Welcome!
Professional Learning for Adolescent Literacy
Leaders, Coaches and Administrators
1
October 2011
Before we begin…
• Coach
Place the corresponding
colour sticky next to the
label which represents
your role to create a bar
graph. You may identify
as more than one role if
needed.
• Literacy Lead,
Consultant/Coordinator
• Administrator
• Student Success Leader
• Classroom Teacher
• Other
2
You are an expert!
Think about something you’ve learned to
do well.
What evidence do you have that confirms
your thinking?
3
4
How do these categories also
apply to the adolescent learner?
For success, the adolescent learner
needs…
5
Goals for the Session
By the end of the session, I will have
collaborated with my peers to determine:
– the impact of current research on adolescent literacy, evidenceinformed instructional practices and instructional coaching
– the connection between the professional learning cycle and the
coaching cycle
– the importance of using the professional learning cycle for jobembedded professional learning that focuses on the improvement of
students’ literacy achievement
– the opportunities available for networking with adolescent literacy
leaders, coaches, administrators, and provincial literacy leads
6
Three Part Lesson Format
Minds On
• Establishing a positive learning environment
• Connecting to prior learning and/or experiences
• Setting the context for learning
• Engage students emotionally and cognitively
• Assess students’ prior learning; activate (or build) prior
learning
• Develop interpersonal learning, collaborative skills
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Three Part Lesson Format
Action!
Students do the subject — not hear or read about it.
Action includes:
• Introducing new learning or extending/reinforcing prior learning
• Providing opportunities for practice and application of learning (from
teacher modelling to guided and shared practice to independent
practice)
Instruction includes:
• Modelling
• Guided practice and scaffolded exploration
• Co-construction of understanding
• Gradual release of responsibility
• Differentiation
• A variety of groupings and collaborative structures
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Three Part Lesson Format
Consolidation
• Helping students demonstrate what they have learned
• Providing opportunities for consolidation and reflection
• Check for conceptual understanding of critical learning through
reflection, summary, application, consideration of alternative
approaches
• Use whole-class discussion, journals, exit cards
• Prepare for/anticipate follow-up or next lesson
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Agenda
Minds On
• Connecting with research
• Exploring skills and competencies of Literacy
for the 21st Century
Action!
• Comparing the Coaching Cycle and
Professional Learning Cycle
• Working with the Professional Learning Cycle
through various roles
Consolidation
• Connecting Supports for Adolescent Literacy
10
Season Partners
11
How has the 3-part lesson been
used in your board?
12
Minds On
“ From research…”
What are the implications for
classroom practice?
13
Minds On
Literacy in the 21st Century
What are the competencies our
students need to have when
they graduate?
14
Literacy in the 21st Century
Literacy is defined as the ability to use language and images in rich and varied
forms to read, write, listen, view, represent, and think critically about ideas.
It involves the capacity to access, manage, and evaluate information; to think
imaginatively and analytically; and to communicate thoughts and ideas
effectively.
Literacy includes critical thinking and reasoning to solve problems and make
decisions related to issues of fairness, equity, and social justice.
Literacy connects individuals and communities and is an essential tool for
personal growth and active participation in a cohesive, democratic society.
15
Reach Every Student: Energizing Ontario Education, Winter 2008
How has the reality of the 21st
century affected you?
16
How can a Provincial
Literacy Lead provide
support in my school
board?
Here are some examples:
Action!
build capacity of literacy leaders and
coaches
explore components of coaching and
options for implementation
support professional learning (co develop a “coaching menu”)
facilitate board and regional networking of
coaches and literacy leaders
support the exploration of the literacy
needs of all learners from grades 7 -12
How can a
Provincial Literacy
Lead provide
support in my
school board?
support the use of classroom data as a
focus for instruction and professional
learning
connect coaching to evidence based
practices that support the needs of
adolescents
facilitate the development of professional
learning about literacy in all subject areas
collaborate with administrators to align
board, school and classroom goals
help connect SEF to BIPSA and SIPSA
for planning and coaching
explore coaching in the implementation of
the professional learning cycle
Boards may request a Provincial Literacy Lead
through the EduGAINS website or by
contacting literacycoach@edugains.ca .
When requesting a Provincial Literacy Lead, it
is a board’s responsibility to ensure that there
is approval from the appropriate senior
administrator(s).
17
Action!
19
Student Success EPO Funding
• Literacy and Mathematics Professional
Learning Strategy
• Differentiated Instruction Professional
Learning Strategy
• Student Success School &Cross Panel
Teams
20
Professional Learning Cycle
21
The Professional Learning Cycle
• A process for collaborative
inquiry that is used by teams
of educators for professional
learning
• Learning occurs during and
between team meetings when
educators share practice,
examine student work and/or
access opportunities to build
their instructional skills and
knowledge
22
Collaborative Inquiry
Professional Learning
Cycle
Teaching-Learning
Critical Pathway
(Not abbreviated as PLC)
Action Research
Coaching Cycle
SS/L-18ITEB: DI
Professional Learning
Strategy, 2011-12
23
23
Action!
24
How have you used the coaching
cycle and/or the professional
learning cycle?
