chicago foundation for education action research study group what are the effects of literacy...
TRANSCRIPT
Chicago Foundation for EducationAction Research Study Group
What are the effects of literacy coaching on teacher implementation and confidence with new instructional
practices?
Presented by:
Jennifer Dixon, Literacy Coach
Mozart Elementary School
Data Tools• Primary Literacy Coaching Surveys
– Nine Kindergarten-2nd grade teachers were given a survey three times between September 25, 2009 and December 4, 2009. The survey included three components: teacher confidence levels, teacher implementation levels, and thoughts on literacy coaching.
• Classroom Observation Notes– The primary teachers who participated in this action research study were observed by me at least 4 times
throughout the duration of this study. Teachers selected their observation time, as well as the reading or writing workshop component that was being observed. The notes followed a selective scripting format that included teacher and student actions, time notations, and were written using judgment-free language.
• Debrief Notes– The primary teachers who participated in this action research study met with me for a mutually scheduled
debrief conversation after each observation. I asked the teachers four questions during each debrief: How do you think the lesson went? How well do you think your students mastered your objective? If you could change anything about the lesson, what would you change? What questions or concerns do you have? After listening to the teacher, I offered a suggestion, offered to obtain teacher requested resources/information, and/or reinforced any conclusions the teacher has drawn about their own teaching. The debrief concluded with me asking the teacher what they wanted me to look for in their next observation. Debrief notes were recorded on a “Debrief Notes” form that I copied for the teacher and kept on file in a folder inside my Literacy Coach Journal.
• Literacy Coach Journal/Reflections– My Literacy Coach Journal includes: A breakdown of what I have done each day and the time it took to do it,
classroom observation notes, and debrief notes. My personal reflections are noted in the notes section of this power point. Any additional reflections will also be found in my Literacy Coach Journal.
Survey #1: September 25, 2009Confidence Levels: K-2 Reading Workshop Components
Nine K-2nd Grade teachers with an average of 19 years experience were asked how they would rate their confidence level with the following components of the reading workshop on a scale of 1-5
3.22.9 2.9 3
3.94.1
3.9
2.62.9
1
1.5
2
2.5
3
3.5
4
4.5
5
InteractiveWriting
GuidedReading
Work Board PlanningCenters
SharedReading
Read Aloud ResponseJournals
Scheduling Assessment
AverageConfidenceLevel
Survey #1: September 25, 2009Confidence Levels: K-2 Writing Workshop Components
Nine K-2nd Grade teachers with an average of 19 years experience were asked how they would rate their confidence level with the following components of the writing workshop on a scale of 1-5
2.7
3.1
2.6 2.7 2.62.8
1
1.5
2
2.5
3
3.5
4
4.5
5
Mini-lessons Writing Folders Conferring Closings Scheduling Assessment
AverageConfidenceLevel
Survey #1: September 25, 2009Current Levels of Implementation
Nine K-2nd Grade teachers with an average of 19 years experience were asked how they would rate their current implementation level (after 13 instructional days) of the following workshop components on a scale that ranged from never
to more than five times per week.
6
1 1 1
0
4
1
4
0 0
6
1 1
0
1
4
2
3
0 0
1
5
1 1 1
2
3 3
0
11
4
1 1
2
0
1
2
3
4
5
6
7
8
9
Never 1-2 times per week 3-4 times per week 5 times per week More than 5 times perweek
Writing WorkshopGuided ReadingWork BoardInteractive WritingShared ReadingResponse JournalsRead Aloud
Survey #1: September 25, 2009Comfort with the Observation/Debrief Cycle
Nine K-2nd Grade teachers with an average of 19 years experience were asked how they would rate their current level of comfort (after 13 instructional days) with the observation/debrief cycle. Eight out of 9 teachers answered this question.
Only one of the teachers had experienced the observation/debrief cycle before.
