When Teachers Just Say No: How to Help Teachers Find a Reason for Literacy Instruction

1. When Teachers Just Say No: How to Help Teachers Find a Reason for Literacy Instruction April 2009 National Literacy Coaching Summit Dauna Swenson Howerton, Ph.D. Round Rock Independent School District Dauna_howerton@roundrockisd.org daunahowerton@yahoo.com

2. Overview • History of reading instruction at secondary level • Research leading to practice • Current practice • Next steps

3. At Issue • Current policies place more intervention responsibility on general education teachers • General education teachers do not see themselves as interventionist (Jordon & Stanovich, 2003) • Long history of expecting teachers to support reading that hasn’t happened • High school teachers need to find ways to infuse instruction into content, practice, and culture (O’Brien, Stewart, & Moje, 1995) • Literacy instruction vs. reading instruction

4. Turn to the person next to you and comment on which is more important: In my school, content areas teachers’ believe they should or could provide literacy instruction? • In my school, leadership makes known the policies, practices, and beliefs about providing literacy support in content area classrooms?

5. The ahead of the curve responses . . .

6. Reading Project– One year long Guiding premise: If coached change would occur 16 teachers – 2 middle schools 2 high schools – ELA, social studies, science 8 day pd on reading interventions 3 PDs during the school year In class coaching support in assessment and instruction

7. Results 100% said their students needed reading support 100% physical participation in PDs MS teachers were interested in assessments Little to no actual implementation of intervention strategies Little or no involvement with administration 100% request for a second year of support

8. What was learned Middle school teachers were more open to implementing new practices by the end of the year High school teachers were open to classroom visits but not to implement new practices District curriculum structure allowed minimal instructional flexibility One year was enough time to impact beliefs about reading instruction but not change practices

9. Research study – Four months Before providing intervention instruction: What are teachers’ beliefs about providing reading instruction to struggling readers? Or What do teacher need to experience prior to imagining reading or literacy instruction in content area instruction 26 middle school ELA teachers

10. What was learned Few teachers saw themselves as responsible for improving reading ability of struggling readers Most believed they did provide some “reading” instruction, just not to everyone There was not a consistent practice used Going through a process to define beliefs teachers were able to questions their current beliefs and practices, and consider what they should be doing – A necessary first step

11. What I really learned . . . First – beliefs must be known and are based on past experiences and personal beliefs about education (Calderhead, 1996; Pajares, 2002) Second (and second time) – Middle school teachers were more open to implementing new practices Third – Too many assumptions that teachers are willing to change practice – teachers do say no and mean it

12. Where is your school, your teachers on these issues?

13. Practice District supports reading and literacy instruction in all content areas K-12 Literacy coaches on middle and high school campuses for all content areas Middle and high school reading class (not resource reading) Mostly new, ELA teachers teaching reading Slow implementation (so far, year two)

14. Research to Practice • Content area teachers, even ELA, need to define beliefs about literacy in their content areas • What it is. What is needed to access content. What is needed to be successful • Content area teachers need support in developing their own literacy instruction and practices before it is infused into the culture • Content area teachers must be supported in their learning of literacy is more than reading instruction

15. The Process for Teachers Survey of beliefs Teams define what literacy is in their content Work with the team on instruction they decide they need help Support with lots of resources Support the development of materials they will use with them

16. Systemic support to make it work Provide coaches with training to support district goals Create a system to identify student needs Purchase materials and train teachers Define and level all reading classes Clarify what the coach should do Content area teachers should think about literacy, not reading Coach by content or group – no more drive by trainings

17. And let’s not forget . . . No more drive by trainings If you want teachers to really change, they must have the opportunity AND time to infuse instruction into content, practice, and culture (O’Brien, Stewart, & Moje, 1995)

18. Next steps for high school • Do not speak reading: Speak literacy because teachers: • Will not do it because they are told to do it • Are under more pressure for kids to pass • Are looking at 140+ students to impact • Have not entered the field thinking skill improvement is their responsibility • Listen to teachers and keep listening

19. Next steps 3. Help • identify literacy strategies used in their content • identify how strategies differ dependent on content and reading purpose 4. Establish systems 5. Acknowledge learners frustration and resistance 6. PATIENCE – this takes time