Clinics 2006 1

Life after Reading Clinic/Literacy Lab: Teachers’ Reflection on Practice

National Reading Conference

Los Angeles, CA

November 2006

Clinics 2006 2

2006 ResearchersB. Laster- Towson Univ. L. McEnery- Univ. of Houston-

Clear LakeT. Deeney- Univ. of Rhode Island

C. Dozier Univ. at Albany S. Sargent- Northeastern State

Univ.J. Cobb- Coastal Carolina Univ.V. Angell- Southern Utah Univ.

D. Gurwitz- National Louis University

A. Morewood- Univ. of Pittsburgh

S. McAndrews- Southern Illinois - Edwardsville

D. Gaunty-Porter-Vanguard Univ.

L. Dubert- Boise State University

C. Barnes- Andrews University

M. Hill- Univ. of Houston-Clear Lake

Inspiration: B. Walker, Oaklohoma Stae UnversityCheerleader: P. Freppon, Univ. of CincinnatiSpecial Thanks: M. Knowles, Technical Support, Towson University

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Background

Ten years of collaboration

The 2005 Electronic Survey

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Previous Study A focused electronic survey across nine

sites. Anonymous participants (n=150). A Few Key Results

Undergraduate: 18% Graduate: 82% 26-50% of time administering individual tests/ interpreting the

assessment data Practicing instruction authentically Preparation for a coaching role: Clinical activities involving

communicating; collaborating; mentoring; professional readings; read/interpreting research

Time constraints Transfer

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Purpose Follow-up on the survey with much more

depth Examine the current roles of clinic/lab

program graduates Find out whether graduates use various

practices introduced in the clinical setting, and with what level of confidence

Discover whether clinics/labs prepare teachers for various school-based roles (e.g. teaching skills vs. leadership)

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Methodology—Data Collection

IRB approval at each site. Located and notified 2-3 graduates of Clinic who are typical

graduates of the program. They should represent different populations, length of experiences, positions, etc.

In arranging the interview, send a note that says to collect three artifacts that reflect your teaching of literacy.

Interview on site at the teacher’s school, not at the university or elsewhere.

Took notes on classroom environment: Books, environmental print, room organization, student work on walls, etc.

Audiotaped interview Transcribe the Intervi

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Methodology-Data Collection

Prompts focused on five main areas: Assessment practices Instruction Leadership Coaching Technology

A holistic approach also:“Talk about a child/teacher you are currently working with. Talk about strengths/needs. Talk about surprises. Talk about your thinking in how you assist them in their development”

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Methodology-Data Analysis1. For Theme Analysis: Categories were refined,

collapsed, and redefined during subsequent readings and discussions within the teams and with the larger group of researchers until the categories encompassed all of the data for that theme.

2. For Site Analysis: We compiled a chart of the key activities and philosophies of each of the participating Reading Clinic/Literacy Lab. This snapshot of the sites allowed for linkages to be made between what the clinical experience was and what the professionals in the field reported about their daily job expectations and experiences.

3 Summaries of findings were reported to a central researcher who compiled them.

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Initial Results of the Study

…more analysis to come next year!

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Interviews at 11 Institutions, n=28 Boise State University, ID Eastern New Mexico University, NM National Louis University, Chicago IL Northeastern State Univ., OK Southern Illinois Univ. – Edwardsville, IL Southern Utah University, UT Towson University, MD University of Houston, Clear Lake, TX University of Pittsburgh, PA University of Rhode Island, RI Vanguard University, CA

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Clinic/Lab vs. Program Assessment may have been learned in

courses leading up to the actual practicum. Instructional practices were explored in

multiple courses. Technology may have been used in other

courses besides Clinic/Lab.

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Categories of Duties/Types of Sites

Coaching teachers Assessing students Teaching students Workshops/presentations Committee

responsibilities Supervision

K-2Middle High SchSpecial S

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Sample Site Report

Level

Specific job

HS1st year as H.S.

5 yrs. always secondary

K-2Reading & Spec. Ed; before was 1st grade many years

MiddleProfessional development consultant to teachers

Setting Rich suburbia; many ESL students

Working class suburbia

Urban and poor

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Sample Site Report—con’dLevel

ASSESS

MENT

HS

Administration and uses of assessment. Used specific assessments; Uses QRI extensively; Antonym Test & others learned in clinical courses.

