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LEARNERSHIP: LEADERSHIP FOR LEARNING IN LITERACY      

Facilitated by: Cathy A. Toll, Ph.D. cathy@partneringtolearn.com 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.