Bold Conversations to Enrich Classroom Practice

1. Bold Conversations to Enrich Classroom Practice Lisa Davis Rougeou, M.A., NBCT Martha Young Rhymes, Ed.D. Donna Beauboeuf, M.Ed.

2. K-16 Partnership Philosophy:“Teachers Teaching Teachers” • NWP www.nwp.org • NSUWP www.nsuwp.org

3. How Teachers Become Leaders • 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.

4. K-16 Inquiry: Initial Questions • How would K-12 educators respond to a book study/pedagogy discussion opportunity with a higher ed colleague? • How would higher ed faculty respond to a book study/pedagogy discussion opportunity with a K-12 colleague? • How would they approach the project? • What would be the benefits of such a project for each professionally?

5. Think and Write… • 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?

6. K-16 Partnership: Phase One • Timeline: September 2009-January 2010 • Participants: 10 K-12 and 10 university faculty partners • Shared Texts: • Paulo Freire’sPedagogy 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

7. Phase One Goals: • 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

8. Phase One Outcomes: • Reflective writings submitted by each partnership • E-mail correspondencebetween partners • January 2010 share session and round-table discussion • Partners who chose to continue to Phase Two

9. K-16 Partnership Phase Two • 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

10. Phase Two Goals: • 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

11. Phase Two Outcomes: • E-mail correspondencebetween 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

12. Partnership in Action: Beginning Conversations • 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

13. Phase One: Forging the Partnership • 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

14. Decision to continue the work . . . • 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

15. Using Children’s Literature to Support the Development of Literacy

16. Donalyn Miller Shared Inspirations: Carol Avery

17. Marcia Freeman Shared Practices: Katie Wood Ray

18. Phase Two as Agents of Change: Toward Practical Application 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

19. Action Research Goals A Qualitative inquiry of possible benefits . . . • to 1st grade students involved in the routine practices of a reading/writing workshop approach • to pre-service teachers who collaborate with a first-grade veteran teacher to learn the planning, managing, and assessing of a reading/writing workshop • to pre-service teachers who participate in an on-site practicum with increased involvement with students and instructor availability

20. Ongoing Study & Data • Written observations from pre-service teachers • Student notebooks, showing productivity & growth over year • Quality & originality of student writing in comparison with writing in other 1st grade classes • Quality of pre-service Writing Plans using writing workshop philosophy • Pre-service teacher ratings for program

27. Donna with Zoe: A young author in the making!

28. Changing the Approach for the ELA Methods Practicum • Shifted focus to practicum format for methods • On-Site Classes at the E. Lab • Increased instructor availability • Required Writing Lesson Plan

29. Changes in Professional Practices • In the classroom • In the school: • Professional Learning Community • Teachers Teaching Teachers! • Voice, autonomy, self-assessment

30. What’s next for K-16 Partnerships? • Publications & research • Partnership ideas with specific focuses • Administrator emphasis

31. Questions and More Ideas… • 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.

32. Session Evaluations Session #2210. • Please visitwww.ascd.org/evaluations to let us know how it went. (3/25 – 4/11) • Email us: • Donna – dbeauboeuf@nat.k12.la.us • Lisa – rougeoul@nsula.edu • Martha – rhymesm@nsula.edu