25
Coaching/Learning Cycles
…a
way of ensuring that
collaboration goes beyond casual
story swapping and becomes true,
intentional joint work that results in
new understandings that will move
practice forward
26
Katz, Earl & Jaafar, (2009). Building and
Connecting Learning Communities, p.74.
26
26
Coaching/Learning Cycles
“Having … (a) clear and defensible
learning focus for students and staff is
necessary for the kind of professional
learning that is the precursor to changes in
practice, and ultimately, to changes in
student achievement.”
27
Steven Katz, GTA PNC Capacity Building Project: p.6
27
Video Clip from the Professional
Learning Cycle DVD - ACT
28
28
Literacy in the 21st Century
Literacy is defined as the ability to use language and images in rich and varied
forms to read, write, listen, view, represent, and think critically about ideas.
It involves the capacity to access, manage, and evaluate information; to think
imaginatively and analytically; and to communicate thoughts and ideas
effectively.
Literacy includes critical thinking and reasoning to solve problems and make
decisions related to issues of fairness, equity, and social justice.
Literacy connects individuals and communities and is an essential tool for
personal growth and active participation in a cohesive, democratic society.
29
Reach Every Student: Energizing Ontario Education, Winter 2008
Action!
BIPSA/SIPSA
Classroom
Professional Learning
Principles, Priorities, Supports
30
Survey
31
Action!
BIPSA/SIPSA
Classroom
Professional Learning
Principles, Priorities, Supports
32
Talk to the Text
Read the selection and summarize the main
idea of each paragraph in your own words.
Write your summaries on the page beside
the text.
• What does this selection ask you to think about?
• What is an effective way of professional
learning?
• Why would a teacher want students to actively
think and talk about a text?
33
Action!
34
Action!
35
What are the student needs that this coach and teacher are discussing?
36
Action!
Identify need
37
Inquiry-based learning engages students in
asking questions and problem solving to
build knowledge.
School Effectiveness Framework
38
Breakout Groups
Administrators
Coaches and Literacy Leaders
39
Coaches and Literacy Leaders
Action!
How does Indicator 4.4 connect
to the teacher and coach
conversation?
40
Coaches and Literacy Leaders
Action!
Determine educator learning
41
Coaches and Literacy Leaders
Action!
• How might the coach help this
teacher determine what to do?
• What areas might the coach
work on with the teacher?
• What are some entry points to
working with the teacher?
• What might the coach’s next
steps be?
42
Coaches and Literacy Leaders
Action!
Using Cathy Toll’s
question categories,
generate some specific
questions you might
use to work with this
teacher. (page 45)
43
Administrators
Action!
44
Administrators
Action!
45
Administrators
Action!
46
Administrators
Collaborative Inquiry Continuum
Examine the rows on both sides
of the continuum
Select a row that is significant to
you as an administrator
For a team on which you
are/were a member or that you
have facilitated, which stage
description best matches the
team’s work?
47
47
Whole Group
48
Action!
There is an interdependence between what
formal leaders and informal leaders do such that
formal leaders enable informal leaders in ways
that are activity based and expertise driven.
Formal leaders distribute power and leadership
so as to encourage others to view themselves as
important in shaping future direction.
Steven Katz, Lorna Earl & Sonia Ben Jaafar (2009)
49
Action!
Formal & Informal Leadership
Informal
Formal
• Instructional leadership
• Operational and instructional
• Set direction
leadership
• Roles are a function of
• Articulate vision
relationships, influence and
• Role of authority
activities
• Support teachers in learning
• Lead, participate and share
– advocacy, time and
– activity-based and
resources, delegate,
expertise driven
distribute power
• Organize, manage, design
• Create conditions for
and build collaborative
collaboration
processes and
50
communities
Steven Katz, Lorna Earl & Sonia Ben Jaafar (2009)
50
50
Action!
How can formal and informal
leaders work together to enhance
professional learning?
What are the conditions which
allow for formal and informal
leadership to occur?
51
Literacy in the 21st Century
Literacy is defined as the ability to use language and images in rich and varied
forms to read, write, listen, view, represent, and think critically about ideas.
It involves the capacity to access, manage, and evaluate information; to think
imaginatively and analytically; and to communicate thoughts and ideas
effectively.
Literacy includes critical thinking and reasoning to solve problems and make
decisions related to issues of fairness, equity, and social justice.
Literacy connects individuals and communities and is an essential tool for
personal growth and active participation in a cohesive, democratic society.
52
Reach Every Student: Energizing Ontario Education, Winter 2008
Consolidation
Goals for the Session
By the end of the session, I will have
collaborated with my peers to determine:
– the impact of current research on adolescent literacy, evidenceinformed instructional practices and instructional coaching
– the connection between the professional learning cycle and the
coaching cycle
– the importance of using the professional learning cycle for jobembedded professional learning that focuses on the improvement of
students’ literacy achievement
– the opportunities available for networking with adolescent literacy
leaders, coaches, administrators, and provincial literacy leads
53
Consolidation
How can literacy leaders,
coaches, principals and teachers
support the literacy learning
required of students in the 21st
century?
54
Thank You
55