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CONTENTS

President’s Letter Page 2

Content Literacy Pages 3-5

Commentary Pages 6-7

Book Recommendation Pages 7-8

Pay it forward Pages 9-13

PASCD Sponsors Pages 13-18

The Delaware Valley Region Pennsylvania Association for Supervision & Curriculum Development President’s Letter President’s Letter - March 2015 President’s Letter- Meredith Denovan

To submit articles, information, or

feedback, please contact: Monica Conlin Monica.Conlin@ssdcougars.org Editorial Team: Monica Conlin, Bekci Kelly and Brooke Mulartrick

Delaware Valley Region PASCD Officers

Meredith Denovan….……….President Dorie Martin-Pitone…….…......President-Elect Colleen Lelli…….……....Past President Lyn Berenato….……….Vice-President Helene Duckett …..…….…...Secretary

Robert Magliano…………..…Treasurer

The Delaware Valley Region of the Pennsylvania

Association for Supervision and Curriculum

Development

(DVR-PASCD)

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October, 2015

Dear DVR-PASCD Members,

And another school year has begun….

Plans for our fall event to be held on October 21st at Neumann University in Aston, PA are being

finalized. DIGITAL LITERACY AND LEADERSHIP: GREAT POTENTIAL, GREAT

CHALLENGES is being sponsored by DVR-PASCD, PAETC and Neumann University. Topics

will include: Digital Communication Strategies to Brand Yourself and Your District, Exploring

Your Digital Learning Initiative and eBooks, iBooks and Databases – Consideration of Digital

Content. These three workshops are designed for school leaders. Two workshops geared to

digital literacy will also be presented: Embedding Inquiry Across the Curriculum, and Graphic

Novels. There is something for everyone! Information on presenters, registration and times can

be found in this newsletter and on our web site: www.dvrpascd.org

We were pleased to award $250.00 mini-grants to three educators from the region for classroom

projects for the 2015-2016 school year. Congratulations to the teachers listed below.

Debbie Koutsiouroubas, Stratford Friends

Project: Hands on Equations

Shelley Mansky, Stratford Friends

Project: STEM Design Challenge

Janice Conger, Methacton School District

Project: Library LittleBits Student Kits

Hope to see you on October 21st at Neumann University!

Sincerely,

Meredith Denovan

Delaware Valley Region-PASCD President Delawarevalleypascd@gmail.com mbd820@gmail.com

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Connections and Collaboration in Content Literacy-Gaining a New Perspective By Dorie Martin-Pitone, Ed. D, President-Elect DVR-PASCD, K-12 Humanities Coordinator for

The School District of Haverford Township

Teachers have had numerous conversations about the new state assessment and the

pedagogical shifts necessary in order to meet the demands of the rigor of the PA Core. So what

does this mean for Social Studies since there isn’t a specific assessment?

These shifts are associated with literacy strategies and skills in content learning. In March

2014 the documents were finalized for reading and writing standards in social studies, and

perceptions on how to teach content also went through some shifting.

The Text Dependent Analysis sections of the English Language Arts state reading

assessment are filled with social studies content and related knowledge. The emphasis on non-

fiction is 50% .

Some of the shifts focus on balancing non-fiction and fiction text, using academic

vocabulary in place of literary vocabulary, writing more often from a historical perspective, and

analyzing text and historical documents to gain deeper meaning for multiple purposes.

Additionally, the questioning in the classroom has also experienced an overhaul with the

students’ inquiry propelling the learning. No longer is content learning a fact-finding process.

Many have become aware of the shifts, yet, are still in process of adjusting what this

means in the classroom. The planning that is associated and the level of engagement necessary

requires a team effort with professional learning support.

The Penn Literacy Network is one the professional development frameworks that can be

provided on-site to districts through specific credit bearing courses, workshops and coaching

programs. (www.gse.upenn.edu/pln/about)

Below are some practical ways to begin to embed the pedagogical shifts in your

classroom and associated planning. If you have instructional coaches, reach out to them for

additional support and guidance. Meet with your grade level team and discuss how you might

begin to plan with some of the following ideas in mind.

Use the Before/During/After model of engagement when planning lessons to be sure that

every student is held accountable for his or her own thinking, yet also is provided an

opportunity to share that thinking with a partner prior to sharing out in whole group.

