Providing Professional Support for Reading First Classroom Teachers:

1. Providing Professional Support for Reading First Classroom Teachers: Who, What, When, Where, How, and Why? Michael C. McKenna Georgia Southern University

2. Today’s Goals • View PD as part of a comprehensive plan for your school • Describe major approaches to PD • Discuss how to plan and evaluate PD • Apply these ideas to your setting

3. Continuum of PD Comprehensive plan aimed at increasing student achievement Training in specific skills or programs Narrow Broad

4. A comprehensive PD plan • Includes cycles of theory, demonstration, practice, and feedback • Demands collaboration between teachers and administrators • Must be specific to programs in use • Avoids conflicting messages • Accounts for the school context • Ensures that practice is changed • Ensures lasting change in practice by demonstrating links to achievement

5. A comprehensive PD plan • Includes cycles of theory, demonstration, practice, and feedback • Demands collaboration between teachers and administrators • Must be specific to programs in use • Avoids conflicting messages • Accounts for the school context • Ensures that practice is changed • Ensures lasting change in practice by demonstrating links to achievement

6. A comprehensive PD plan • Includes cycles of theory, demonstration, practice, and feedback • Demands collaboration between teachers and administrators • Must be specific to programs in use • Avoids conflicting messages • Accounts for the school context • Ensures that practice is changed • Ensures lasting change in practice by demonstrating links to achievement

7. A comprehensive PD plan • Includes cycles of theory, demonstration, practice, and feedback • Demands collaboration between teachers and administrators • Must be specific to programs in use • Avoids conflicting messages • Accounts for the school context • Ensures that practice is changed • Ensures lasting change in practice by demonstrating links to achievement

8. A comprehensive PD plan • Includes cycles of theory, demonstration, practice, and feedback • Demands collaboration between teachers and administrators • Must be specific to programs in use • Avoids conflicting messages • Accounts for the school context • Ensures that practice is changed • Ensures lasting change in practice by demonstrating links to achievement

9. A comprehensive PD plan • Includes cycles of theory, demonstration, practice, and feedback • Demands collaboration between teachers and administrators • Must be specific to programs in use • Avoids conflicting messages • Accounts for the school context • Ensures that practice is changed • Ensures lasting change in practice by demonstrating links to achievement

10. A comprehensive PD plan • Includes cycles of theory, demonstration, practice, and feedback • Demands collaboration between teachers and administrators • Must be specific to programs in use • Avoids conflicting messages • Accounts for the school context • Ensures that practice is changed • Ensures lasting change in practice by demonstrating links to achievement

11. A comprehensive PD plan • Includes cycles of theory, demonstration, practice, and feedback • Demands collaboration between teachers and administrators • Must be specific to programs in use • Avoids conflicting messages • Accounts for the school context • Ensures that practice is changed • Ensures lasting change in practice by demonstrating links to achievement

12. Seagull  Approach

13. Individually Guided Inquiry Observation And Feedback Professional Development Models Training Curriculum Development/ Improvement

14. Individually Guided Inquiry Observation And Feedback Professional Development Models Training Curriculum Development/ Improvement

15. Individually Guided Inquiry Observation And Feedback Professional Development Models Training Curriculum Development/ Improvement

16. Individually Guided Inquiry Observation And Feedback Professional Development Models Training Curriculum Development/ Improvement

17. Individually Guided Inquiry Observation And Feedback Professional Development Models Training Curriculum Development/ Improvement

18. Individually Guided Inquiry Observation And Feedback Professional Development Models Training Curriculum Development/ Improvement

19. What are the main avenues of PD in Reading First?

20. 1. Knowledge-Building Sessions • Delivered by a variety of educators, including outsiders • Topics should begin with “nuts and bolts” • Topics should become increasingly focused • Should be based on assessed needs of teachers • Should be assessed beyond the level of perceptions • Must be followed up to encourage implementation

21. 1. Knowledge-Building Sessions • Delivered by a variety of educators, including outsiders • Topics should begin with “nuts and bolts” • Topics should become increasingly focused • Should be based on assessed needs of teachers • Should be assessed beyond the level of perceptions • Must be followed up to encourage implementation

