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LEARNERSHIP: LEADERSHIP FOR LEARNING IN LITERACY
Facilitated by: Cathy A. Toll, Ph.D. [email protected] www.partneringtolearn.com Wisconsin State Reading Association (WSRA) February 8, 2013
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LEARNERSHIP TASKS
§ Look for Learning
§ Understand Learning
§ Inquire into Learning
§ Put Test Scores in Perspective
§ Influence Learning
§ Support Learning
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QUESTIONS FOR TUNING IN TO STUDENTS AS LEARNERS
§ What did you learn in class today? § What is hard to understand from today’s class? § How did you learn that? § What are you thinking about _____________? § What do you understand in a different way? § What questions are you pondering? § What is confusing? § What evidence do you have that you have learned? § What are you thinking about _____________? § What do you understand in a different way? § What questions are you pondering? § What is confusing? § What evidence do you have that you have learned? § What do you wish you were learning about ______? § What was your favorite thing to learn in last year in _______? § How did you learn last year in ________? § Do you think you are more like the other students or different from them? Why? § If you could plan tomorrow’s lesson, what would we learn about? § [In parent conferences] What does your child especially enjoy learning? How does
s/he learn that best? § What did you used to think about _________ that you don’t now? § Who could you turn to to learn more? Why would you choose them? § Is there anything that you still want to learn about ___________? § What is different because you have studied ____________? § How are you different now?
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QUESTIONS THAT SUPPORT TEACHER LEARNING § Where are you now as an educator and where are you going? § What have you learned about your students since the start of the year? § How have you adjusted your work because of something you have learned? § When you think about [a specific student who is struggling], what would you like to
learn about him/her? § What new understanding has been most helpful to you this year? § What information did you use to make that decision? § How are you learning? § How is your professional learning team (PLT) affecting your learning? § How would you describe your identity as a teacher? How has it shifted this year?
Over the past years of your work? § How can I support your learning?
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INQUIRING INTO LEARNING Source of Information: Kind of Information:
Students
Content of Instruction
Pedagogy
Knowledge (knowing)
Experiences (doing)
Beliefs, Values, Perspectives (being)
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INQUIRING INTO ONE STUDENT’S LEARNING Source of Information: Kind of Learning:
Students
Content of Instruction
(Sept. – Oct.)
Pedagogy
Knowledge (knowing)
Donnie has taken 3 tests, with grades of 92, 77, and 80. Donnie accurately solved 8 problems from previous tests; he failed 4 problems related to fractions.
Basic functions – review Multiplying and dividing fractions Using fractions in problem solving
Daily practice increases problem-solving fluency. Application of concepts enhances learning.
Experiences (doing)
Donnie participates in class and answers correctly much of the time. Donnie spends evenings alternating between his divorced parents’ homes. Donnie responds well when allowed to work with his best friend.
Review of concepts and skills learned in Grade 6. Team activity of folding paper in various ways to make a variety of fractions. Doubling a recipe in pairs. Daily homework – 30 minutes of problems from textbook.
Some students benefit from working in teams to understand fractions.
Beliefs, Values, Perspectives (being)
Donnie would benefit from doing all his homework. One of Donnie’s parents places a priority on homework; the other doesn’t.
Informal assessments of students’ attitudes toward math and ability to work both independently and in small groups.
Students learn more when active and interactive.
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FROM PROBLEM TO SOLUTION
UNDERSTAND Data and Descrip4on
DECIDE Explore Possible Solu4ons
TRY Make
Changes
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QUESTIONS TO ASK ABOUT HIGH STAKES TESTS Administrators § Were tests administered appropriately? § Did students with low scores take these tests seriously? Did their teachers? § Is the curriculum aligned with the content of the test? § Are teachers following curriculum documents in planning instruction? § Do disaggregated data reveal demographic patterns among the students with low scores? § What does additional evidence indicate about students’ learning in the areas where scores
were low?
