Presentation on theme: "IRA Commission on RTI Members: B. P. Laster, Ed.D. Doris Walker-Dalhouse, Ph.D. Susan Watts-Taffe, Ph.D RTI Webinar IRA Guiding Principle: Teacher Expertise."— Presentation transcript:
IRA Commission on RTI Members: B. P. Laster, Ed.D. Doris Walker-Dalhouse, Ph.D. Susan Watts-Taffe, Ph.D RTI Webinar IRA Guiding Principle: Teacher Expertise
USING THE CHAT BOX, PLEASE TELL US: WHO ARE YOU? WHAT IS YOUR POSITION? HOW MANY YEARS HAVE YOU BEEN AN EDUCATOR? IN WHAT TYPE OF SETTING DO YOU WORK (e.g. URBAN, RURAL)? Who We Are & Why Were Here
B. P. Laster, Professor Towson University Doris Walker-Dalhouse, Associate Professor Marquette University Susan Watts-Taffe, Associate Professor University of Cincinnati Shared Experiences: Reading diagnosis and remediation; Preservice and inservice teacher education and professional development; Membership on IRAs Commission on Response to Intervention
The Charge of the Commission on RTI (2008-2011) Develop a framework of core principles that represents the best interests of all children, effective teacher practices, and the wealth of knowledge across IRA. Bring to this conversation, perspectives from diverse partners, members, and constituencies.
IRAs Guiding Principles for RTI 1. Instruction 2. Responsive Teaching and Differentiation 3. Assessment 4. Collaboration 5. Systemic and Comprehensive Approaches 6. Teacher Expertise Download webinar Powerpoints at www.reading.org
Potential Outcomes of This Webinar Expanded thought and conversation about issues related to Teacher Expertise, related to RTI Sharing ideas and resources Use the chat box to add your ideas!
Teacher expertise is the most important factor in improving students' learning. (Darling-Hammond & Mc Laughlin, 1999)
Novice Expert As teachers, we all are on a continuum of growth and development with variation in breadth and depth of knowledge, instructional skills and strategies, and dispositions toward teaching and learning.
The CHALLENGE of being a teacher "Trying to characterize the nature and development of the complex knowledge base needed for any profession is a challenge, and teaching is no different." (Callahan, Griffo & Pearson, 2009, p.37)
Important Dimensions of Teacher Expertise What do you think are the key dimensions of teacher expertise? Please mention what you teach/your instructional role in your answer.
Teacher Expertise is central to instructional improvement. RTI is an opportunity to involve all stakeholders in instructional improvement.
The IRA Guiding Principle on Teacher Expertise states: RTI may involve a range of professionals; however, the greater the literacy difficulty, the greater the need for expertise in literacy teaching and learning. Teacher expertise is central to instructional improvement, particularly for students who encounter difficulty in acquiring language and literacy.
IRA Guiding Principles I mportant Dimensions of Teacher Expertise THE ABILITY TO use powerful assessment tools and techniques translate information about student performance into instructionally relevant techniques observe and respond to student learning with differentiated instruction
IRA Guiding Principles I mportant Dimensions of Teacher Expertise Exemplary CORE instruction that is so essential to the success of RTI is dependent on highly knowledgeable and skilled classroom teachers (IRA, 2003). [IRA webinar on selecting and using Core Reading Programs, June 3, 2010, 8 to 9 p.m. EST]
IRA Guiding Principles Important Dimensions of Teacher Expertise Professionals who provide SUPPLEMENTAL instruction or INTERVENTION need "high level of expertise in all aspects of language and literacy instruction, and assessment, and be capable of intensifying or accelerating language and literacy learning.
Resources Successful Approaches to RTI: Collaborative Practices for Improving K-12 Literacy Marjorie Lipson and Karen Wixson (Eds). IRA, 2010. RTI in Literacy: Responsive and Comprehensive Peter Johnson (Editor), IRA, 2010 (See especially chapters by Linda Dorn & Donna Scanlon)
IRA Guiding Principles I mportant Dimensions of Teacher Expertise Success for culturally and linguistically diverse students depends on teachers and support personnel who are well prepared to teach in a variety of settings. Deep knowledge of cultural and linguistic differences is especially critical for the prevention of language and literacy problems in diverse student populations.
