Article from Intervention, May 2011 By: Elizabeth Swanson, Meaghan S. Edmonds, Angela Hairrell, Sharon Vaughn, and Deborah C. Simmons at the University of Texas Quote from the article abstract: Upper elementary content-area teachers often face the challenge of how to make content-area text more accessible and learnable for their students. Applying a Cohesive Set of Comprehension Strategies to Content-Area Instruction
Teachers uniting around a COMMON CAUSE We all want students to BE better readers and writers and to USE these literacy skills to learn. Learning to read Reading to learn Success!
Teachers… can help each other learn (and like to do it.) learn by observing and analyzing models of exemplary instruction. who analyze learning strategies are more prepared to personalize instruction to meet students needs learning deepens when they conduct action research and talk about their lessons learned can use technology to be more connected. What are the BIG IDEAS?
– Special educators working with students in grades 4-8 Individuals District teams School teams Grade level teams – cross content areas – Co-teaching teams of SE and GE teachers – Anyone and everyone who can relate to the common cause: Who should participate? Learning to read Reading to learn Success!
More student engagement More time focused on effective instruction More teacher ownership for results More belief in the value of collaboration More learning community support for teachers Three hours of non-degree graduate credit from Marshall U. for teachers who complete the 23 hours What are the rewards?
It was a good start. - 81% I look forward to practicing/applying the knowledge/skills in my classroom. - 85% The PD was very closely aligned with schools/programs goals for instructional improvement. – 69% + (27% somewhat aligned) What are current participants saying?
This training was very helpful and gave methods and skills which will coincide with the curriculum already being used with my students. I really enjoyed the interactive/intimate environment provided. I can remember the activities we did together the best. The informal feedback from the presenters was very beneficial in helping me envision how these strategies will fit into my classroom. What are current participants saying?
1.Work with WVDE staff to schedule time for teachers to participate 2.Pay substitutes or stipends as needed 3.Provide or arrange space for face-to-face PD 4.Support teachers risk-taking as they make changes What are the district/school level responsibilities?
1.Look at the hall display 2.Look at the break-down of the module 3.Talk to principals about the content of the PD to confirm local relevance 4.Look at calendars to identify possible dates 5.Email Ellen Oderman @ firstname.lastname@example.org email@example.com What are the steps for scheduling teacher participation?