DIFFERENCE TEACHERS MAKE THE ROLES Steve Underwood, Ed.D. - - PDF document

TEACHERS MAKE THE DIFFERENCE

ROLES

Steve Underwood, Ed.D. Education Northwest | Manager in the Center for Strengthening Education Systems

steve.underwood@educationnorthwest.org

Regina Boulware-Gooden, Ph.D. Neuhaus Education Center, VP School Improvement & Research

rgooden@neuhaus.org

Marybeth Flachbart, Ed.D. Neuhaus Education Center, President/CEO

mflachbart@neuhaus.org

Vanessa Grant, M.S. Neuhaus Education, Center Coaching Coordinator

sgrant@neuhaus.org

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The William Stamps Farish Fund

CONTEXT OF THE PROJECT

QUESTION: DOES A SYSTEMIC AND STRUCTURED APPROACH TO LITERACY INSTRUCTION IMPROVE OUTCOMES FOR PRE-K STUDENTS LIVING IN POVERTY?

TEACHERS MAKE THE DIFFERENCE

http://createmediaservices.com/clients/mal

• sky/neuhaus/PreK/

SYSTEMS THINKING

A systemic approach to large-scale educational improvement accounts for all the parts and all of the people, and intentionally integrates them so that they move forward collectively and

• coherently. It ensures that efforts are

not fragmented, for when they are fragmented, they do not produce adequate results.

Image: Shannon & Bylsma (2007). The nine characteristics of high-performing schools.

USING A THEORY OF CHANGE

THANK YOU TO OUR PARTNERS

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OUTPUT 1: WORKSHOPS PLUS COACHING

Training Components Knowledge

% of teachers who understand concept

Skill Implementation

% of teachers who apply concept

Classroom Application

% of teachers who transfer concept into their repertoire

Theory (e.g., presenter

explains the concept)

10% 5% 0%

Plus Demonstration

(e.g., presenter models the concept)

30% 20% 0%

Plus Practice (e.g.,

participants practice the concept during the training)

60% 60% 5%

Plus Peer Coaching

(e.g., participants receive

• ngoing feedback about their

practices of the concept in a real setting)

95% 95% 95%

Joyce, B., & Showers, B. (2002). Student achievement through staff development (3rd ed.). Alexandria, VA: Association for Supervision and Curriculum Development.

OUTPUT 2: RESOURCES AND TOOLS

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OUTCOMES

Teacher Knowledge Teacher Practice Student Knowledge

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Phonemic Awareness Letter Recognition Phoneme/ Grapheme Knowledge Oral Language

COMPONENTS OF PROFESSIONAL DEVELOPMENT AND EMBEDDED COACHING

• Concepts of Print
• Phonological Awareness
• Letter Recognition
• Oral Language

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A SIMPLE VIEW OF READING

reading comprehension (RC) decoding (D) language comprehension (LC)

RC = D x LC

(Gough & Tunmer, 1986)

goal of reading

READING

Comprehension Decoding

• 1. Instant word recognition
• 2. Sound/symbol
• 3. Structural analysis
• 4. Context
• 1. Oral language
• 2. World Knowledge
• 3. Strategic Thinking
• 4. Inference Making

F L U E N C Y

CONCEPTS OF PRINT

• Book knowledge
• Title
• Author
• Front/end
• How print works
• How spoken words relate to printed words
• Where words are found on the page
• Where one word ends and another word

begins

PHONOLOGICAL AWARENESS

• Rhyming and Alliteration
• Counting Words in Sentences
• Counting and Blending Syllables
• Identifying Sounds
• Phoneme segmentation and blending

INSTANT LETTER RECOGNITION CHART 1

A B C D E F B F D C A E D F E C B A C A B E F D F C A B D E

ORAL LANGUAGE

• Oral language – the words children can

understand and can use when listening and speaking

• Oral language comes from:
• singing songs
• telling nursery rhymes
• reading and looking at books
• playing word games
• talking, talking, talking

INTRODUCTION TO COACHING LOGS

• Coaching logs were developed for each component.
• Coaches completed logs after each coaching session.
• Data from logs was shared with coaches monthly.
• Instruction was adjusted according to data.

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OVERVIEW OF PROFESSIONAL DEVELOPMENT FOR TEACHERS AND COACHING

• Pre-K teachers and coaches attended five days of

professional development sessions, with a final day of collaboration with Kindergarten teachers.

• Teachers were given a pre- and post- Literacy

Knowledge Survey on first and last days of workshops.

• Topics covered included Concepts of Print, Phonological

Awareness, Letter Recognition, Oral Language, and Motivation to Read.

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COACHING

• Coaches were certified current and former teachers.
• Role of the coach was to support, model,

collaborate.

• Received training for coaching through the

University of Oklahoma and Neuhaus Education Center .

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COACHING

• Coaches met with teachers either weekly or

monthly throughout the school year, using four techniques from the University of Oklahoma (Observation, Demonstration, Side-by-Side, and Shadow coaching.

• Reviewed ELQA data and set goals with

teachers to improve literacy instruction.

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BEGINNING AND END OF YEAR RESULTS

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GREATER THAN EXPECTED DIFFERENCES

CHANGES IN STUDENT AND TEACHER KNOWLEDGE

• Teacher literacy knowledge increased

significantly.

• Teachers became more familiar with ELQA data

analysis through coaching activities about using data to drive classroom instruction.

• Teachers reported that external coaches helped

them improve their instructional practices.

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LESSONS LEARNED

• Early intervention is important
• Plan in advance for evaluation
• Make data collection simple
• You can make a difference!

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QUESTIONS