Resources http://www.learner.org Teaching Reading 3-5 Workshop series; Workshops 6 and 7 on Teaching Diverse Learners featuring Dorothy Strickland and Teaching English Language Learners featuring Robert Jimenez
On deepening preservice teachers' understanding: Immersing students in community-based environments and providing spaces for dialogue are promising strategies for complicating and deepening preservice teachers understanding of language and literacy, particularly in relation to issues of cultural diversity and social justice. (Rogers, Marshall & Tyson, 2006), p.202)
IRA Guiding Principles Important Dimensions of Teacher Expertise Expertise in the areas of language and literacy requires a comprehensive approach to professional preparation that involves preservice, induction, and inservice education. It also offers opportunities for extended practice under the guidance of knowledgeable and experienced mentors.
Finally... Providing the most expert instruction and support possible demands a level of collegiality and collaboration that many schools have not realized… (Costello, Lipson, Marinek, & Zolman, 2010, p. 232)
How Expert are You and Your Colleagues in...? Type in 1 for Least and 5 for Most 1. attending to the cultural/linguistic differences of students? 2. assessing students' gains from looking at student work? 3. synthesizing across a variety of assessments? 4. differentiating instruction? 5. using a variety of materials? 6. integrating technology for powerful instruction? 7. understanding RTI?
Are some professionals in your context more expert than others in each of these areas? What role might you play in dispersing existing expertise and building expertise that you find to be lacking in your particular context?
What is the larger political context affecting professional developmnt in your district and state? What are the constraints? Supports? How does recent legislation affect your professional development?
Update from Rich Long Bill on Core Standards has $ for PD Learn Act
In summary...some big ideas: Preservice Teachers and other university-based professionals... 1.importance of field experiences, debriefing, in-depth reflection, and ongoing supervision 2.engaging with communities, students, and families with diverse backgrounds Teachers & other school-based professionals... 1. collaboration is to the RTI model 2. purpose & best practices of ongoing professional development
Possible Outcomes of this webinar Extending the awareness of RTI Administrators: Evaluations of teachers Position statements for policies at school/district/state (e.g., Sch Impr Team) Teachers: A roadmap for PD Teachers: Provided with specific resources for differentiated instruction PD ideas & resources Use the chat to add your ideas.
References Callahan, M., Griffo, V. & Pearson, P.D. (2009). Teacher knowledge and teaching reading. College Reading Association Yearbook, 30, 37- 62. Costello, K.A., Lipson, M.Y., Marinak, B., and Zolman, M. F. (2010). New roles for educational leaders: Starting and sustaining a systemic approach to RTI. Successful Approaches to RTI: Collaborative Practices for Improving K-12 Literacy. Newark, DE: International Reading Association. International Reading Association (2003). Prepared to make a difference: An executive summary of the National Commission on Excellence in Elementary Teacher Preparation for Reading Instruction. Newark, DE: International Reading Association.
References Pufpaff, L.A. & Yssel, N. (2010). Effects of a 6-week, co- taught literacy unit on preservice special educators' literacy- education knowledge. Psychology in the Schools, 4(5), 493- 500. Roehrig, A.D., Guidry, l.O., Bodur, Y., Guan, Q, Guo,Y.,Pop, M.(2008). Guided field observations: Variables related to preservice teachers' knowledge about effective primary reading instruction. Literacy Research and Instruction, 47 (2), 76-98. Rogers, T., Marshall, E., & Tyson, C. (2006). Dialogic narratives of literacy, teaching, and schooling: Preparing literacy teachers for diverse settings. Reading Research Quarterly, 41(2), 202-224.
References Pufpaff, L.A. & Yssel, N. (2010). Effects of a 6-week, co- taught literacy unit on preservice special educators' literacy- education knowledge. Psychology in the Schools, 4(5), 493- 500. Risko, V.J., Roller, C.M., Cummins, C., Bean, R.M., Block, C., Anders, P.L., & Flood, J. (2008, July/August/September). A Critical Analysis of Research on Reading Teacher Education. Reading Research Quarterly, 43(3), 252–288. doi: 10.1598/RRQ.43.3.3 Roehrig, A.D., Guidry, l.O., Bodur, Y., Guan, Q, Guo,Y.,Pop, M.(2008). Guided field observations: Variables related to preservice teachers' knowledge about effective primary reading instruction. Literacy Research and Instruction, 47 (2), 76-98.
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