Understood standardized tests. Spoke the limitations of assessments.

K-2 Administration and uses of informal assessment. Used specific assessments learned in clinical courses (QRI); Interprets standardized tests.

“Writing the reports were helpful.”

Middle

Uses QRI; State and district mandates.

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Sample Site Report—con’dLevel

Emergent

Theme:

Parent Outreach

HS

Spontaneously spoke about outreach to parents. Uses 10 Steps to Helping your Child & other parent

workshop materials. Back-to-school night. Counseling parents toward college- enhanced reading class. Could speak confidently to parents: test bias.

K-2

Showed parents what they were doing rather than just handouts. Ongoing parent meetings – referred to influence of Clinic.

Middle

No mention. (No direct contact with parents in current job.)

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Assessment

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Assessment: Common Themes From general interview questions

Mandates Choosing assessments Informing instruction

From question of transfer from clinic to school Knowledge Skills Materials

Collapsed by role: Elementary classroom teacher Elementary reading teacher, reading specialist, coach Middle/HS ELA teacher, coach, Special education teacher

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Elementary Teachers (n=10) Mandates

Takes away time from planning and instruction Choosing assessments

Based on student needs, area to assess (e.g. WTW spelling, interest inventory, writing)

Informing instruction Need more time to assess to understand student needs

(using self-chosen assessments, such as QRI); Grouping for instruction (differentiating); Basis for instructional planning; Continuous monitoring (assessment) and adjusting (instruction)

Transfer from clinic to school Knowledge (empowerment); skill (assessing, what’s going

on?); materials (assessment and instruction)

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Elementary Reading (n=9) Mandates

DIBELS; mandates affecting instruction (e.g. practice taking tests, teaching skills embedded within)

Choosing assessments Supplement mandates based on area to assess (DIBELS

doesn’t show comp); triangulate Informing instruction

What’s going on?; Plan instruction (w/teachers) based on student need; Grouping (who we see, help teachers group)

Transfer from clinic to school Knowledge; skill (what assessment to give, how to

interpret); materials (assessments, instructional)

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Middle/HS (n=5) Mandates

Used to “get” kids or “group” kids; need to raise scores Choosing assessments

student needs, area to assess Using assessments

Triangulate; Time (need more time to assess using chosen assessments)

Informing instruction instructional planning (use data to inform instruction)

Transfer from clinic to school Diagnostic skills (what’s going on?); Knowledge;

Materials; working w/teachers; instructional ideas

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Special Education (N=4) Mandates

Simply listed mandated assessments Choosing assessments

Student needs, areas to assess Informing instruction

No common theme here Transfer from clinic to school

What’s going on w/student?

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Selecting AssessmentsAcross all levels

Much discussion (20/28 participants), across grades and roles, about choosing assessments (outside of mandated assessments). Basis for choice:

Student needs (what assessments will help teacher understand what’s going on) “I see a kid struggling and I say, “Wait a minute. Let

me see where you are.” Area to assess

“The DIBELS shows that they are slow readers, but it doesn’t test comprehension. I use the QRI for that and to analyze strengths and weaknesses.”

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Transfer from Clinic Elementary teachers

Knowledge (empowerment); skill (assessing, what’s going on?); materials (assessment and instruction)

Elementary reading specialists/coaches Knowledge; skill (what assessment to give, how to

interpret); materials (assessments, instructional) Middle/HS teachers/coaches

Diagnostic skills (what’s going on?); Knowledge; Materials; working w/teachers; instructional ideas

Special education teachers What’s going on w/student?

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Voices--Assessment [Clinic experience] made me more aware of it [assessment], the fact

that I could do it. You look at special education, you look at a diagnostician, and now it’s like, “Hey, wait a minute! I could be doing this!” It was a revelation that it was something I could be taking care of on my own.

I go to meetings and I know what I’m talking about… I have to speak w/school psychologists and people who don’t believe I should be testing a child, or who think, “Oh, no. This kid is fine; they don’t need to be tested.” [I can say] “This is what I’ve seen. There are tests out there that will show this.” I am better able to approach and say there are other tests out there. I feel like I have information to back up what I’m saying. It’s very helpful because it used to be intimidating.

I feel like I’m more educated to sit at a team meeting and say, “Yeah, but why is this happening?” I don’t think they want to hear me a lot of times!

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Instruction

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Instruction: Talk to me about central issues in your teaching.

