scaffolding the literacy leadership team

2009 Literacy Symposium
University of Central Florida, Orlando
SCAFFOLDING THE LITERACY LEADERSHIP TEAM
A three-part model to sustain and expand success
Enrique A. Puig
[email protected]
Florida Literacy and Reading Excellence Center
at the University of Central Florida
FOUNDATION
|
|
|
|
|
Understanding literacy as a process
Understanding adult learning theory
Developing a common language
U d
Understanding
di conditions
di i
ffor llearning
i
Setting ground rules
CONSTRUCTION
Identifying an adaptive challenge
| Investigating an adaptive challenge
| Refining an adaptive challenge
| Developing action steps
| Studying and reflecting on action steps
|
SCAFFOLDS
Utilizing the literacy coach
| Developing
D
l i a long-term
l
t
school-wide
h l id plan
l
| Establishing 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:
g Comprehension
p
((2008),
), E.O. Keene
To Understand: New Horizons in Reading
Change Over Time In Children’s Literacy Development (2001), M.M. Clay
Teaching for Comprehending and Fluency K-8 (2006), Fountas & Pinnell
The Literacy Coach: Guiding in the Right Direction (2007), Puig & Froelich
The Literacy Leadership Team: Sustaining and Expanding Success, (2009) Froelich & Puig
Strategic Activities to
Sustain Learning
Decoding
Segmenting words
Blending words
Checking (monitoring)
Predicting
Anticipating
Fluency
Integrating
Flexibility
Phrasing
h i
Word recognition
Rereading
Self-correcting
S
Searching
hi
Strategic Behaviors to
Sustain Learning
O
One-to-one
matching
hi
Cross-checking
Locating known and unknown words
Directionality (L-R, Lp-Rp, etc.)
Strategic Activities to
Expand Learning
Making connections
Text to self
Text to text
Text to world
Inferring
Summarizing
Synthesizing/creating
Analyzing
Critiquing
Questioning
i i
Clarifying
Visualizing
Evaluating
Note: Proficient readers use strategic
g
activities to sustain reading and expand
meaning fluidly before, during, and after
reading. This list is illustrative, not
exhaustive.
To create a common language
g g and a
solid foundation, how is your school or
g understanding
g literacy
y
district addressing
as a process?
Talk with a mentor-colleague.
ADULT LEARNING
Pedagogy
g gy – learningg and instruction with children
| Hebegogy – learning and instruction with adolescents
| Andragogy – learning and instruction with adults
| Gerontogogy – learning and instruction with older adults
| Heutagogy – learning and instruction with self-directed learners
|
What
a has
as bee
been you
your e
experience
pe e ce when
e
adults have been supported from a
pedagogical
p
g g
p
perspective
p
rather than an
andragogical perspective?
Talk with mentor-colleagues.
DEVELOPING A COMMON LANGUAGE
Improves
p
communication and better
interpretation of data
| Expands thinking by applying new concepts to
k
known
words
d
| Economizes on time when meeting to discuss
adaptive challenges
| Develops a sense of community
| Creates a safe environment
|
How is your school or district developing
a common language, particularly with
the current impetus to Response to
Intervention?
Talk with mentor-colleagues.
CAMBOURNE’S CONDITIONS FOR LEARNING
Immersion
| Approximation
| Use
| Response
| Responsibility
| Demonstration
| Engagement
| Expectation
E
t ti
|
How are conditions for learning being
considered
id d att th
the school
h l and
d di
district
t i t llevell
in an effort to make forward shifts or
positive
iti change
h
iin iinstruction
t ti ?
With students? With adults?
Talk with mentor-colleagues.
SETTING GROUND RULES
|
Always be respectful of others when they are speaking
|
When talking try to use our own experiences
|
Always be punctual and attend the assigned meetings
|
Try to value others’
others experiences
|
Try to explore common as well as divergent themes
|
Be appreciative of other’s responses by giving appropriate
feedback
|
Be open and honest
|
Find things
g y
you have in common
CONSTRUCTION
LITERACY LEADERSHIP TEAM
INVESTIGATIVE CYCLE
Brainstorming
an initial
adaptive
challenge
Revisioning:
reflecting on
the limitations
and success of
the action plan
Investigating
a specific
adaptive
h ll g
challenge
Scheduling:
developing
and executing
an action plan
Considering the literacy leadership team
i
investigative
ti ti cycle,
l what
h th
hurdles
dl and
d
successes have you encountered at the
school
h l llevell and
d th
the di
district
t i t llevel?
l?