22. 1. Knowledge-Building Sessions • Delivered by a variety of educators, including outsiders • Topics should begin with “nuts and bolts” • Topics should become increasingly focused • Should be based on assessed needs of teachers • Should be assessed beyond the level of perceptions • Must be followed up to encourage implementation

23. 1. Knowledge-Building Sessions • Delivered by a variety of educators, including outsiders • Topics should begin with “nuts and bolts” • Topics should become increasingly focused • Should be based on assessed needs of teachers • Should be assessed beyond the level of perceptions • Must be followed up to encourage implementation

24. 1. Knowledge-Building Sessions • Delivered by a variety of educators, including outsiders • Topics should begin with “nuts and bolts” • Topics should become increasingly focused • Should be based on assessed needs of teachers • Should be assessed beyond the level of perceptions • Must be followed up to encourage implementation

25. 1. Knowledge-Building Sessions • Delivered by a variety of educators, including outsiders • Topics should begin with “nuts and bolts” • Topics should become increasingly focused • Should be based on assessed needs of teachers • Should be assessed beyond the level of perceptions • Must be followed up to encourage implementation

26. 1. Knowledge-Building Sessions • Delivered by a variety of educators, including outsiders • Topics should begin with “nuts and bolts” • Topics should become increasingly focused • Should be based on assessed needs of teachers • Should be assessed beyond the level of perceptions • Must be followed up to encourage implementation

27. How can we plan to deliver a good knowledge-building session?

28. Content • Session content was coherent and clearly organized • Goals of the session were clearly stated • Information was conveyed in practical terms • Examples were appropriate and helped clarify new ideas • Participants exhibited evidence of understanding • Adequate closure was provided

29. Content • Session content was coherent and clearly organized • Goals of the session were clearly stated • Information was conveyed in practical terms • Examples were appropriate and helped clarify new ideas • Participants exhibited evidence of understanding • Adequate closure was provided

30. Content • Session content was coherent and clearly organized • Goals of the session were clearly stated • Information was conveyed in practical terms • Examples were appropriate and helped clarify new ideas • Participants exhibited evidence of understanding • Adequate closure was provided

31. Content • Session content was coherent and clearly organized • Goals of the session were clearly stated • Information was conveyed in practical terms • Examples were appropriate and helped clarify new ideas • Participants exhibited evidence of understanding • Adequate closure was provided

32. Content • Session content was coherent and clearly organized • Goals of the session were clearly stated • Information was conveyed in practical terms • Examples were appropriate and helped clarify new ideas • Participants exhibited evidence of understanding • Adequate closure was provided

33. Content • Session content was coherent and clearly organized • Goals of the session were clearly stated • Information was conveyed in practical terms • Examples were appropriate and helped clarify new ideas • Participants exhibited evidence of understanding • Adequate closure was provided

34. Content • Session content was coherent and clearly organized • Goals of the session were clearly stated • Information was conveyed in practical terms • Examples were appropriate and helped clarify new ideas • Participants exhibited evidence of understanding • Adequate closure was provided

35. Process • Presenter monitored participant understanding • Presenter adjusted instruction when necessary • Presenter responded to questions and comments insightfully and with tact • Presenter provided opportunities for role-playing or other forms of guided practice • Presenter built rapport and a positive climate • Pacing was appropriate • Suggestions were offered for classroom implementation • Commitment to implement and specific ideas for doing so were sought from participants • Participants evaluated the session in written form

36. Process • Presenter monitored participant understanding • Presenter adjusted instruction when necessary • Presenter responded to questions and comments insightfully and with tact • Presenter provided opportunities for role-playing or other forms of guided practice • Presenter built rapport and a positive climate • Pacing was appropriate • Suggestions were offered for classroom implementation • Commitment to implement and specific ideas for doing so were sought from participants • Participants evaluated the session in written form

37. Process • Presenter monitored participant understanding • Presenter adjusted instruction when necessary • Presenter responded to questions and comments insightfully and with tact • Presenter provided opportunities for role-playing or other forms of guided practice • Presenter built rapport and a positive climate • Pacing was appropriate • Suggestions were offered for classroom implementation • Commitment to implement and specific ideas for doing so were sought from participants • Participants evaluated the session in written form