4
5
4
3
0 0 0 00
1
2
3
4
5
6
7
8
Very Comfortable Comfortable Uncomfortable Very Uncomfortable
ObservationsDebriefs
Survey #1: September 25, 2009Thoughts on Literacy Coaching
Nine K-2nd Grade teachers with an average of 19 years experience were asked four open-ended questions about literacy coaching. Eight out of 9 teachers answered these questions. Here are excerpts from their responses.
None. We never hadone that stayed at ourschool.Prior experiences wouldbe rated as poor.My experiences withprevious coaches hasbeen very positive.Never much help.Not at all.I have had severalinteractions withcoaches.Not much help.One Inever sawand theother one was rude.
Unprepared. Left in themiddle of the year.Personal conflicts.Past coach wasdegrading. Hadnothing positive to say.Kept a notebook shewould use to threatenteachers.I have alwaysrespected everycoach. I take allopinions to make mea better teacher.I did not have non-supportive experiences.They really were neveraround.Not mentors or helpful.Negative with nosupport.
Give advice. Keep usupdated on currentideas/methods.Assist the teacher.Give ideas. Bepositive.Help guide the teacherto better understandnew strategies tobetter help ourstudents.Use their professionalknowledge of howto help supportreaders and non-readers.Be willing to help.Model. Keep uson top of newresearch.
When will you havetime to assist me withreading and writing?None, thanks forthe help.Just be patient.I don't always turnthings in on time.I'm stressed abouttime constraints.
Helpful experiences withprevious literacy
coaches
Experiences withliteracy coaches that
were not helpful
What do you thinka literacy coach
should do?
Questions/conernsabout my role
as your literacy coach
Open-Ended Literacy Coaching Questions
Survey #2: November 6, 2009Confidence Levels: K-2 Reading Workshop Components
Nine K-2nd Grade teachers with an average of 19 years experience were asked how they would rate their confidence level with the following components of the reading workshop on a scale of 1-5
3.23.3
2.9
3.6
2.9
2.6
3 3
3.94 4.1
4.6
3.9 4
2.6 2.62.9
3.6
0
0.5
1
1.5
2
2.5
3
3.5
4
4.5
5
InteractiveWriting
GuidedReading
WorkBoard
PlanningCenters
SharedReading
ReadAloud
ResponseJournals
Scheduling Assessment
AverageConfidenceLevel #1
AverageConfidenceLevel #2
Survey #2: November 6, 2009Confidence Levels: K-2 Writing Workshop Components
Nine K-2nd Grade teachers with an average of 19 years experience were asked how they would rate their confidence level with the following components of the writing workshop on a scale of 1-5
2.7
3.3
3.1
3.6
2.6
4.8
2.7
3.1
2.6
2.8 2.8 3
0
0.5
1
1.5
2
2.5
3
3.5
4
4.5
5
Mini-Lessons Writing Folders Conferring Closings Scheduling Assessment
AverageConfidenceLevel #1
AverageConfidenceLevel #2
Survey #2: November 6, 2009Current Levels of Implementation
Nine K-2nd Grade teachers with an average of 19 years experience were asked how they would rate their current implementation level (after 40 instructional days) of the following workshop components on a scale that ranged from never
to more than five times per week.
3
2
5
2
1 1
0
1
2
1
3
4
3
0
5
4
2
4
3
5
4
0
1 1
0
1
0
3
0 0 0 0 0 0
2
0
1
2
3
4
5
6
7
8
Never 1-2 times per week 3-4 times per week 5 times per week More than 5 times perweek
Writing Workshop
Guided Reading
Work Board
Interactive Writing
Shared Reading
Response Journals
Read Aloud
Survey #2: November 6, 2009Comfort with the Observation/Debrief Cycle
Nine K-2nd Grade teachers with an average of 19 years experience were asked how they would rate their current level of comfort (after 40 instructional days) with the observation/debrief cycle. At this point in the school year, 6 teachers had
experienced the observation/debrief cycle.
