Building Capacity for Effective Literacy Instruction

Dr. Frank Serafini

Research Shows: The quality of the Classroom Teacher not the Instructional Program is the primary variable in determining the effectiveness of a comprehensive literacy framework.

Research Shows: No significant changes in Instructional Practices will occur until a Parallel Development in Theoretical Understandings takes place.

Effective Professional Learning

Focuses on Specific Topics & Content

Includes both Research & Pedagogical Issues

Based on Teachers’ Experiences & Needs

Provides Resources for Supporting Instruction

Involves Reflection In & On Practice

Supports School / Board Vision

4 Major Principles of Staff Development

Opportunities & Access

Choice & Ownership

Response & Reflection

Scalability & Sustainability

Principles of Staff Development: Opportunities

Access to research-based materials, readings, other teachers

Time to plan for, reflect on, and enact new instructional practices

Encouragement to try new ideas and practices

Principles of Staff Development: Ownership

Choices are available for; content, sessions, book studies, conferences etc.

Voice - teachers are not treated as passive recipients of knowledge

Invitations to share what teachers know

Principles of Staff Development: Reflection

Teachers observe each other and provide response (Dialogue)

Teachers are encouraged to question their teaching (Knowledgeable Uncertainty)

Opportunities to step back and reflect on one’s teaching (Distance)

Principles of Staff Development: Sustainability

Expanding quality professional learning beyond one school

Creating capacity instead of dependency

Teachers as decision makers, rather than program operators

Consistency, without prescription

Consider This …

How is choice a part of your staff development efforts?

Could you articulate the focus of your current staff development efforts?

How is observation and dialogue part of your staff development program?

How are teachers involved in the planning process?

Structures of Effective Professional Learning

Presentations

Demonstrations

Collaborative Learning Experiences

Readings

Presentations

New information is presented by consultants and literacy specialists

Challenge teachers with ideas

Critical consumers of research and theories

Get Discussions Going!

Demonstrations

Creates Space for Reflection and Discussion

Capable teachers showing what effective practices looks like

Done in context of similar classrooms

A WAY to do things, not always THE WAY

Opportunities for discussing what is being demonstrated

Collaborative Learning Experiences

Time for Teachers to work collaboratively through instructional decisions in context of classroom

Try this idea and come back to Discuss teaching practices

Optimal Level of Support and Challenge

Support teachers taking steps into new practices

What is the ONE thing the teacher could try on their own next

Readings

Bringing Other Voices into the Discussions

Professional Resources

Blend of Theory and Practice

Critical Consumer of Information, Resources, and Research

Variety of Research and Perspectives

Consider This …

What demonstrations are being offered for teachers?

What learning experiences are expected of teachers?

What readings are included in your staff development?

Who presents new materials and ideas to teachers?

A Vision For Literacy Instruction

A Preferred Vision is the Ability to:

Articulate what quality teaching and learning should look and sound like

Explain why you do what you do to ensure student learning

Reflect on one’s journey into new practices (Distance)

Envision What is Possible and Worthwhile

Critically examine research and practices based on one’s knowledge and experience

Various Roles of the Teacher of Literacy

Literary Docent

Literacy Promoter

Joyfully Literate Human Being

Reader / Writer

Life-Long Learner

Advocate for Children

Literary Docents

Provide Techniques for Interpreting Literature, not just their Interpretations

Challenge, as well as Support Readers

Study / Know Literature

Facilitate Discussions and Inquiry

Provide Opportunities for Engagement with Literature

Effective Teachers of Literacy

Achieve higher student engagement

Provide more small group instruction

Discuss, rather than direct

Embed instruction in authentic literacy tasks

Ask better questions

Provide access to books and time to read

Monitor readers’ progress (assess)

Provide direct demonstrations

Consider This …

Could you articulate your preferred vision of the practices you are working towards?

Is the focus on change or growth?

What techniques are being used to create Distance between Practices and Reflection?

Where Do We Begin ?

Learn What Teachers ARE Doing

Ask Honest Questions

Provide Opportunities for Dialogue

Go With the “Goers”

Learn to Gently “Up the Ante”

Provide Response (2 H & a Wish)

Share Resources

Demonstrate, Demonstrate, Demonstrate

Working with Classroom Teachers

Respect Teachers & Teaching

Become a Knowledgeable Observer of Teaching Practices

Provide Resources and Materials

Focus on Growth, NOT Change

Promote Dialogue & Reflection on Practice

Sincerely Ask: Why do you do what you do?

Daniel Pennac

The problem is that we teachers are hurried usurers, lending out the knowledge we possess and charging interest. It has to show a profit, and the quicker the better! If not, we might start losing faith in our own methods.

Literacy Website

http://serafini.nevada.edu

E-Mail

serafini@unlv.nevada.edu