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Literacy Academy A Snapshot View

This academy snapshot by Ellen Oderman explores how teachers unite to improve literacy skills through collaborative learning strategies and action research. It emphasizes the use of technology and provides graduate credit opportunities.

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Literacy Academy A Snapshot View

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  1. Literacy AcademyA Snapshot View By Ellen Oderman Coordinator, Office of Special Programs West Virginia Department of Education

  2. Teachers learning together

  3. Teachers analyzing instruction …together.

  4. Teachers analyzing strategies

  5. Applying a Cohesive Set of Comprehension Strategies to Content-Area Instruction Article from Intervention, May 2011 By: Elizabeth Swanson, Meaghan S. Edmonds, Angela Hairrell, Sharon Vaughn, and Deborah C. Simmons at the University of Texas Quote from the article abstract: “Upper elementary content-area teachers often face the challenge of how to make content-area text more accessible and learnable for their students.”

  6. Teachers uniting around a COMMON CAUSE We all want students to BE better readers and writers and to USE these literacy skills to learn.

  7. Teachers learning new strategies…

  8. …students can use to learn from text.

  9. What are the BIG IDEAS? Teachers… • can help each other learn (and like to do it.) • learn by observing and analyzing models of exemplary instruction. • who analyze learning strategies are more prepared to personalize instruction to meet students’ needs • learning deepens when they conduct action research and talk about their lessons learned • can use technology to be more connected.

  10. Who should participate? • Special educators working with students in grades 4-8 • Individuals • District teams • School teams • Grade level teams – cross content areas • Co-teaching teams of SE and GE teachers • Anyone and everyone who can relate to the common cause:

  11. What are the rewards? • More student engagement • More time focused on effective instruction • More teacher ownership for results • More belief in the value of collaboration • More learning community support for teachers • Three hours of non-degree graduate credit from Marshall U. for teachers who complete the 23 hours

  12. What are current participants saying? • “It was a good start.” - 81% • “I look forward to practicing/applying the knowledge/skills in my classroom.” - 85% • “The PD was very closely aligned with school’s/program’s goals for instructional improvement.” – 69% + (27% somewhat aligned)

  13. What are current participants saying? • “This training was very helpful and gave methods and skills which will coincide with the curriculum already being used with my students.” • “I really enjoyed the interactive/intimate environment provided. I can remember the activities we did together the best.” • “The informal feedback from the presenters was very beneficial in helping me envision how these strategies will fit into my classroom.”

  14. What are the district/school level responsibilities? • Work with WVDE staff to schedule time for teachers to participate • Pay substitutes or stipends as needed • Provide or arrange space for face-to-face PD • Support teachers’ risk-taking as they make changes

  15. How flexible is the design?

  16. What are the steps for scheduling teacher participation? • Look at the hall display • Look at the break-down of the module • Talk to principals about the content of the PD to confirm local relevance • Look at calendars to identify possible dates • Email Ellen Oderman @ coderman@access.k12.wv.us

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