There is balance of teacher/student talk. Teachers adjust the pace of instruction to provide

short bursts of information and build-in the questions that will dive deeper into the

content learning. One example is provided for you with this article.

Students need time built in for activating prior knowledge on a topic or content and

understanding how the learning builds upon previous learning.

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Content Vocabulary is taught through categorization and concept association instead of in

isolation. Using activities such as List/Sort/Label and Concept Wheels as engagement

activities can assist in planning. Knowing the difference between a historical event and a

historical account is another way to have students thinking with a historical perspective

yet also exposing them to specific academic vocabulary associated with content. This

also provides an opportunity to explore multiple perspectives on one event.

Using Essential Questions as pre-assessments and post-assessments. Use this type of

formative assessment to assist in your planning of concepts and associated learning.

Having students respond in writing every day in some shape or form. For example:

Before the learning as a DO NOW- write 5 lines about the concept of

__________________. As you look at the artists rendering of this battle- what do you

notice? What 3 characteristics do you think are the most important for a future

president? Having students then revisit their previous thinking after some learning and

discussion has taken place by writing about how their thinking has changed or has been

validated or deepened and why. By having students complete a 3-2-1 at the end of a

lesson is also a form of writing. As the learning and questions deepen the writing can be

reflective of that process. Students can then provide in writing the comparison of two

battles or the physical features in two continents that allow that area to thrive. Being

mindful of the type of writing that is needed in content is of utmost importance.

Building in lessons on how to navigate non-fiction text. Students need to be able to

identify text features and understand their purpose on a map, in an article and in a

textbook. Students being aware of how a text is organized and author’s purpose in non-

fiction.

Use multiple resources such as news articles on The New York Times site for students,

Smithsonian Teen, Newslea.com, http://www.jellybeanscoop.com/, readworks.org,

LearnZillion,. There are also historical documents

https://www.loc.gov/rr/program/bib/ourdocs/PrimDocsHome.html,

http://www.scholastic.com/teachers/lesson-plan/journal-time-historical-perspective.

http://teachinghistory.org/teaching-materials/ask-a-master-

teacher/category/Historical%20Thinking

The most recent issue of Educational Leadership for September 2015 is focused on

Questioning for Learning- http://www.ascd.org/publications/educational-leadership.aspx

Using formative assessments to inform instruction

Being familiar with Depths of Knowledge (DOK) and reflecting upon what types of

questions you pose on assignments, in discussions, during reading

Have students being active readers through teaching them how to monitor their reading.

(Chunk reading, set purpose, annotate text)

Have students going back into a specific piece of text to identify: What the text says, how

the text works and what the text means. (Close reading)

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We strive for our learners to be active participants in our classrooms. We need to make them

part of the learning in order for this to happen. By providing students with the opportunities to

question, collaborate and discuss how they gained meaning of the content we can assist them in

expanding from just thinking about the content in one way. To think critically and analytically

students need multiple exposures to text with new purpose. Teachers need to be the model for

this learning to happen. It may require a new perspective on how to teach content.

Digital Literacy and

Leadership: Great

Potential, Great

Challenges

October 21st, 2015

Neumann University

JOIN US!

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Commentary

Dr. Robert Magliano

DVR-PASCD Treasurer

What’s happening to our profession? In a recent article entitled, “Can We Interest You in

Teaching?”. Frank Bruni, the Op-Ed columnist for the New York Times, points out that it’s a

sad, alarming state of affairs, and it proves that for all our lip service about improving the

education of America’s children, we’ve failed to make teaching the draw that it should be, the

honor that it must be. Nationally, enrollment in teacher preparation programs dropped by 30

percent between 2010 and 2014. Bruni also notes that to make matters worse, more than 40

percent of the people who do go into teaching exit the profession within five years.

So the question is how do we make teaching more rewarding, so that it beckons to not only

enough college graduates but to a robust share of the very best of them?

According to Bruni, and I think most of us in the field would agree, better pay is a must. The

average salary nationally for public school teachers, including those with decades in the

classroom, is under $57,000, and starting salaries in some states barely crest at $30,000.

Bruni also points out there’s the issue of autonomy, which in his conversations with Randi

Weingarten, President of the American Federation of Teachers, is number 1—giving teachers a

voice, a real voice.