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Student Learning Teacher Learning Time Constraints

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Instruction: Student learning

Teaching based on student needs

Facilitators of student learning

Active and authentic learning

“Everything I do has different levels. EVERYTHING. I guess the biggest issue for what I believe in is that there is no garden variety step-by-step way to teach.”

“There are times I help students, but usually I am there to facilitate.”

“Good reading instruction involves active learners who get up out of their seats, read, talk about what they are reading, write, and that they tie it all together. It can’t be isolated. Kids won’t connect.”

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Instruction: Student learning Stated teaching

specific strategies

Modeling

“I truly believe that phonemic awareness and phonemic awareness instruction is really the bridge to learning how to read and without having a strong understanding of the sounds around you, strong phonemic awareness, it is going to be difficult for a child to learn to read.”

“Whatever I do, I try to make sure that I keep in mind that kids are going to follow.”

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Instruction: Teacher learning Working with

teachers

Teacher knowledge and confidence

“Well my main thing is to help teachers do a better job of what they do.”

“Teachers do make a difference in what we do for the students. We are the captain of our ship. I know this is all very cliché, but it really is true.”

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Instruction: Time constraints

“Time- trying to reach all of them. With this kind of class it really seems impossible sometimes but I make it work.”

“So it’s a time thing. What I know would work best for these kids, a lot of times I can’t do because there’s just no time.”

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Coaching

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Literacy Coaches: Who? 8 or 30%, from 5 universities, held the position of

coaching or mentoring teachers some worked exclusively with teachers and others in

combination with students. 6 elementary, 1 middle school, 1 high school

Following data, was collected via these 8; however… 3 more had been coaches and responded to some

questions as a coach. 2 others were “evolving” or desiring to be a coach. 2 were named specialists but did not work with

teachers.

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Many Names 4 StrandsLead Literacy TeacherLiteracy CoordinatorReading SpecialistLiteracy or Reading CoachInstructional SpecialistProfessional Developer- Last two mentors or

facilitates effective teaching practices beyond literacy

1. Clinic Influence

2. Professional Development

3. Administrative

4. Big Picture

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Clinical Influences: Inspiration, Information, and Interest

1. Performing with assessments, materials, and methods

2. Growing with & watching a student progress3. Communicating with colleagues and parents4. Understanding theories & issues; making these real

as applied to students5. Applying higher standards and expectations6. Building awareness of observation & its

importance7. Instigating interest in and desire for more

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Professional Development:Model, Monitor, Mentor (MMM) & Collaborate, & Communicate (CC)

Are responsible for 7 up to 30 teachers Collaborate & Communicate through

workshops (ongoing development) and study groups

Monitor, Model, & Mentor

MMM &CC =

A “Full House”

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Administrative Roles

Allocate literacy resources (material & financial)

Manage assistants Place students Evaluate, organize, schedule, and

plan literacy programs, leveled libraries, and assistants

Go to meetings!!! state office district specialists & vertical

alignment teams school administrative teams grade level teams parent groups

A Broader View:

• Looking at nation-wide, district-wide, & school-wide issues

• Managing district and school-wide assessment and data analysis

Differentiated Learning for the EACH one!

The “Big” Picture

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Leadership

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Leadership Roles Conducting workshops- In-service Curriculum alignment Modeling lessons (strategies, mini lessons) for teachers Coaching teachers (observing and providing specific

feedback) Administrative duties- reporting test scores, ordering

books, materials & assessment instruments Planning and facilitating parent workshops Working with leadership teams Training & supervision of paraprofessionals Participating in professional development

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Tensions “…sometimes teachers view my position as an

administrative role. I have to remind the administrators of what I can and cannot do as a lead literacy teacher- I don’t want to cross the line and become and evaluator as I will lose the confidence of the teachers.”

Not enough time- in practicum, in school day Being a literacy coach with fewer years

experience than most of teachers in school. Carrying out state mandates with questionable

effectiveness.

