Journal of Progress
September
I. Fostering a Collaborative Culture to Support Educator Development and Student Learning
1.1 Utilizes group processes to help colleagues work collaboratively to solve problems, make decisions, manage conflict and promote meaningful change.
Goal:
My goal is to provide teachers of children with delays in acquisition of reading and spelling with scientifically researched-based techniques and activities. Teachers must learn to recognize the difficulties children have and to provide the comprehensive intervention needed for them to become readers.
Action Steps:
Recruit teachers to become involved in improving DIBELS scores. Teachers will administer tests: PDST, (Phonics/Decoding Screening Test), Word Pattern Test, DIBELS, (Dynamic Indicators of Basic Early Literacy Skills), and use Accelerated Reader levels. These four kinds of data on student learning will be reviewed. Teachers will become familiar with and use a support system: Sounds and Letters for Readers and Spellers, by J. F.Green, Ed.D. Another program, Rewards, Multisyllabic Word Reading Strategies, by A. Archer, M. Gleason, and V. Vachon, and Phonics for Reading by A. Archer, J. Flood, D. Lapp, and L. Lungren will be used by grades 2 - 5 for support.
I learned that some teachers feel that students' reading will improve by their reading more. Any difficulties will eventually disappear by "just reading".
The barriers that I need to overcome in order to achieve my potential as a leader are: to show improved data by students who are given extra teacher support, and to provide continued support for adult learners.
Leadership Reflection: Inspire a Shared Vision
Sometimes the difficulties children have with reading seem overwhelming, both to the students, as well as to their teachers. We must have the desire to pursue whatever avenue it takes to help children be successful. By having a vision, and sharing it, others may see that the task is possible, and thus positive results may ensue. I feel that the teachers that accompany me on this journey will feel a part of something special. They will help young ones feel that there is a brighter future for them.
October
III. Promoting Professional Learning for Continuous Improvement
3.5 Works with colleagues to collect, analyze, and disseminate data related to the quality of professional learning and its effect on teaching and student learning.
Goals:
Use data to show teachers how to address the struggling readers. Channel teachers' attention to programs that will assist them in supporting children that are performing below benchmark.
Action Steps:
I would like to be invited into the classrooms of teachers who want to address the children that perform below benchmark. I would also like to provide information about the programs that will assist teachers in addressing the needs of the children. I offered to provide an in-service and model how to address the children of concern.
I learned that some teachers are not sure of how to help their struggling readers.
The barrier that I need to overcome is to provide assistance to teachers that are concerned about time constraints.
Leadership Reflection: Enable Others to Act
I am developing cooperative relationships among teachers that I work with. I am increasing their trust in me while I interact with them.
November
IV. Facilitating Improvements in Instruction and Student Learning
4.6 Promotes instructional strategies that address issues of diversity and equity in the classroom and ensures that individual student learning remain the central focus of instruction.
Goals:
Support teachers with relevant programs that I am receptive to modeling. I wish to impact their teaching so that they become knowledgeable about addressing intensive needs students.
Action Steps:
I responded to a school's four, first grade teachers who requested my help in addressing children that are below benchmark. We reviewed data together. We had a conversation about what specifically they were requesting. They requested that I model for them using a group of students. This request was sanctioned by the "new" principal. A survey was e-mailed in regards to what their challenges are, what would benefit them for their instruction, and what other support I could contribute. I am now going to model for the teachers on December 9th. My focus will be on modeling the multisensory techniques for Phonemic Awareness Drills, review the sounds of the sound/spelling cards, engage children in manipulating the sounds, and provide supportive ideas for their struggling students.
I learned that some of their students are struggling with the recognition and sounds of the ABC's. Their intensive instruction would have to entail extra adult support.
The barrier that I need to overcome is to continue to provide support for these four, first grade teachers, who have large class sizes and a wide range of needs.
Leadership Reflection: Challenge the Process:
I seek out challenging opportunities that test my own skills and abilities. I demonstrated that I can support teachers with my knowledge base of helping their high needs children. I provided research that supports intervention activities.
December
II. Accessing and Using Research to Improve Practice and Student Achievement
2.1 Assists colleagues in accessing and using research in order to select appropriate strategies to improve student learning.
Goals:
Meet with teachers in order to review data to see if students need an adjustment to their intervention. I will also help teachers fine-tune intervention.
Action Steps:
Now that teachers have updated data, we assessed whether or not the intervention was adequate. Teachers planned on supporting the students further with Phonics for Reading.
I learned that some of the struggling students needed more intensive assistance. Teachers were recognizing that they have to be more consistent with providing the "prescription" that their students needed, in order for them to show more growth.