Education leaders disagree over how much of a voice and in what. Weingarten emphasizes

teacher involvement in policy, and a survey of some 30,000 teachers and other school workers

done by the A.F.T. in late April showed that one large source of stress was being left out of such

decisions.

Weingarten notes that others focus on primarily letting teachers chart the day-by-day path to the

goals laid out for them, so that they’re not just obedient vessels for a one-size-fits-all script.

Hold them accountable, but give them discretion.

Another issue that Weingarten raises is that teachers crave better opportunities for career growth,

and he states that Evan Stone, one of the chief executives of Educators 4 Excellence, which

represents about 17,000 teachers nationwide, calls for “career ladders for teachers to move into

specialist roles, master-teacher roles,” etc, “They’re worried that they’re going to be doing the

same thing on Day 1 as they’ll be doing 30 years in,” according to Weingarten.

Weingarten also questions licensing laws that prevent the easy movement of an exemplary

teacher from one state to another. Minnesota recently relaxed such requirements; if other states

followed suit, it might build a desirable new flexibility into the profession.

Bruni, in his column, also notes that teaching needs to be endowed with greater prestige. One

intriguing line of thought about how to do this is to make the requirements for becoming a

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teacher more difficult, so that a teaching credential has luster. In the book “The Smartest Kids in

the World,” Amanda Ripley noted that Finland’s teachers are revered in part because they’re the

survivors of selective screening and rigorous training.

According to Bruni, Kate Walsh, the president of the National Council on Teacher Quality,

stated that in this country, “It’s pretty firmly rooted in college students that education is a fairly

easy major.” Too often, it’s also “a major of last resort,” she said.

Bruni notes that Dan Brown, a co-director of Educators Rising, which encourages teenagers to

contemplate careers in the classroom, said that teaching might be ready for its own Flexner

Report, an early 1900s document that revolutionized medical schools and raised the bar for

American medicine, contributing to the aura that surrounds physicians today.

Bruni also asks why, in the intensifying political discussions about making college more

affordable, there’s not more talk of methods “to recognize and incentivize future public

servants,” foremost among them teachers. No doubt, there should be.

The health of our country and the future of our children depend on teaching no less than they do

on Wall Street’s machinations or Silicon Valley’s innovations. We need to make the classroom

and a career in education a destination as sensible, desirable, exciting and fulfilling as any other.

So as we embark upon another school year, speak up and act to make the issues noted here and

others you may have a reality to improve our profession.

Book Recommendation

The Hidden Principalship -Dr. Anthony Barber

By Monica Conlin-DVR-PASCD Board Member,Teacher on Administrative Assignment for

Springfield School District

After a close reading of The Hidden Principalship by Dr. Anthony Barber, I remain

engaged in a collection of annotations jotted with text connections and applications for my

practice. The purpose for this choice reading is based in its appeal as a practical and inspiring

handbook for principal instruction. Each chapter offers short “vignettes: some anecdotal- others

straightforward” to enlighten the potential principal of situations where he or she can gain a more

“in depth understanding of the off the record culture” (Barber, 2013,p. x) that are present in a

principal’s role. Commencing each section with a quick think to set a purpose for active reading,

the reader attaches meaning; likewise, each concludes with practical advice pertaining to the

topics discussed.

Barber (2013) punctuates his series of vignettes with a section of case studies that are

designed to “connect to each topic and to spur conversation” (p. 113). The vignettes range from

communication with parents, faculty, and staff and advance to discussions about self-analysis of

a principal’s practice. This section is supplemented by situations, “circumstances that the reader,

as principal, can apply critical lessons” (Barber, 2013,p. 135). The case studies and situations are

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positive text features that encourage the reader to revisit sections of the text for analysis and

synthesis of understanding and application.

As a result of the reading, a principal or potential administrator, gains strategies based on

practical experiences as the applications that follow each story serve as a reservoir of support.

Barber spotlights approaches through principals’ stories that can enhance the already existing

culture of communication in a building for an instructional leader. Examples of this include:

building school advisory teams and consulting the “resident expert on campus” (Barber, 2013,p.

8).

Interesting to note is that Barber’s colloquial tone provides the likelihood for a principal

or one in a principal program to meet with the successful adoption of the practical applications in

the text. Barber speaks directly voided of scripted directives to the reader that allows the reader

to engage in an ongoing conversation with Barber.