38. Process • Presenter monitored participant understanding • Presenter adjusted instruction when necessary • Presenter responded to questions and comments insightfully and with tact • Presenter provided opportunities for role-playing or other forms of guided practice • Presenter built rapport and a positive climate • Pacing was appropriate • Suggestions were offered for classroom implementation • Commitment to implement and specific ideas for doing so were sought from participants • Participants evaluated the session in written form

39. Process • Presenter monitored participant understanding • Presenter adjusted instruction when necessary • Presenter responded to questions and comments insightfully and with tact • Presenter provided opportunities for role-playing or other forms of guided practice • Presenter built rapport and a positive climate • Pacing was appropriate • Suggestions were offered for classroom implementation • Commitment to implement and specific ideas for doing so were sought from participants • Participants evaluated the session in written form

40. Process • Presenter monitored participant understanding • Presenter adjusted instruction when necessary • Presenter responded to questions and comments insightfully and with tact • Presenter provided opportunities for role-playing or other forms of guided practice • Presenter built rapport and a positive climate • Pacing was appropriate • Suggestions were offered for classroom implementation • Commitment to implement and specific ideas for doing so were sought from participants • Participants evaluated the session in written form

41. Actual Text of Gettysburg Address A duck walks into a bar. Bartender says, “Hey, your pants are down!” [Wait for laughter] Fourscore and seven years ago, . . . – Gary Larson, The Far Side

42. Process • Presenter monitored participant understanding • Presenter adjusted instruction when necessary • Presenter responded to questions and comments insightfully and with tact • Presenter provided opportunities for role-playing or other forms of guided practice • Presenter built rapport and a positive climate • Pacing was appropriate • Suggestions were offered for classroom implementation • Commitment to implement and specific ideas for doing so were sought from participants • Participants evaluated the session in written form

43. Process • Presenter monitored participant understanding • Presenter adjusted instruction when necessary • Presenter responded to questions and comments insightfully and with tact • Presenter provided opportunities for role-playing or other forms of guided practice • Presenter built rapport and a positive climate • Pacing was appropriate • Suggestions were offered for classroom implementation • Commitment to implement and specific ideas for doing so were sought from participants • Participants evaluated the session in written form

44. Process • Presenter monitored participant understanding • Presenter adjusted instruction when necessary • Presenter responded to questions and comments insightfully and with tact • Presenter provided opportunities for role-playing or other forms of guided practice • Presenter built rapport and a positive climate • Pacing was appropriate • Suggestions were offered for classroom implementation • Commitment to implement and specific ideas for doing so were sought from participants • Participants evaluated the session in written form

45. Process • Presenter monitored participant understanding • Presenter adjusted instruction when necessary • Presenter responded to questions and comments insightfully and with tact • Presenter provided opportunities for role-playing or other forms of guided practice • Presenter built rapport and a positive climate • Pacing was appropriate • Suggestions were offered for classroom implementation • Commitment to implement and specific ideas for doing so were sought from participants • Participants evaluated the session in written form

46. Process • Presenter monitored participant understanding • Presenter adjusted instruction when necessary • Presenter responded to questions and comments insightfully and with tact • Presenter provided opportunities for role-playing or other forms of guided practice • Presenter built rapport and a positive climate • Pacing was appropriate • Suggestions were offered for classroom implementation • Commitment to implement and specific ideas for doing so were sought from participants • Participants evaluated the session in written form

47. Context • Physical facilities were appropriate • Materials needed were organized in advance • Session began on time • Participants were reminded of future dates and other “housekeeping” items

48. Context • Physical facilities were appropriate • Materials needed were organized in advance • Session began on time • Participants were reminded of future dates and other “housekeeping” items

49. Context • Physical facilities were appropriate • Materials needed were organized in advance • Session began on time • Participants were reminded of future dates and other “housekeeping” items

50. Context • Physical facilities were appropriate • Materials needed were organized in advance • Session began on time • Participants were reminded of future dates and other “housekeeping” items