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Role of practicum in preparing leadersPracticum Experience Provided: in depth knowledge of strategies as well as assessment tools knowledge of how to use assessment to inform instruction opportunity to practice coaching intense experience in working with parents

“The parents wanted answers when they asked questions. They would come directly to me. I felt that I had to be prepared at all times.”

practice in functioning as part of a team Tools for diplomatic stance in working with teachers, students, and

parents

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Technology

Definitions—media that support our work (tape recorders;

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Teachers/Prospective Teachers as Learners of Technology at the University

Blackboard, esp. Discussion Board Track Changes for Writing Readability formulas Technology integrated into Curriculum Unit, Text Sets,

Instructional Lessons. Powerpoint used for presentations to colleagues & parents EXCEL for plotting student data Digital recorders; send audio files to colleagues Video clips of instruction; burn to DVD; play on projector

in class Learner.org; United Streaming

(online video clip organized by curriculum area)

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Technology in Clinic & in the FieldClinic/related courses: Assessment (Lexia Test,

readability formulas, Lexile leveling)

Instructional Planning Many Internet sites for

lesson ideas (MarcoPolo/Read-Write-Think)

Research/Writing using full text research articles

In the Schools/Sites… Palm Pilots for DIBELS STAR Test Accelerated Reader Posttests Students monitor their own

grades Graded word lists of the IRI

on Powerpoint------------------------------------------

Morning Message/Writing Books/LEA on Electronic White Boards

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Technology in Clinic & in the Field

Clinic/related courses: Instructional facilitation

for learners Inspiration;

Kidspiration Kidpix Internet access in all

tutoring rooms Writing books/LEA

using Write OutLoud

In the Schools/Sites… Many Internet sites for lesson

ideas (visuals, video clips, etc.) Digital projector to link

w/computer Blackboard Blogs for book discussion Research using Internet in

Computer Lab Critically evaluate sites Layout newspaper Starfall.com Read Naturally software for

fluency

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Technology for different uses

“Literacy center…they go on the computer. There’s a good a program for my ESL students. Sometimes they type their stories….so it is for writing….By the end of the

year, we’ll have a big poetry book.” “We use stopwatches for fluency and word sorts.” “I use technology all the time. I think the biggest

advantage of using the Internet is to find ways to differentiate instruction.”

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How is Technology Used?

0

0.5

1

1.5

2

2.5

3

Access Teach Stu Onl Soft Asses Clinic

Limited Some access/useMore use

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Digital Divides… Great variation from technology magnet

schools to no technology in the schools. Similarly some Clinic/Labs were on site at

schools that had limited technology and some had state-of-the-art technology at a school or on-campus. Great variation among emphasis on technology integration in Clinic/Labs.

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Other Conclusions-Technology Technology-savvy teachers are able to use technologies

both as professional resources & instructional/curriculum resources. Web-sites & software are becoming increasingly important in literacy assessment & instruction

New Literacies reading strategies are different from those used in book (print) reading. Research needed to determine if low progress readers have

similar difficulties in new literacies Reading clinics could include more information about

software/web-sites to support low progress readers May be especially valuable in the home/clinic relationship

More professional development in appropriate uses of technology to supprt all readers/writers.

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Mandates

…..from Federal, State or District Authorities

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National Mandates Four of the eleven who were interviewed

(NM, ID, MD, and IL) mentioned No Child Left Behind (NCLB).

Multiple participants also mentioned Adequate Yearly Progress (AYP).

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State Mandates State-mandated achievement tests were identified

frequently. Seven of the eleven sites referred to such measures (e.g. TEKS, ISAT, CRT, MSA, HSA, Illinois Snapshot of Early Literacy, and BEAR by Riverside ).

State-mandated curriculum competencies and/or benchmarks were mentioned several times (e.g. NM, OK, TX).

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Local, District, and School Mandates Discussions centered around categories: A. Mandated commercial assessment instruments were

described by nine of the eleven sites. DIBELS was the most frequently mentioned Note: DIBELS may fall under multiple categories for

purposes of this presentation. B. Locally-mandated curriculums were described by nine of

the eleven sites (e.g. curriculum alignment).C. Mandated professional development programs were

mentioned in several interviews. D. Mandated commercial reading programs were described

by eight of the eleven sites (e.g. Accelerated Reader, Harcourt Anthology, Auto Skills, 6 Traits)

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Summary Stress and anxiety (related to mandates

and students’ performance) were apparent for both teachers & students.

Participants noted a lack of resources to implement all the components of NCLB.

Participants desired to supplement the mandated assessments with their own assessments.

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Summary Those interviewed possessed a keen awareness

of individual needs and attempted to focus on individual assessment when possible.

Many participants shared a concern about a lack of time to incorporate the naturalistic, authentic assessment strategies learned in clinic because of the testing mandates.