The vignettes range from communication with parents, faculty, and staff and advance to

discussions about self-analysis of a principal’s practice. As a result of the reading, a principal or

potential administrator gains strategies based in practical experiences as the practical

applications that follow each story serve as a reservoir of support. Barber spotlights approaches

through principals’ stories that can enhance the already existing culture of communication in a

building. Examples of this include: building school advisory teams and consulting the “resident

expert on campus” (Barber, 2013,p. 8). Fostering communication and involvement of the

faculty, as referenced in anecdotal experiences, can benefit students who witness this through

teacher interaction and can look to this as an example of effective communication, collaboration

and delegation of responsibility.

Additionally, Barber (2013) asserts through anecdotal accounts of elementary, middle

and high school principals, the importance of creating a culture of collaboration for effective

leadership. This offers a “shared ownership allowing for a greater voice to be given by all

peoples” (p. 68). The content reveals administrative work that is founded in collaborative

problem solving.

Because most chapters include a principal’s story about power, change and culture, the

reader can examine each, and according to Barber (2013), “gain theoretical background and

practical application” (p.141). The content can be deemed helpful and appropriate as it offers

stories of both successful and unsuccessful principal experiences in decision-making and

communication. This is beneficial to both active principals and those in principal programs.

Reference

The Hidden Principalship (pp. 1-145). Lanham: Rowman&Littlefield.

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Pay it Forward:

Student Teachers Blogging with the Purpose of Learning from One Another

Authors:

Dr. Tammy A. Feil, Associate Professor

Division of Education and Human Services

Neumann University

Tammy Feil’s professional experience includes 16 years in the profession of education with

experience in special education, inclusion, and autism. Dr. Feil has taught higher education at

Neumann and Wilmington Universities for the past 14 years.

Dr. Cynthia A. Ferraro, Assistant Professor

Division of Education and Human Services

Neumann University

Cynthia Ferraro’s professional experience includes 25 plus years in the profession of education,

of which 12 years were in the classroom as a 6th

, 7th

, and 8th

grade social studies teacher. Dr.

Ferraro has taught higher education at Neumann and Eastern Universities for the past 14 years.

Pay it Forward:

Student Teachers Blogging with the Purpose of Learning from One Another

Tammy Feil, Ed.D. & Cynthia A. Ferraro, Ph.D.

Abstract

This article examines the comments and feedback of weekly gated blogs by thirty-three

student teachers from a local catholic university in Delaware County, Pennsylvania over a period

of fourteen weeks. The gated blog is a typical blog within a confined social media setting with

the purpose of safety from unsolicited visitors and interactions (TeachersFirst, 2015). As an

extension of the gated blog assignment, six student teachers presented their insights and thoughts

regarding the gated blogs at a national student-teaching conference in Pennsylvania during the

spring 2015 semester. All of the student teachers had welcomed the idea of weekly gated blogs

as a means of sharing student-teaching experiences to help alleviate fears and concerns. These

blogs provide an online forum where student teachers and their professors can share strategies,

provide recommendations, offer advice, ask questions, share memorable experiences, and

collaborate. Additionally, blogging facilitates a practical understanding of how to align student-

teaching dispositions to the required Interstate New Teacher Assessment Support Consortium

(InTASC) standards. Findings suggest that student teachers value the weekly gated blogs as a

protected social media environment to help ease the stresses associated with the student-teaching

experience. An analysis of blog entries reveals detailed information stating support for student

teachers, blog results indicating classroom motivation and instructional planning as primary

targets of concern for student teachers, strategies for lesson and behavior management

implementation, and modeling of blog entries related to the required InTASC standards for all

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novice teachers. This collection of blog posts was compiled so that all involved in the student-

teaching experience could identify with the experiences they describe. They also support an

understanding of the practical applications associated with the InTASC standards with the

ultimate goal of stress reduction.

