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Literacy Academy A Snapshot View. By Ellen Oderman Coordinator, Office of Special Programs West Virginia Department of Education. Teachers learning together. Teachers analyzing instruction. … together. Teachers analyzing strategies.
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Literacy AcademyA Snapshot View By Ellen Oderman Coordinator, Office of Special Programs West Virginia Department of Education
Teachers analyzing instruction …together.
Applying a Cohesive Set of Comprehension Strategies to Content-Area Instruction 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.”
Teachers uniting around a COMMON CAUSE We all want students to BE better readers and writers and to USE these literacy skills to learn.
What are the BIG IDEAS? 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.
Who should participate? • 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:
What are the rewards? • 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 current participants saying? • “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 school’s/program’s 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 the district/school level responsibilities? • Work with WVDE staff to schedule time for teachers to participate • Pay substitutes or stipends as needed • Provide or arrange space for face-to-face PD • Support teachers’ risk-taking as they make changes
What are the steps for scheduling teacher participation? • Look at the hall display • Look at the break-down of the module • Talk to principals about the content of the PD to confirm local relevance • Look at calendars to identify possible dates • Email Ellen Oderman @ coderman@access.k12.wv.us