Teachers § What do I know about the attitudes toward tests of the students whose scores were low? § What are the areas of learning in which students have low scores? § Did I support student learning in the areas of learning in which students have low scores? § Are there pattern regarding which students have low scores? If so, how can I learn more
about these students in order to ensure that their class time is appropriate? § What evidence do I have—other than high-‐stakes test scores—about the learning students
have done? Is there a connection to test scores? § If there is a disconnect between high-‐stakes test scores and other evidence of student
learning, how can I understand it? § Is there evidence that students failed to take the test seriously? § Is there evidence that students failed to understand test directions?
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KINDS OF STUDENT ASSESSMENT
KINDS OF STUDENT LEARNING
Do (processes) Know (understandings) Be (beliefs, values, perspectives)
In-‐Process Assessments
Miscue analysis Running record Authoring cycle profile
Think alouds Class discussion
Class discussion
Second-‐order Assessments
Informal reading inventory On-‐demand performance assessment
Written explanations Conferences/interviews Presentations Projects Comprehension questions On-‐demand performance assessment
Written explanations Conferences/interviews Presentations Digital media Self-‐assessments Interest inventories
Record of Experience
Cumulative folder Portfolio
Cumulative folder Portfolio
Long-‐term educational record
Paper-‐and-‐Pencil Assessments
Standardized tests Computerized progress-‐monitoring tests
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INFLUENCE LEARNING Tune in to Disequilibrium
§ Questions § Observation § Listen and learn
Prompt Disequilibrium
§ New information § More questions § Experiences § Interactions
Processes
§ Change the sign system § Modulate disequilibrium § Examine tensions § Address differences § Consider discourses § Honor learning
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SUPPORT LEARNING Literacy Coaching
§ Formats for coaching § 50% coaching conversations § Demonstration lessons that grow out of coaching conversations § Observation?
§ Coach/principal relationships § Space for coaching
Professional Learning Teams
§ Optimize teacher learning § Watch for pitfalls
§ Lack of clarity § Differences among members § Lack of engagement § Time for PLTs
§ Effectiveness Principal Support through Supervision
§ Classroom walk-throughs § Classroom observations § Learning Conversations
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A STRONG PRINCIPAL/COACH RELATIONSHIP
Sounds Like
Looks Like
§ Principal and coach meet monthly.
§ Principal engages in supervision of teachers without involvement of coach.
§ Principal participates in workshops and conversations which enable her to understand roles and outcomes of effective coaching.
§ If principal conducts walk-throughs, they are done without coach’s accompaniment.
§ Principal’s interactions with coach are of the same tone, duration, and nature as principal’s interactions with other teachers.
§ Coach tells principal about general problems or issues but never anything specifically about a teacher or group of teachers.
§ Coach and principal have friendly conversations.
§ Principal inquires how to be of help to the coach.
§ Principal and coach discuss coach’s goals and progress toward goals at monthly meetings.
§ If coach slips and begins to provide principal with specific information about a teacher, principal gently reminds coach about the importance of separating coaching and supervising.
§ If principal wants coach to assist a struggling teacher, the principal asks the teacher to request help from the coach.
§ If principal slips and tells coach about a teacher who needs assistance, coach assures the principal that she will be happy to help and then asks principal to ask teacher to contact the coach.
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OPTIMIZING TEACHER LEARNING IN PLTs
Source of Topic
Nature of Learning
Teachers Others
Found
Received
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THE LEARNING CONVERSATION What to Do Start where teachers are – use The Question Guide processes of inquiry and problem solving Support teacher thinking – don’t think for the teacher Use data appropriately How to Do It Listen and learn Ask open, honest questions Paraphrase Assist colleagues in planning to determine success Continue the process after something is tried THE QUESTION When you think about the learning you want your students to do and the teaching you want to do, what gets in the way? When you think about the understanding you want your students to have in ___________ (biology, history, etc.), what gets in the way? When you think about implementing ________________ (vocabulary instruction, guided reading, etc.), and you think about the learning you want students to do as a result, what gets in the way?