Introduction

That there is never enough class time to accomplish what really needs to be accomplished

is a common frustration for most educators. In the authors’ weekly seminar class for student

teachers, there is so little time and so much material to cover, yet often the only item of business

student teachers really want to accomplish is to share their student-teaching experiences. There is

a bit of sharing during the first class meeting, but all other class meetings are reserved for resume

and cover letter writing, interviewing skills, certification process, application process, InTASC

Standards, and completing the professional portfolio requirements. After pondering how best to

let students share their teaching experiences, we realized that the answer to our frustration was

within easy reach. Blackboard Learn is the virtual learning environment at our university and we

use if for both face-to-face instruction and hybrid/blended learning environments. Blackboard

Learn has a blog application built right into the program; thus, the key to sharing student-teacher

experiences outside of the weekly seminar class was at our fingertips all along. As previously

mentioned, the gated blog is defined as a typical blog entry within a restricted social media

environment with the primary goal of eliminating unwelcome interactions that is consistently

monitored by the blog designer. (TeachersFirst, 2015). This discovery encouraged us to

immediately create a required weekly blogging assignment for student teachers titled Pay it

Forward: Student Teachers Blogging for the Purpose of Learning from One Another.

It is important to provide a concise explanation of the InTASC Standards before

presenting the analysis of the gated blogs. The InTASC Standards are grounded in research and a

constructivist view of learning and teaching (Danielson Group, 2013). More specifically, these

ten standards outline “what teachers should know and be able to do to ensure every K-12 student

reaches the goal of being ready to enter college or the workforce in today’s world” (Council of

Chief State School Officers, 2011).

An examination of blog entries reveals that the gated blogs provide a personal and

collaborative method of exploring the challenges of student teaching while offering practical

applications and dispositions related to the InTASC standards. Overall, this research will allow

student teachers to recognize that they are not alone and that most of their experiences are

common for all beginning teachers.

Rationale

Educators know student teaching is the most vital experience in the preparation of future

teachers. Moreover, published research documents this time as one of the most stressful,

emotional, and nerve-wracking semesters of the degree program. The emphasis on

uncompromising teacher accountability and measurable student performance is also very

challenging for beginning teachers. To this end, the InTASC Standards describe what novice

teachers need to know and be able to do to achieve these rigorous student-learning gains.

It is common knowledge that most teachers deal with a lot of stress; however, too much

stress can lead to teacher burnout and physical issues (Justice, 1998). Student teachers often feel

isolated; most are thrown into a classroom environment with what may seem like a sink or swim

approach (Swick, 1989). Listening to student teachers express their anxieties about sleep

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deprivation, being able to handle behavior management issues, being able to implement

meaningful lessons, getting along with cooperating teachers and other school personnel, and

handling the daily rigors and routines of teaching, motivated the need for the weekly gated blog

assignment to support student teachers with a sense of comfort and reassurance from their peers

and professors.

Nature and Limitations of the Research

Over one semester (spring 2015) and for a period of fourteen weeks, thirty-three student

teachers from a local catholic university in Delaware County, Pennsylvania participated in a

weekly gated blogging assignment. The findings involve a preliminary descriptive examination

of the fears, concerns, stresses, and experiences of student teachers. This examination is limited

to no more that thirty-three subjects at one four-year university because of the time constraints

involved in analyzing and categorizing the data. The preliminary findings will serve as a

baseline for future semesters and analysis of weekly gated blogs.

Results

There were a total of 1,087 blog entries over the course of fourteen weeks with the

following percentile rankings of these blog entries related to the InTASC standards. These

percentages reveal the hierarchal importance of InTASC standards during the student-teaching

experience. 1) Instructional Planning (30%), 2) Classroom Motivation and Management Skills

(27%), 3) Knowledge of Subject Matter (15%), 4) Assessment of Student Learning (14%), 5)

Professional Commitment and Responsibility (9%), 6) Adapting Instruction for Individual Needs

(4%), 7) Multiple Instructional Strategies (2%), 8) Partnerships (2%), 9) Knowledge of Human

Development (.002%), and 10) Communication Skills (.001%). Overall, the 1,087 blog posts

offered student teachers the opportunity to have their voices heard.

Comments from the weekly gated blogs and the national student-teacher conference

confirmed the value of the weekly gated blogging assignment. As one student explained,

“Blogging supported my student teaching experience because it gave me the opportunity to share

things in a safe environment. Our Blogging page is a judgment free zone where I can share my

successes, failures, fears, suggestions, and so on. I can ask my fellow student teachers for help

and advice. This page is really where we can encourage each other to be the best educators we

can be.”

