January 30th

• Sign in attendance on the legal pad• Get a name tag• Find a place to sit & get comfortable • We will start at 5:00p.m. • Rebecca Schell, Academic Advisor, is

with us tonight!

WELCOME TO LCRT 6915: SEMINAR &

PRACTICUM IN LITERACY PROFESSIONAL

DEVELOPMENT

Getting Information

REBECCA SCHELL

ACADEMIC ADVISOR FOR LLCRT STUDENT SERVICES

SCHOOL OF EDUCATION & HUMAN DEVELOPMENT

•Graduation Application & Timeline

•MA Portfolio (Philosophy Statement, MA Reflection, Livetext)

•CU Email system is official mode of university-student communication

•CDE Endorsement/PLACE Exam

•Your questions?

Getting Started on the Philosophy Statement

Many of you already have academic writings from LCRT courses that address key areas of the philosophy paper. E.g., writings on: • Writings about foundations of literacy & language (historical

perspectives, foundational theory & research, perspectives about literacy & privilege, sociocultural perspectives on literacy, etc.)

• Connections between language & literacy development (primary & K-12);

• Writing development; reading development; • Linking assessment with instruction; • Connections between literacy & culture; • Supporting literacy & language learning with children’s &

adolescent literature; • Think about the pieces of writing you can use or pull from.

Getting Started on the Philosophy (2) Consider aspects of literacy teaching and learning that are important to you. These may be general, such asThe importance of using assessment to inform

instruction;The importance of planning & delivering

instruction that is responsive to students’ broad cultural backgrounds; or

Learners’ language, learning & thinking are interrelated.

Getting Started on the Philosophy (3)

Or, these aspects could be specific, such as

The importance of small group instruction; or

The importance of supporting learners’ in-class discussion about new content; or

The importance of using formal & informal assessments.

Getting Started on the Philosophy (4)

Your philosophy may include beliefs about teaching & learning that are not directly related to literacy, such as

working with second language learners of English; teachers’ work to advocate for students &

families; providing students with choice; or including multiculturalism in your curriculum; Other?

Literacy Language Culture Culturally responsive instruction What else?

TAKE TIME INDIVIDUALLY:

WHAT ARE 5 TO 8 OF YOUR BELIEFS ABOUT LITERACY TEACHING & LEARNING?

NOW CONSIDER THE THEORETICAL UNDERPINNINGS OF YOUR BELIEFS

You’ve taken course work in:

Foundations of literacy, language & culture

Literacy teaching & learning Primary literacy Writing development process Language development Literacy across the curriculum Child/adolescent literature Literacy assessment linked to

instruction Multiculturalism & education Educational research

•Whose work have you read?

•What is the research that grounds your practice?

•What theories & research ground your beliefs?

Literacy Language Culture Culturally responsive instruction What else?

WHOSE WORK, WHAT RESEARCH, WHAT THEORIES GROUND THE 5

TO 8 BELIEFS YOU SKETCHED ABOUT LITERACY TEACHING &

LEARNING?

As you advance your philosophy…

1. Review/re-read the academic papers and reflections you have written in the MA course work;

2. Then revisit the 5 to 8 beliefs you have generated, and add a statement to each one such as, “I feel that ___ is essential because…” and finish the statement by writing a paragraph about why you feel this is important to you and to your students’ learning.

3. Next, take these paragraphs and find the professional literature to back up your beliefs. You have been reading this literature and it has been influencing your thinking, now you need to put the two together.

Grounding the philosophy in theory & practice

You need to articulate in the philosophy that you believe a practice is good for students because theorists and researchers have demonstrated its benefits and because of the effects you have seen in the learning context with your own students.

Next week…. Beliefs, 1 paragraph each, research & theoretical underpinnings of each….

Where do you spend your ti me?

Where do your strengths lie?

Where does your practi ce match closely with what you believe?

Where does your practi ce need some fi ne-tuning?

AS YOU REFLECT ON YOUR PHILOSOPHY,

CONSIDER WHAT YOU BELIEVE TO BE IMPORTANT

Where does your practice need some fine-tuning?

• What are you working on this year? • What aspects of your instruction are you wanting/needing to

improve in the areas of reading, writing, text, language?

For example: Activating Ss’ schema? Asking Qs pre-during-post reading Emphasizing vocabulary? Using non-fiction text featuresAsking quality questions of Ss? Writing conventions Emphasizing higher level thinking skills? Determining importance? Literary features of sci-fi Making inferences? Other? Summarizing?

What aspect of your teaching would you like to share with

trusted colleagues who are also literacy experts?

Coaching focus

THINK ABOUT THIS!

Transitioning…to Knight’s work

We read in Knight’s text about these three concepts:

•Coaching “light:” Building/maintaining relationships •Coaching “heavy:” Planning powerful instruction •Instructional coaching: Differentiated coaching/support with focus on research-based instructional practices

Chapter 2 on Instructional Coaching Provides a preview to Knight’s “blue” text, “Instructional Coaching: A Partnership Approach to Improving Instruction”

IC is grounded in the partnership philosophy (see theoretical framework); Principles of Partnership Philosophy include: Equality Reflection Dialogue Choice Praxis Voice Reciprocity

Where does instructional coaching begin? Consider areas of teaching within what Knight calls “the big 4:” classroom management content instruction assessment for learning

You choose Partner with 1 classmate & focus on 1 concept:

Coaching heavy; coaching light; or Instr. Coaching

1. Describe the concept in your own words. 2. What do you see as its advantages? 3. What would you identify as potential disadvantages? 4. Have you seen it implemented? How so? 5. What is a lingering question you have about the

concept?

Brief description of concept Advantages Disadvantages Implementations in your context Lingering question

SHARE OUT: QUICK SUMMARY

LCRT 6915, Week 3, Feb. 6th TOPICS: -Philosophy Paper Wkshp 1 WRITING CENTER Overview: APA Style, etc. -Debrief Dagen & Nichols ch. 2

READINGS: -Dagen & Nichols, ch. 2 “Teachers as literacy leaders” pp. 21-41 (on ecollege in doc sharing) -Knight (blue text) Ch. 1 “Why coaching?” pp.1-18 & ch. 2 “What does coaching look like?” pp. 19-33

BRING OR DUE:

Bring: Philosophy belief statements (5-8) with 1 paragraph typed narrative grounding each belief & primary resources noted.

DUE:-Instructional focus for 6915 Coaching Sessions (1 paragraph, typed)

YOUR QUESTIONS?