Educational years Essay

Schools breeding Goal * All students meliorate a graduate level or more on mortal Reading Inventories Professional Development (PD) Focus *All strategies presented in PD be geared towards reaching this goal. Individual Teacher Approaches *The third socio-economic class instructors have mathematical functiond second grade test scores to order that their students are weak in the area of comprehension Dawn has presented a dodging called Question Answer Relationships to help improve comprehension in students.The schema helps students to learn to identify what kind of question is organism asked to function them in strategically finding the answer. Angie Heppner is a first year teacher who participates in the mandatory district teacher induction chopine. The induction program includes meeting with her mentor teacher, who is released from the classroom full time. The mentor teacher and Angie use data collected from classroom observation to set goals to work on in the classroom. The Participants Literacy CoachDawn Benke works with 2nd and 3rd grade teachers as a literacy coach at a K-6 Teacher 1 Lillian Kurz has 31 students in her class, with five of her students falling far below in recording as identified through test data, 10 students approaching, 11 students meeting and four students exceeding. My comments I totally understand the reasoning for Lilian not being offered the coachs position. Based on her class data, it is pellucid that she is an effective teacher, and is very much valued in her grade level.She is workings with a rather large class, which is difficult to consistently provide pregnant construeal activities as she would like to (particularly if she is dealing with behavioral issues). Teacher 2 Duane Keller has 29 students, with seven of his students falling far below in reading, seven approaching, 14 students meeting, and virtuoso student exceeding. My comments I think the Duane seems to know what he is doing, based on the reading di stri only ifion data for his class.In addition, if it is not already being d one and only(a), I think that a reading interposition time should be included in the daily schedule. The interventionist should be Duane, as those are his students and he would be better able to keep up with their progress and make connections with other grade level work being done in the classroom. Teacher 3 Jesse Vrees class consists of 20 her students. She has three students who are falling far below, three students who are approaching, 19 students who are meeting and five students who are exceeding. My comments WWOWJesses students are doing extensive Based on her data, I think that Dawn should encourage her to constituent what works for her. Those three students, who are falling below, may have issues that ingest to be courted by virtuallyone other than the classroom teacher. In some cases learning disabilities become clearing apparent as control intensifies. Teacher 4 Angie Heppner has 28 studen ts six of whom are falling far below, 10 who are approaching, 10 who are meeting, and two are exceeding. My comments Angie is one lucky first-year teacher. It is great that she has a full-time mentor teacher.I know that she result amass a great deal of familiarity and avoid many failures. Collaboration with someone who has taught for many years is a windfall. DAWNS CURRENT PLAN OF ACTION Weekly maestro development by grade level one day in the week during PD time 1. Presents a piece of the literacy strategy they are working with. My comments Dawns response to intervention is surely on the right track, and will definitely assist her teachers in making some progress. Modeling the lesson will definitely assist her teachers in instruction.In my ain experience, I have found that the true effectiveness of a lesson is most accurately note when it is performed for the students in their own learning setting, by the coach, with the teacher as an involved onlooker In this appearance the teacher back end take notes on how the coach interacts with the students in regards to class-work as well as classroom management. It gives the teacher the opportunity to observe and reflect while teaching method is going on. Thus after teaching the lesson, both the coach and the teacher can discuss and reflect on whether or not the students had full understood what had been taught.2. Models a lesson using the strategy My comments Yes Yes Yes I totally agree. further thats not where it stops. In order to get those students to improve one grade level or more, lots more bring to be done. Thats where differentiated instruction comes into play. Dawn needs to make her teachers certain that their Struggling students are indeed at risk or failure, for perhaps the lack fundamental skills necessary s to work or read on their grade level. She should encourage her teachers to use any diagnostic reading data that they have available or otherwise perform their own.Although time-consuming, conducting a QR1 (qualitative reading inventory), saves a lot of headache- when little Johnny just doesnt seem to get it- a QRI will let you know on exactly which reading level he/she is struggling, instructional or independent. The findings of this display case of assessment supports instruction and provides concrete data that teachers could share with the literacy coach, to support the need for proposed intervention various areas, such as phonics instruction, vocabulary and comprehension and adapting curriculum. A teacher knows his/her students and is the best advocate.Ultimately success is accomplished through cooperative efforts of the literacy coach, the classroom teachers and definitely the students. Literacy coaches dont know it all, and neither do teachers. However, the data provided in the case study is indicative of a upstanding team, supportive of each other, despite their previous varied teaching assignments. hard-hitting communication is fundamental in planning for e ffective reading instruction. experience of each students instructional and independent levels is beneficial in planning center activities and teacher directed instruction i.e. small groups. 3. Leads a discussion amongst the teachers about the strategy and how it applies to their own classrooms My commentsI like the detail that Dawn elicits teacher response, as to whether or not the modeled strategy would work in their classroom. She is giving them the opportunity to make adjustments and possible adaptations to the instructional delivery. In this forum the can be immediate feedback for clear expectations on both the literacy coachs par and the teachers part.Dawn shows awareness of the various learning styles that are contained within a classroom. Here she identifies challenges and allows opportunity to address them. 4. Offers time for teachers to plan to use the strategy in their classroom. Requires teachers to implement the strategy in the upcoming week Bring student work samples to the next session, where they evaluate the effectiveness of the strategy. My comments Dawn makes her teachers accountable, not only for theirs students learning gains, but their own as well.When her teachers can effectively deliver lessons, it will certainly reflect in the reading performance of their students. Through their collaborative efforts dayspring and her third grade team are well on their way to achieving their school goal. My Activity/Skills Recommendation Developing a Love for Reading As literacy coach Dawn can provide her teachers with a store list of reading approaches that they may use to promote reading amour in their classroom, through interaction and involvement with schoolbook, thus improve overall reading performance.Instructional procedures will be intensive and include (i)Purposeful express & implicit teaching of concepts (ii)Teacher- student interaction that targets understanding of various text structures-cause & effect, chronological order, (iii)Us e differentiated instruction student will participate in independent as well as teacher-led activities (iv)Student selection of leveled text for domicile reading.(v)Providing student with clear meaningful explanations and expectations of all tasks Targeting Comprehension Sequence activities will provide At Risk students with opportunity to practice and strengthen their great power to recall specific events as well as retelling text in a more cohesive manner. Vocabulary instruction will focal point on words selected from the word lists and selected instructional text to provide instruction in the areas of synonyms, antonyms, affixes, words in c.