Participants appeared to be aware that clinic courses provided knowledge of naturalistic assessments and instilled confidence in ability to provide for children’s needs.

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Artifacts

“Please collect three artifacts that reflect your teaching of literacy.”

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Supporting Teachers’ Instructional Practices

Implementing program ↔ Teacher Generated

Harcourt Reading Program

“I brought the Harcourt piece because we use it… Covers all the different genres, comprehension skills, and strategies, those are taught clearly through the program.”

 

Teacher’s Reflective Journal

“I’m keeping my own personal journal as well as a reflective journal where I’m writing down student comments.”

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Supporting Teachers’ Instructional Practices

Word level ↔ Text level Red word studies

“Started as an intervention, now I use it with the whole class.”

Strategy Charts

  “I use this process, What do you do when you come to a word you don’t know? Every child has this…”

Read alouds/book collection

“The more you read, the better you become at it.” “I try to read something everyday….” “I wouldn’t stop using my read aloud ever.”

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Student Work

Assignment Focus ↔ Student Focus Prather News, Monthly Newsletter featuring 4th to 6th grade student writing

“Look at this!…Students do the graphics, lay-outs, typing, editing, and changes… It makes me cry to think about how hard these children work.”

Student Score Report from the BEAR Test

“I found one thing he could do well – a musical instrument – and picked up on that…I met with him every day to give him music lessons. I also worked with him in reading as a pull-out. He has changed so much over the year.

Alyssa’s letter asking the mayor to put the high school logo on the water tower

“He agreed to do so based on the reasons she provided in her letter. She thought it was so amazing that her writing could bring about change.”

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Assessment

Summative ↔ Formative Imposed ↔ Implemented by Choice  

Palm Pilot “The DIBELS assessment is something that I administer throughout the

year in K.  QRI “Important tool to walk away with and be able to use. I think I’ve used

it more than anything.” Words Their Way Text “Differentiating my spelling instruction and scaffolding my teaching

more effectively in this area.” “I live by it.” McKenna Kear Writing Attitude Surveys/Interest Inventories “I do these every year.”

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Professional Development

Scripted ↔ Co-constructed Literacy First Guidebook “I used this like a Bible!” Included: assessments, flowcharts, interventions

that were used to assess and plan my reading instruction. “Everyone should have this!”

 Reading Clinic Handbook “What are you trained to do? This book helps me explain it to teachers. I think

this gives them a pretty good synopsis in terms of what I can do for home and school connections and what I can do to give them data based on some sort of testing and what types of strategies I can implement….It’s always accessible and out and about in the room.”

 Visualize and Verbalize (part of Lindmood-Bell) Ultimate favorite. “I tried to turn everyone on to it. My school purchased them

because I asked them to…”

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Limitations of the Study We selected the graduates who we knew

and who were accessible to us.  Furthermore, these were all professionals who were employable, successful to some degree, and in good standing with the university.  Thus, our pool of interviewees had limitations.

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CONCLUSIONS: What Transferred from Clinic to Classroom?

Assessment Practices Strategies/Instructional Practices Planning/Preparation for Instruction Student-centered Learning/Differentiated Instruction Hope/Active Teaching despite mandates Some Technology Integration Use of a variety of Texts in varied Ways Continual Attention to Professional Learning Other (Engagement with Families/Communities)

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Locations of Transfer Literacy lab/Reading clinic to classroom Lab/clinic to families Lab/clinic to community Lab/clinic to instructional practices within

lab/clinic Previous courses to lab/clinic Communities to lab/clinic

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What We Learned aboutWhat we Teach in Clinic/Lab

“Our professor required us to use the assessment techniques discussed in class with those we were tutoring. The transfer of learning was very beneficial because after we learned about assessment and strategies from our professor and through reading the textbooks we had the opportunity to immediately implement the learning. Having the literacy lab/reading clinic experience helped bridge the theory with the real- life application.”

“They told us all the time that we would be using what we learned in Clinic in our schools. We do.” 

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Questions Raised During Analysis What is/are the goal(s) of the lab/clinic? Are we explicit in preparing graduates for

leadership responsibilities? Is our choice of language/discourse helpful? Are we appropriately modeling technology

integration/new literacies? How can we help teachers bridge what they know

about assessment/instruction with the mandates that they face in the field?

Your questions?