Delivering High Quality Instruction
through Job-Embedded Professional
Development
Evelyn Mamman, Director, Title I and
Supplemental Education,
Interim Language Arts Supervisor
New Brunswick School District
Walter J. Cmielewski, Language Arts
Consultant, Professor, Caldwell University
Delivering High Quality Instruction through Job-Embedded
Professional Development
 What is Job-embedded professional development?
 Teacher Learning
 Day to day teaching practice
 Designed to infuse best practices into the classroom
Delivering High Quality Instruction through Job-Embedded
Professional Development
“Up-Front” Training Workshops
Classroom Visits and On-site P.D.
Consistent Format and Approaches
Delivering High Quality Instruction through Job-Embedded
Professional Development
“Up-Front” Training Workshops
Writing
 Quick Writes
 Writer’s Workshop
 Portfolios
 Pre-Writing Graphic Organizers
Delivering High Quality Instruction through Job-Embedded
Professional Development
“Up-Front” Training Workshops
Reading
 Jump-in Reading and Pointed Reading
 Reader’s Workshop
 Guided Reading
 Literature Circles
 Focus on higher order questions
 Wait Times
Delivering High Quality Instruction through Job-Embedded
Professional Development
Classroom visits and On-site P.D.
Demo Lessons and Debriefing
Classroom Visits to Observe Lesson and Debriefing
Common Planning Time Meetings
Building Reading Specialists as On-site Resources
Delivering High Quality Instruction through Job-Embedded
Professional Development
Consistent Format and Approaches
The structures are identical in all buildings.
Transient population
Vertical and horizontal articulation
Delivering High Quality Instruction through Job-Embedded
Professional Development
Quick Writes are
do-now’s, two-minute writing based on a single word.
Shared with a partner
Shared by nomination with the class
Delivering High Quality Instruction through Job-Embedded
Professional Development
Let’s try a quick write…..
The word is ______________.
Go!
Delivering High Quality Instruction through Job-Embedded
Professional Development
WRITER’S WORKSHOP

Status of the Class

Teacher calls each student to ascertain his/her plan for the workshop.

Choices:
SSR/SSW – Sustained Silent Reading/Writing
Teacher conference
Partner conference
Sharing time

Mini-lesson
Procedural
Motivational
Skills

SSR/SSW and Teacher Conferences and Partner Conferences
These occur concurrently.

Dialog Journal (Reader’s Workshop only)
Students write about what they read in SSR and pass the dialog journal to the teacher
or a classmate for his/her response.

Sharing Time
Students share with the entire class about their reading/writing from that day
Delivering High Quality Instruction through Job-Embedded
Professional Development
PORTFOLIO PROGRAM

Works in Progress Folder
Work student is presently working on
Student can retire a piece and hold onto it and go onto a different piece.

Classroom Portfolio
Completed and graded student work that was not chosen for the traveling portfolio.

Traveling Portfolio
Contents of a traveling portfolio:
4 marking period pieces
Cover sheet- “Why This Piece Belongs in My Portfolio”
Letter written to next year’s teacher at the end of the school year. The letter should state
the following:
What they like about reading and writing.
What they are struggling with
What they are good at
5 point state rubric
Teacher circles appropriate indicators relevant to the student as a writer for the
year.
Delivering High Quality Instruction through Job-Embedded
Professional Development
Graphic Organizer for Narrative Writing
The “Secret Planner”
“Secret Planner”
1 Character
3 Problem
Beginning
1&2
2 Setting
4
Solution
Middle
3
End
4
Delivering High Quality Instruction through Job-Embedded
Professional Development
The 3 Wait Times
Delivering High Quality Instruction through Job-Embedded
Professional Development
Wait Time 1
The teacher asks a questions and
waits.
No hands until the signal is given.
Delivering High Quality Instruction through Job-Embedded
Professional Development
Wait Time 2
The student responds and the teacher
waits.
Delivering High Quality Instruction through Job-Embedded
Professional Development
Wait Time 3
A student asks a question, and
the teacher waits.
Delivering High Quality Instruction through Job-Embedded
Professional Development
Jump-in Reading
 Students read passage silently in class or at home first
 Teacher begins oral reading and any student may jump
in and teacher jumps out
 Other students jump in and out as well as the teacher
 Teacher jumps in on proficient readers and struggling
readers to prevent stigmatizing the struggling reader
Delivering High Quality Instruction through Job-Embedded
Professional Development
Pointed Reading
This activity follows Jump-in Reading.
Teacher selects a favorite word or phrase and
points to it and asks the students to do the same
Students and teacher begin to call out their
favorites
Even if someone has taken yours, you still call out
yours and anyone can call theirs again and again
Delivering High Quality Instruction through Job-Embedded
Professional Development
READER’S WORKSHOP

Status of the Class
Teacher calls each student to ascertain his/her plan for the workshop.
Choices:
SSR/SSW – Sustained Silent Reading/Writing
Teacher conference
Partner conference
Sharing time

Mini-lesson
Procedural
Motivational
Skills

SSR/SSW and Teacher Conferences and Partner Conferences (These occur concurrently.)

Dialog Journal (Reader’s Workshop only)
Students write about what they read in SSR and pass the dialog journal to the teacher or a classmate
for his/her response.

Sharing Time

Students share with the entire class about their reading/writing from that day
Delivering High Quality Instruction through Job-Embedded
Professional Development
GUIDED READING
 1. Picture Walk (1-2 minutes)
 2. Oral Reading by Teacher (10 minutes)
 3. Mini Lesson (5 -7 minutes)
 4. Whisper Reading by students (5 minutes)
 5. Retelling by Students (2 minutes)
 6. Follow-up Activities
 7. Optional Extension Activities
Delivering High Quality Instruction through Job-Embedded
Professional Development
LITERATURE CIRCLES
 These are cooperative learning reading groups in which each participant
has an assigned role/task. The six roles/tasks are:
 Discussion Director: Creates questions which evoke a discussion
 Summarizer: Captures the main points of the reading done previously
 Illustrator: Creates an illustration which evokes discussion
 Connector: Makes connections to life or other literary works
 Word Wizard: Selects vocabulary in context for students to discuss
 Passage Picker: Selects passage which illustrate descriptive language
or figures of speech
Delivering High Quality Instruction through Job-Embedded
Professional Development
The Ladder and the Building
The Manager and the Leader
Delivering High Quality Instruction through Job-Embedded
Professional Development
A manager sees the ladder leaning
against a building and makes sure
that the ladder is safe, no splinters, no
loose rungs, etc.
Delivering High Quality Instruction through Job-Embedded
Professional Development
A leader makes sure the ladder is
leaning against the right building.
Delivering High Quality Instruction through Job-Embedded
Professional Development
Thanks for being such a great audience!
Evelyn Mammon
New Brunswick Public Schools
evelyn_mamman@nbps.k12.nj.us
Dr. Walter J. Cmielewski
Caldwell University
wcmielew@caldwell.edu