7 7
1
2
1
0 0 00
1
2
3
4
5
6
7
8
Very Comfortable Comfortable Uncomfortable VeryUncomfortable
ObservationDebrief
Survey #2: November 6, 2009Thoughts on Observations and Debriefs
Six K-1st Grade teachers were asked one open ended question about the helpfulness of their observations and one open ended question about the helpfulness of their debriefs. Here are excerpts from their responses.
Very helpful! New atthis and I have lotsof questions. Veryhelpful! I feltsuccessful that I wasactually doingWriting Workshop.Helped me beprepared and haveorganization duringWriting Workshop.They gave me a briefassessment avenuefor the lesson.
Very helpful! I feltbetter after askingquestions andgetting ideas from thecoach. Tips are great!Very helpful!It is nice to getanswers quickly fromsomeone so versedin the program. Eventhough you read it,you need a refresher.Good because yougave us feedback andsuggestions. Helpful.It is good to havesomeone else givefeedback on a regularbasis. They allowed meto hear and see usinganother set of eyes.
How helpful wereobservations?
Why?
How helpful weredebrief conversations?
Why?
Thoughts on Observations and Debriefs
Survey #2: November 6, 2009Factors Influencing Implementation and Confidence
Nine K-2nd Grade teachers were asked three open ended questions that asked them to indicate the factors that influenced their current levels of implementation and confidence with the balanced literacy instructional practices after 40 instructional
days. Here are excerpts from their responses.
Consider your current levels of implementation at this point in the school year. Why have some practices been implemented more frequently than others?
Consider your current levels of implementation at this point in the school year. Why have some practices been implemented less frequently than others?
Consider your confidence levels with the components of both reading and writing workshop. What actions (on your part and/or the part of the literacy coach) have helped to increase confidence levels?
Familiarity, comfort, and knowledge. They don’t take up larger blocks of time. They are easier and more familiar to implement. Time and schedule. Because I’m starting slow and implementing things one at a time as to not get overwhelmed. I am more familiar with the practices I implement more frequently. I feel comfortable working with sets of students while the others are working with another adult. More comfortable with read aloud, response journals because I have done these in previous years.
Not so familiar, comfort level, and not knowledgeable. I am pressed for time. Preps, lunch, and bathroom cut into the time. The 1/2 day kindergarten schedule. I run out of time or I got behind in one subject so I had to take away from other subjects to catch up. Not confident enough and no time to organize or plan ahead. There are too many morning meetings. Some students truly need more supervision and one on one attention, they are more dependent. I’m not done testing my students in Reading 3D.
Talking to the coach has helped a great deal. I also have to make sure that I stay on schedule. The workshops and videos have been helpful. I hope to continue implementing as many ideas as possible in the classroom. The coach has been very compassionate with the dilemma of the 1/2 day kindergarten schedule. Actually teaching Writing Workshop and having suggestions on how to make it smoother. It helps me to see another view of my teaching that I might not be aware. Suggestions on scheduling have been provided and I have been able to use the suggestions. More of my students are becoming less dependent on me so I can be more of a facilitator now than earlier in the year. Grade level meetings and videos with the literacy coach.
Survey #3: February 22, 2010Confidence Levels: K-2 Reading Workshop Components
Nine K-2nd Grade teachers with an average of 19 years experience were asked how they would rate their confidence level with the following components of the reading workshop on a scale of 1-5
3.23.3
3.7
2.9
3.63.8
2.9
2.6
2.9 3 3
3.6
3.94
4.6
4.1
4.64.8
3.94
4.7
2.6 2.6
3.22.9
3.6
3.9
0
0.5
1
1.5
2
2.5
3
3.5
4
4.5
5
InteractiveWriting
GuidedReading
Work Board PlanningCenters
SharedReading
Read Aloud ResponseJournals
Scheduling Assessment
AverageConfidenceLevel #1
AverageConfidenceLevel #2
AverageConfidenceLevel #3
Survey #3: February 22, 2010Confidence Levels: K-2 Writing Workshop Components
Nine K-2nd Grade teachers with an average of 19 years experience were asked how they would rate their confidence level with the following components of the writing workshop on a scale of 1-5
2.7
3.3
4.1
3.1
3.6
4.1
2.6
4.8
4
2.7
3.1
3.8
2.6
2.8
3.9
2.8 3
3.8
0
0.5
1
1.5
2
2.5
3
3.5
4
4.5
5
Mini-Lessons Writing Folders Conferring Closings Scheduling Assessment
AverageConfidenceLevel #1
AverageConfidenceLevel #2
AverageConfidenceLevel #3
Survey #3: February 22, 2010Current Levels of Implementation
Nine K-2nd Grade teachers with an average of 19 years experience were asked how they would rate their current implementation level (after 95 instructional days) of the following workshop components on a scale that ranged from never
to more than five times per week.