T lk with
Talk
ith mentor
t –colleagues.
ll
SCAFFOLDS
UTILIZING THE LITERACY COACH
CONTINUUM OF COACHING
Transformation may occur when teachers/coaches are provided opportunities to
observe, co-teach, confer, study, research, and reflect on practice.
Inter-active coaching
Facilitate a
workshop or
session to
improve
instruction
and student
learning
Provide an
observation lesson
to improve
instruction and
student learning with
feedback and
collaborative input.
Increased scaffolding
SUBJECT-CENTERED
Intra-active coaching
Co-teach with
colleague to improve
instruction and student
learning based on
mutually agreed upon
learning goals and
success indicators.
Confer,
observe, and
debrief to
improve
instruction and
student
learning.
Facilitate a study
group or literacy
leadership team to
investigate common
interest topics to
improve instruction
and student
learning.
Facilitate action
research to seek
resources after
reflection to
improve
instruction and
student learning.
Decreased scaffolding
PROBLEM-CENTERED
adapted from
E. A. Puig & K. S. Froelich, 2007
The Literacyy Coach: Guiding
g in the Right
g Direction
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-WIDE
PLAN
Development
p
of the literacy
yp
principal
p
| Development of the literacy leadership team
| Development of the literacy coach
| Development of classroom teachers
| Collaborative action research
|
ESTABLISHING SUPPORT AT THE STATE
LEVEL
K-12 literacy
yp
plan
| University-based support
| University Faculty Fellows
| K-12 literacy leadership conference
| K-12 literacy coach academy
| K-12 literacy institute
| Summer literacy leadership team institutes
|
What events or functions has your state or
di t i t putt in
district
i place
l
tto sustain
t i and
d expand
d
the work of literacy coaches and literacy
l d hi tteams?
leadership
?
T lk with
Talk
ith mentor-colleagues.
t
ll
FOUNDATION
|
|
|
|
|
Understanding literacy as a process
Understanding adult learning theory
Developing a common language
U d
Understanding
di conditions
di i
ffor llearning
i
Setting ground rules
CONSTRUCTION
Identifying an adaptive challenge
| Investigating an adaptive challenge
| Refining an adaptive challenge
| Developing action steps
| Studying and reflecting on action steps
|
SCAFFOLDS
Utilizing the literacy coach
| Developing
D
l i a long-term
l
t
school-wide
h l id plan
l
| Establishing support at the state level
|
THE LITERACY LEADERSHIP TEAM
|
A three-part
p
model to sustain and expand
p
success
Constructing a
plan
Laying a
foundation
Utilizing scaffolds
REFERENCES
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The Literacy Principal: Leading, Supporting, and Assessing Reading and Writing
Initiatives. Booth, D & Rowsell, J. ((2007)) Second Edition, Pembroke Publishing.
g
The 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).
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 Press
Teaching for Comprehending and Fluency
Fluency, K
K-8.
8 Fountas,
Fountas II.C.
C & Pinnell,
Pinnell G.S.,
G S (2006).
(2006)
Portsmouth, NH. Heinemann.
Reading & Writing in the Middle Years. Booth, D. (2001). Portland, Maine, Stenhouse
Publishers.
Creating Literacy-Rich Schools for Adolescents. Ivey, G. & Fisher, D. (2006). ASCD.
Lit
Literacy
Learning
L
i
C
Communities:
iti
A Guided
G id d ffor C
Creating
ti
S
Sustainable
t i bl Ch
Change iin
Secondary Schools. Lent, R.C. (2007). Portsmouth, NH. Heinemann.
The Whole Story: Natural Learning and the Acquisition of Literacy. Cambourne, B.
(1990). Scholastic Paperbacks.
SCAFFOLDING THE LITERACY LEADERSHIP TEAM
Questions and discussion
Q
PowerPoint presentation can be downloaded at flare.ucf.edu