The barrier that I found that impacted my Capstone Project is that teachers need to be more diligent. Intervention is a "must"! Being lax will impact the students negatively!
Leadership Reflection: Encourage the Heart:
I make it a point to let teachers know about my confidence in their abilities. I recognize that the teachers are adult learners and like to be respected. I have faith that they will embrace relevant ideas.
January
V. Promoting the Use of Assessments and Data for School and District Improvement
5.4 Works with colleagues to use assessment and data findings to promote changes in instructional practices or organizational structures to improve student learning.
Goal:
Continue to work with individual teachers that have requested my help in addressing students that are needing extra support.
Action Steps:
Review activities with sound/spelling cards, word parts, prefixes, suffixes, long vowels, and vowel pairs. Encourage teachers to continue intensive instruction and rely on me for assistance.
I learned that teachers want to help struggling students but are continuously trying to "catch up" with the demands of the district's Units of Study.
A barrier that I see is that teachers are having trouble with allocating time for necessary intervention.
Leadership Reflection: Model the Way:
I set a personal example of what I expect of others. Children are entitled to extra support if they are in need of it. Also, if one is unsure of how to address intervention, one is expected to seek support in order to assist students in their care.
February
III. Promoting Professional Learning for Continuous Improvement
3.7 Provides constructive feedback to colleagues to strengthen teaching practice and improve student learning.
Goal:
Use the second DIBELS data to ensure that students are receiving the necessary support.
Action Steps:
Have a conversation with participating teachers in regards to DIBELS data. Does intervention need to be adjusted? What's working, what's not? Offer continued support.
I learned that some teachers want to provide the necessary intervention but are realizing that they need to do so on a more continuous basis.
A barrier that seems to be evident is time constraints. Teachers now have to include PE in their schedule that is mandated by the state and district. Less classroom time on task is evident.
Leadership Reflection: Encourage the Heart:
I make it a point to let the teachers know that they are vital to the students receiving the "prescription" that they need. I offer to support them in testing students and/or in giving recommendations for academic support.
March
V. Promoting the Use of Assessments and Data for School and District Improvement
5.3 Creates a climate of trust and critical reflection in order to engage colleagues in challenging conversations about student learning data that lead to solutions to identified issues.
Goal:
Gather the data: DIBELS, Word Pattern Test, PDST, and AR to assess whether providing the necessary support has positively impacted children who are struggling.
Action Steps:
Assess data. Meet with individual teachers in order to address student learning data.
I learned that teachers are realizing that they could have provided earlier and more support to their struggling readers. Some teachers plan on starting intervention the following school year during the first week of school, using previous data, instead of waiting for their own test results.
A barrier that is always present is the fact that teachers have their grade curriculum to teach, but the needs of struggling readers must be addressed sooner than later.
Leadership Reflection: Inspire a Shared Vision:
I have had conversations with teachers in regards to addressing students' needs earlier than waiting until their needs are more intensive. Children deserve the opportunity to have extra assistance if their classroom work is impacted by their shortcomings.
April
I. Fostering a Collaborative Culture to Support Educator Development and Student Learning
1.3 Employs facilitation skills to create trust among group members, develop collective wisdom, build ownership and action that support student learning.
Goal:
Gather DIBELS data and share with 5 school principals the needs teachers can provide to struggling readers.
Action Steps:
Continue to support teachers and use data to drive instruction.
I learned that principals could provide added support to teachers by having student smart goals and individual teacher goals, in order to focus on encouraging improved practice and student achievement.
Leadership Reflection: Enable Others to Act:
I've been invited to provide an in-service to primary teachers concerning foundational skills, as well as to upper grade teachers in the fall of the 2015 school year. I've also been encouraged to continue as an Instructional Coach for the 2015-2016 school year. Hopefully, my collaboration with teachers, concerning assisting struggling students, will help ensure that teachers grow in their pedagogy by developing needed skills.
May
V. Promoting the Use of Assessments and Data for School and District Improvement
5.4 Works with colleagues to use assessment and data findings to promote changes in instructional practices or organizational structures to improve student learning.
Goal:
Impact more teachers with wanting to meet the needs of struggling readers. Continue to support individual teachers that have requested my help.
Action Steps:
Met with the assistant superintendent in regards to providing teachers with foundational skills for the 2015-2016 school year. Since our school district will be adopting the I-Ready computer program, students will be guided on a learning path, and I will work with teachers with providing assistance with students' learning paths.
The final DIBELS, AR, PDST, and Word Pattern will be given.
Leadership Reflection: Encourage the Heart
I have given participating teachers lots of appreciation and support for their dedication and contributions to my project. We plan on going out to lunch to celebrate the data, have a conversation about the outcome, and make plans for further support next year!