Instructional planning, classroom management and motivation, and knowledge of subject

matter were discussed as major focus areas for student teachers within blog entries and at the

national student-teacher conference. Some of the discussion within blog entries and at the

national student-teacher conference focused on difficulties with teaching mathematics in

connection to InTASC standard 1: Knowledge of subject matter. Another student teacher noted,

“Teaching varied skill subjects is very difficult because I have to keep up with the subject matter

and be at least two weeks ahead of the students—and, this is frustrating.” With regard to lesson

planning, the discussion concentrated on the time-consuming aspects of lesson / unit plan

development. “There is never enough time to plan as much as I want to, because I am exhausted

after a full day of teaching. Then, I go home and plan lessons.” Classroom management and

motivation consumed most of the discussion in that “keeping students engaged and on track for

an entire day is draining.”

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The students all agreed that the gated blog assignment provided inspiration for one

another in their efforts to become successful educators. By sharing experiences, concerns, and

strategies, the student teachers were able to have their voices heard and could discuss concrete

ways to overcome the stresses of teaching.

Conclusions

This research was conducted to support student teachers and all of those involved in the

student-teaching experience. Student teaching is just one phase of learning to become a

professional educator; learning to teach is a process that happens with years of experience in the

classroom. Student-teacher blogs provided a forum for teacher candidates to share student-

teaching concerns with one another and have their voices heard. Student teachers must wear

many different hats and be able to hone their multi-tasking skills during this critical semester in

their teacher education program. To this end, sharing experiences through weekly blogging

provided useful support, camaraderie, and a safe environment to share strategies. Sharing

concerns, ideas, and strategies using a weekly gated blogging environment may assist student

teachers and future student teachers by providing concrete ways to help them succeed during the

student teaching experience.

Recognizing student teaching as a crucial and stressful experience, the weekly gated blog

assignment provides a virtual learning environment and forum for dispensing thoughts and ideas

to support student teachers. This forum supports the exchange of valuable knowledge and

practical applications that may lead to a less stressful and a more rewarding experience. Future

research delving into the specific fears and anxieties that student teachers experience would

complement this research and other studies related to student-teacher factors. It can be said that

subsequent studies of calming strategies for student teachers are essential to provide evidence of

research-based data for a deeper understanding of how student teachers can be supported.

References

Blackboard Learn.

https://neumann.dcollege.net/webapps/blackboard/content/listContentEditable.jsp?conten

t_id=_300218_1&course_id=_11344_1&mode=reset

Bullough, R. & Young, J. (2002). Learning to teach as an intern: the emotions and self. Teacher

Development. (6) 3. pp. 417-432.

Council of Chief State School Officers (CCSSO) Interstate Teacher Assessment and Support

Consortium (InTASC). (2011, April). InTASC Model Core Teaching Standards: A

Resource for State Dialogue. Retrieved June 2014 from

file:///C:/Users/owner/Downloads/intasc_model_core_teaching_standards_2011%20(1).p

df

Danielson Group. (2013). Charlotte Danielson’s framework for teaching. Retrieved March 19,

2015 from http://danielsongroup.org.

Gibbs, G.R. (2007). Flick, U. (Ed.). Analyzing qualitative data. London: Sage Publications.

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Huffacker, D. (2004, June). The educated blogger: Using weblogs to promote literacy in the

classroom. First Monday, (9), 6. Retrieved May 25, 2015 from

http://firstmonday.org/ojs/index.php/fm/article/view/1156/1076

Justice, L.A. (1982). Beat stress. Boca Raton, FL: Globe Communications.

Parsons, P. & Stephenson, S. (2005). Developing reflective practice in student teachers:

collaboration and critical partnerships. Teachers and Teaching, Theory & Practice. (11)

1. pp. 95-116.

Ros-Voseles, D., & Moss, L. 2007. The role of dispositions in the education of future teachers.

Young Children 62 (5): 90-98.

Swick, K. (1989). Stress and teaching. Washington DE: National Education Association

Teachers First. Retrieved April 1, 2015 from

http://www.teachersfirst.com/content/blog/tools.cfm

Williams, J.B. (2004). Exploring the use of blogs as learning spaces in the higher education

sector. Australian Journal of Educational Technology, (20), 2, 232-247. Retrieved May

30, 2015 from

http://ascilite.org.au/ajet/submission/index.php/AJET/article/view/1361/731

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