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2009 Literacy SymposiumUniversity of Central Florida, Orlando
SCAFFOLDING THE LITERACY LEADERSHIP TEAMA three-part model to sustain and expand success
Enrique A. [email protected] 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