Learning Leadership: Acquiring an Identity Learning Collegiality: Building Community Learning to Make Conflict Productive Learning from Practice: Reflecting on New and Old Knowledge from Ann Lieberman and Linda Friedrich’s How Teachers Become Leaders: Learning from Practice and Research. Teacher’s College Press, NY, 2010. How Teachers Become Leaders
1. How would K-12 educators respond to a book study/pedagogy discussion opportunity with a higher ed colleague? 2. How would higher ed faculty respond to a book study/pedagogy discussion opportunity with a K-12 colleague? 3. How would they approach the project? 4. What would be the benefits of such a project for each professionally? K-16 Inquiry: Initial Questions
1) What benefits do you see from being involved in a K-16 partnership? 2) What would a K-16 partnership look like in your setting? Think and Write…
Timeline: September 2009-January 2010 Participants: 10 K-12 and 10 university faculty partners Shared Texts: ◦ Paulo Freire’s Pedagogy of Freedom: Ethics, Democracy, and Civic Courage ◦ Thomas Newkirk’s Holding on to Good Ideas in a Time of Bad Ones: Six Literacy Principles Worth Fighting For K-16 Partnership: Phase One
Provide environment to support a collegial relationship between K-16 educators Provide opportunities and resources for analysis and reflection of teaching practice Observe and collect each partnership’s protocol for book study and pedagogy discussion Provide opportunity for partners to share their observations of both the philosophies of the texts, as well as observations/reflections about the partnership itself Phase One Goals:
Reflective writings submitted by each partnership E-mail correspondence between partners January 2010 share session and round-table discussion Partners who chose to continue to Phase Two Phase One Outcomes:
Timeline: January 2010-August 2010 Participants: 6 K-12 and 6 university faculty partners Shared Texts: ◦ Grace Hall McEntee, et al. At the Heart of Teaching: A Guide to Reflective Practice ◦ Stephen Brookfield’s Becoming a Critically Reflective Teacher K-16 Partnership Phase Two
Provide environment to support a collegial relationship between K-16 educators Provide opportunities and resources for analysis and reflection of teaching practice Observe and collect each partnership’s protocol for book study and pedagogy discussion in a workshop proposal Provide opportunity for partners to share their observations of both the philosophies of the texts, as well as observations/reflections about the partnership itself in a co-authored professional article Phase Two Goals:
E-mail correspondence between partners June 2010 share session of workshop proposal and writing ideas Workshop proposals for Literacy Lagniappe and co-authored articles submitted August 2010 Anthology: Powerful Conversations: K-16 Writing and Inquiry Partnerships (in final editing stage) Requests for continuance of K-16 partnership opportunities Ongoing collaborative projects between partners Phase Two Outcomes:
Writing Project Coordinator Professional Development Literature Circle Professional Development Elementary Lab Connection Redesign of First-Grade Report Card – National Common Core Standards K-16 Partnership Partnership in Action: Beginning Conversations
Book Sharing –Pedagogy of Freedom by Paulo Freire –Holding on to Good Ideas in a Time of Bad Ones by Thomas Newkirk Joint Report to all Collaborators –Newkirk Paraphrased –Freire Reflections Phase One: Forging the Partnership
Retreat & proposal Using Children’s Literature to Support the Development of Content Literacy Reflective paper for the NWP Anthology Presentation at State Literacy Lagniappe Conference with Lisa Wiggins, E. Lab Media Specialist Decision to continue the work...
Using Children’s Literature to Support the Development of Literacy
Shared Inspirations: Carol Avery Donalyn Miller
Shared Practices: Katie Wood Ray Marcia Freeman
Action Research Project: A First-Grade Classroom Teacher and a University Teacher Educator Join Ranks to Enhance Students’ Literacy Development & Enrich Teacher Candidates’ Clinical Practice Phase Two as Agents of Change: Toward Practical Application
A Qualitative inquiry of possible benefits... 1.to 1 st grade students involved in the routine practices of a reading/writing workshop approach 2.to pre-service teachers who collaborate with a first-grade veteran teacher to learn the planning, managing, and assessing of a reading/writing workshop 3.to pre-service teachers who participate in an on- site practicum with increased involvement with students and instructor availability Action Research Goals
Written observations from pre-service teachers Student notebooks, showing productivity & growth over year Quality & originality of student writing in comparison with writing in other 1 st grade classes Quality of pre-service Writing Plans using writing workshop philosophy Pre-service teacher ratings for program Ongoing Study & Data
Shifted focus to practicum format for methods On-Site Classes at the E. Lab Increased instructor availability Required Writing Lesson Plan Changing the Approach for the ELA Methods Practicum
In the classroom In the school: –Professional Learning Community –Teachers Teaching Teachers! –Voice, autonomy, self-assessment Changes in Professional Practices
Publications & research Partnership ideas with specific focuses Administrator emphasis What’s next for K-16 Partnerships?
Revisit your earlier “Think and Write” and jot additional ideas or questions you may now have. Please contribute to the conversation by sharing your ideas and/or questions. Questions and More Ideas…
Session #2210. Please visit www.ascd.org/evaluations to let us know how it went. (3/25 – 4/11)www.ascd.org/evaluations Email us: –Donna – email@example.com@nat.k12.la.us –Lisa – firstname.lastname@example.org@nsula.edu –Martha – email@example.com@nsula.edu Session Evaluations
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