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LITERACY COACHING The purpose of coaching in our school is: § to provide partners for teachers § as they continue to build capacity § for ensuring the success of all students
A coach provides: § job-embedded professional development § for all teachers § to support informed decision-making
A coach does this by: § conferencing with teachers 1:1 § working with teams of teachers § providing demonstrations in classrooms
Literacy coaches partner with their teaching colleagues to solve problems, pursue interests, and address needs.
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EVALUATING THE PLT PROGRAM
Goals for the PLT Program
Indicators this Goal is Successfully Met
Tool for Assessing This Indicator
What the Tool Will Tell Us if The Indicator is Met
What We Actually Learned
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PLT PARTICIPANT SELF-‐ASSESSMENT Directions: Place an “X” on the continuum to reflect how often the statement describes your work.
Never Rarely Sometimes Always
I demonstrate respect for my PLT colleagues. |_________|_________|_________|
My PLT colleagues share their concerns when we meet. |_________|_________|_________| I ask questions which get PLT colleagues to tell more. |_________|_________|_________| I help PLT colleagues to be problem solvers. |_________|_________|_________| I see differences and disagreements as potential |_________|_________|_________| learning opportunities. I help the team to set goals and work toward them. |_________|_________|_________| My PLT reflects upon data, content of curriculum, and |_________|_________|_________| good pedagogy. My PLT learns together as we solve problems. |_________|_________|_________| My PLT pays attention to students as a starting point |_________|_________|_________| for our work together. My PLT collects additional data to determine if we are |_________|_________|_________| successful. I remain calm and centered when disagreements arise |_________|_________|_________| among PLT members. When a PLT colleague disagrees with me, I listen |_________|_________|_________| and learn. My PLT supports claims with data. |_________|_________|_________| I attend all PLT meetings. |_________|_________|_________| I arrive at PLT meetings on time. |_________|_________|_________| I help the PLT to stay on the agenda. |_________|_________|_________| I maintain the confidentiality of PLT conversations. |_________|_________|_________| My PLT would not learn as much if I weren’t there. |_________|_________|_________|
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PRICIPAL REQUEST FOR FEEDBACK – A SIMPLE FORM
Dear Colleagues, Please help me to better lead our PLT efforts by answering these questions. Signing your name is optional. Thanks!
1. How have our PLT meetings made a difference for your students? Be specific.
2. What advice do you have for me to be able to make PLTs more successful at our school?
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SOME USEFUL RESOURCES
Bryk, A. S., & Schneider, B. (2005). Trust in schools: A core resource for improvement. New York, NY: Russell Sage Foundation.
Chaltain, S. (2009). American schools: The art of creating a democratic learning community. New
York, NY: R & L Educaation. Davis, B., Sumara, D., & Luce-‐Kapler, R. (2008). Engaging minds: Changing teachers in complex
times, 2nd ed. (2008). New York, NY: Routledge. Marshall, K. (2009). Rethinking teacher supervision and evaluation: How to work smart, build
collaboration, and close the achievement gap. San Francisco, CA: Jossey-‐Bass. National Research Council (2000). How people learn: Brain, mind, experience, and school.
Washington, DC: National Academy. Pink, D. H. (2009). Drive: The surprising truth about what motivates us. New York, NY: Riverhead. Showers, B., & Joyce, B. (1996). The evolution of peer coaching. Educational Leadership, 53 (6), 12-‐
16. Toll, C. A. (2012). Learnership: Invest in teachers, focus on learning, and put test scores in
perspective. Thousand Oaks, CA: Corwin. Toll, C. A. (2005). The literacy coach’s survival guide: Essential questions and practical answers.
Newark, DE: IRA. Toll, C. A. (2008). Surviving but not yet thriving: Essential questions and practical answers for
experienced literacy coaches. Newark, DE: IRA. Wenger, E. (1999). Communities of practice: Learning, meaning, and identity. New York, NY:
Cambridge University. Zander, R. S., & Zander, B. (2002). The art of possibility: Transforming professional and personal
life. New York, NY: Penguin.