Presentation on theme: "Overcoming the Effects of NCLB Thoughtful Adaptations of Reader First Scripts as Implemented at some PDS Sites."— Presentation transcript:
Overcoming the Effects of NCLB Thoughtful Adaptations of Reader First Scripts as Implemented at some PDS Sites
Buffalo State College PDS Maria Ceprano, Professor and PDS Faculty for reading and language arts methods Christine Tredo, Lecturer and PDS Faculty for reading and language arts methods Leslie Day, PDS Director
Barriers to Sustainability …And not letting them stop PDS!
What to do? When the barriers seem to threaten the PDS relationship and its mission for the support of all partners…
Mentoring Teacher Candidates: one priority of PDS No Child Left Behind Legislation has given way to a one size fits all “teacher proof” reading program BSC has a long standing positive PDS relationship which has recently been challenged by this legislation and is viewed as a barrier to furthering the PDS mission Potentially compromises the critical literacy objectives of teacher education
Overcoming these challenges: a priority for our PDS Goals: To maintain a positive learning environment for all partners To provide teacher candidates with models of best practices To allow teacher candidates opportunities to teach a variety of effective literacy strategies To support literacy strategies which positively impact young learners
Positive Learning Environment for all Partners No finger pointing! We are in this together. How can all partners benefit? How can we “manage” this barrier? What are the temporary and long term compromises or solutions?
Providing Models of Best Practices Beyond the scripted reading program Demonstrations by college faculty Observations in other programs Extending the program
Opportunities to teach a variety of literacy strategies If you can’t extend the program, can you get around it? Teacher candidates could teach to each other….simulations. OR Are there opportunities outside the regular classroom day?
Impacting Young Learners Even though we are “looking out” for our teacher candidates, another important priority is our young learners in the PDS. Are the children getting the most out of their literacy program? How could the PDS supplement their instruction?