Melody Arabo, Angela Colasanti, Mary Jane Schau, and Anita Qonja Walled Lake Consolidated Schools.
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Transcript of Melody Arabo, Angela Colasanti, Mary Jane Schau, and Anita Qonja Walled Lake Consolidated Schools.
Melody Arabo, Angela Colasanti, Mary Jane Schau, and Anita Qonja
Walled Lake Consolidated Schools
Authentic- within daily lives
Systemic, planned, and intentional
Knowledge in practice
Reflection on action
Internal expertise
How and when did this all begin?
The Walled Lake District adopted Readers’ and Writers’ Workshop as their core literacy practice
Peer-learning model was developed to help scaffold learning
Natural setting/environment paints a BIG PICTURE
Develop common language and common practice among teachers across the district
Common practice and common language= raised student achievement
Selecting the “lab teacher” – 1 per school for upper elementary
3 year commitment 1st year- observation and training 2nd year – three modules 3rd year – digging deeper
Half day observations with peers
9 observations per year, 3 per grade level Upper Elementary Lower Elementary Middle
School
Pre-observation planning sessions prepared lab teachers for observations
Lab teachers prepared modules (PPT), chose reading materials, developed observation norms, and developed observation guides and goal setting sheets
During these sessions, WE took lead- we had ownership, we were emerging as leaders
“A fly on the wall” learns a lot about its environment.
To make your observation time as authentic as possible, these are the things we have found to be successful:
Be present for the entire hour in order to see all components of the workshop.
Bring only the Viewing Document, clip board, and pencil. Be sure to note questions, concerns, and comments about the workshop for the debriefing session.
Interactions are only between the observed classroom teacher and students.
Move freely around the room as components of the workshop are implemented.
Enjoy and learn from your observation.
Observation Norms
Observation Guide: Readers’ Workshop
Check off the components of the workshop as they occur:
Mini-Lesson Independent Reading
Small group (guided reading, strategy group, and/or book club)
Conferencing Share
Observations: What were the students doing?
What was the teacher doing?
READERS’ WORKSHOPPost-Observation Next Steps
Date______________ Team Members____________________
What have you tried that would fit into the workshop framework?
What are you excited to try in your own classroom?
Which piece of the workshop do you feel you need the most support with?
What would you like to know more about?
Decide on one realistic grade level goal.
What resources will be helpful to accomplish your goal?
How will your team revisit your goal?
Examples of Post-Observation Forms
Lab teachers have become “go to” people in their buildings and within the district Suggesting mentor text Passing along reading materials Answering questions Offering advice Facilitating meetings/workshops Discussing successes and failures within our own
practice Lending materials
Reading Recovery Teachers emerge as facilitators and presenters
Ownership
Passion
Risk taking
Same level as peers- maybe one step ahead
Gained respect and credibility
Influential, non-threatening, inviting
“Building the bridge” and “testing the waters”
Increased literacy knowledge Gained confidence More comfortable sharing thoughts and
ideas with staff Gained respect and credibility Renewed motivation Excited about learning and teaching Eager for future leadership opportunities
Videos
Webinars
Use of prep time to observe others
“Flipped” classroom