERACY COACH

CONTINUUM OF COACHINGTransformation may occur when teachers/coaches are provided opportunities to

Inter-active coaching Intra-active coaching

Transformation may occur when teachers/coaches are provided opportunities to observe, co-teach, confer, study, research, and reflect on practice.

Provide an observation lessonto improve instruction and student learning with

Co-teach with colleague to improve instruction and student learning based on mutually agreed upon

Confer, observe, and debrief to improve instruction and

Facilitate a study group or literacy leadership team to investigate common interest topics to

Facilitate action research to seek resources after reflection to improve

Facilitate a workshop or session to improve instruction

feedback and collaborative input.

learning goals and success indicators.

student learning.

improve instruction and student learning.

instruction and student learning.

and student learning

Increased scaffolding Decreased scaffolding

SUBJECT-CENTERED PROBLEM-CENTEREDadapted from

E. A. Puig & K. S. Froelich, 2007The Literacy Coach: Guiding in the Right Directiony g g

How do you see the continuum of coaching in supporting the work of the literacy coach, the literacy leadership team, and administrators?

Talk with mentor-colleagues.

DEVELOPING A LONG-TERM SCHOOL-WIDEPLAN

Development of the literacy principalp y p pDevelopment of the literacy leadership teamDevelopment of the literacy coachDevelopment of classroom teachersCollaborative action research

ESTABLISHING SUPPORT AT THE STATELEVEL

K-12 literacy plany pUniversity-based supportUniversity Faculty FellowsK-12 literacy leadership conferenceK-12 literacy coach academyK-12 literacy instituteSummer literacy leadership team institutes

What events or functions has your state or di t i t t i l t t i d ddistrict put in place to sustain and expand the work of literacy coaches and literacy l d hi t ?leadership teams?

T lk ith t llTalk with mentor-colleagues.

FOUNDATION

Understanding literacy as a processUnderstanding literacy as a processUnderstanding adult learning theoryDeveloping a common languageU d di di i f l iUnderstanding conditions for learningSetting ground rules

CONSTRUCTION

Identifying an adaptive challenge Investigating an adaptive challenge

Refining an adaptive challengeDeveloping action stepsDeveloping action stepsStudying and reflecting on action steps

SCAFFOLDS

Utilizing the literacy coachD l i l t h l id lDeveloping a long-term school-wide planEstablishing support at the state level

THE LITERACY LEADERSHIP TEAM

A three-part model to sustain and expand successp p

Constructing a plan

Laying a Laying a foundation

Utilizing scaffolds

REFERENCESThe Literacy Principal: Leading, Supporting, and Assessing Reading and Writing Initiatives. Booth, D & Rowsell, J. (2007) Second Edition, Pembroke Publishing.( ) gThe K-12 Literacy Leadership Fieldbook. Taylor, R.T. & Gunter, G.A. (2005). Corwin Press.The Literacy Leadership Team: Sustaining and Expanding Success, Froelich, K.S. & Puig, E.A. (2009). Boston, MA: Allyn & Bacon/ Pearson.The Literacy Coach: Guiding in the right direction. Puig, E.A. & Froelich, K.S. (2007). The Literacy Coach: Guiding in the right direction. Puig, E.A. & Froelich, K.S. (2007). Boston, MA: Allyn & Bacon/ Pearson.Literacy coaching: The essentials. Casey, K. (2006). Portsmouth, NH: Heinemann.The Literacy Coach's Handbook: A Guide to Research-Based Practice. Walpole, S. & McKenna, M.C. (2004). Guilford PressTeaching for Comprehending and Fluency K 8 Fountas I C & Pinnell G S (2006) Teaching for Comprehending and Fluency, K-8. Fountas, I.C. & Pinnell, G.S., (2006). Portsmouth, NH. Heinemann.Reading & Writing in the Middle Years. Booth, D. (2001). Portland, Maine, StenhousePublishers.Creating Literacy-Rich Schools for Adolescents. Ivey, G. & Fisher, D. (2006). ASCD.Lit L i C iti A G id d f C ti S t i bl Ch i Literacy Learning Communities: A Guided for Creating Sustainable Change in Secondary Schools. Lent, R.C. (2007). Portsmouth, NH. Heinemann.The Whole Story: Natural Learning and the Acquisition of Literacy. Cambourne, B. (1990). Scholastic Paperbacks.

S TSCAFFOLDING THE LITERACY LEADERSHIP TEAM

Questions and discussionQ

PowerPoint presentation can be downloaded at flare.ucf.edu