0 0
3
0 0 0 0
4 4
5
6
2
3
1
5
4
1 1
5
4 4
0 0 0
1 1
2
1
0
1
0
1 1
0
3
0
1
2
3
4
5
6
7
8
Never 1-2 times per week 3-4 times per week 5 times per week More than 5 times perweek
Writing Workshop
Guided Reading
Work Board
Interactive Writing
Shared Reading
Response Journals
Read Aloud
Survey #3: February 22, 2010Comfort with the Observation/Debrief Cycle
Nine K-2nd Grade teachers with an average of 19 years experience were asked how they would rate their current level of comfort (after 95 instructional days) with the observation/debrief cycle. At this point in the school year, all nine teachers
had experienced the observation/debrief cycle.
6 6
3 3
0 0 0 00
1
2
3
4
5
6
7
8
Very Comfortable Comfortable Uncomfortable VeryUncomfortable
ObservationDebrief
Survey #3: February 22, 2010Thoughts on Observations and Debriefs
Three 2nd Grade teachers were asked one open ended question about the helpfulness of their observations and one open ended question about the helpfulness of their debriefs. Here are excerpts from their responses.
The observations mademe aware of mypositives and negativesof the overall programin my class. Theyhelped improve theguided reading timeand I recieved ideasfor centers. I feltmore confident thatI was teachingcorrectly.
Very helpful becauseyou gave me helpfultips to help me improvemy teaching. Thedebrief conversationswere very helpful.They gave insightinto alternativestrategies that can beimplemented,scheduling, anddifferent types of tests.
How helpful wereobservations?
Why?
How helpful weredebrief conversations?
Why?
Thoughts on Observations and Debriefs
Survey #3: February 22, 2010Factors Influencing Implementation and Confidence
Nine K-2nd Grade teachers were asked three open ended questions that asked them to indicate the factors that influenced their current levels of implementation and confidence with the balanced literacy instructional practices after 95 instructional
days. Here are excerpts from their responses.
Consider your current levels of implementation at this point in the school year. Why have some practices been implemented more frequently than others?
Consider your current levels of implementation at this point in the school year. Why have some practices been implemented less frequently than others?
Consider your confidence levels with the components of both reading and writing workshop. What actions (on your part and/or the part of the literacy coach) have helped to increase confidence levels?
Because I feel more confident in some more than others. Confidence, understanding, time, and experience.
Because I have not been able to feel very comfortable or confident enough. Time, understanding of material, confidence, and experience. The primary problems are scheduling, as well as progress monitoring and testing (Reading 3D, DIBELS, etc.). I am attempting to re-prioritize and re-allocate my time. Testing. Time constraints. Not enough time. Half-day kindergarten reduces the time allowed for activities. Not enough time to organize materials.
You have made me feel more confident with your understanding manner and positive input and suggestions. Asking questions and ideas from our literacy coach. She is very knowledgeable. I have been able to increase the writing component of the program. Workshops, suggestions, and creative and helpful feedback. Debriefing, actually doing it, reading the books, and watching the videos. The literacy coach has been very helpful. The debrief conversations and the suggestions made after my observations were helpful. The videos shown during grade level meetings.