staff development in a pre-k literacy project belinda biscoe and priscilla griffith (debra corey,...
TRANSCRIPT
Staff Development in a Pre-K Literacy Project
Belinda Biscoe and Priscilla Griffith(Debra Corey, Susan Kimmel)
University of Oklahoma
[email protected] [email protected]
Go Sooners!
United States United States Department of Education Department of Education Early Literacy First GrantEarly Literacy First Grant
FocusFocus: Pre-K 3 and 4 year olds: Pre-K 3 and 4 year olds PurposePurpose: :
– Create early childhood centers of Create early childhood centers of excellenceexcellence
– Prepare young children to enter Prepare young children to enter kindergarten with necessary skills to kindergarten with necessary skills to ensure school successensure school success
GOALSGOALS Create language and literacy rich classroom Create language and literacy rich classroom
environmentsenvironments Integrate curriculum, activities and materials Integrate curriculum, activities and materials
into classrooms and family literacy practicesinto classrooms and family literacy practices Assess literacy learningAssess literacy learning Build partnerships to support the transition of Build partnerships to support the transition of
all children into formal classroom instructionall children into formal classroom instruction Support family literacy Support family literacy Provide research-based sustained Provide research-based sustained
professional developmentprofessional development
COMPONENTSCOMPONENTS
Professional DevelopmentProfessional Development– InstructionInstruction– Child Assessment/Progress MonitoringChild Assessment/Progress Monitoring
Literacy MentorsLiteracy Mentors Assessment Coordinator (Year 3)Assessment Coordinator (Year 3) Family Literacy ComponentFamily Literacy Component
– Family Literacy NightsFamily Literacy Nights– Family Literacy ResourcesFamily Literacy Resources– Home VisitsHome Visits
Project EvaluationProject Evaluation
Project DevelopmentProject Development
Year OneYear One– Physical transformation of classroomsPhysical transformation of classrooms– Initiate literacy classesInitiate literacy classes– Learn to mentorLearn to mentor
Year TwoYear Two– Implement spiral curriculum of literacy classesImplement spiral curriculum of literacy classes– Learn to develop portfoliosLearn to develop portfolios
Year ThreeYear Three– Focus on examining student work to plan Focus on examining student work to plan
instructioninstruction
Three C’s of Professional Three C’s of Professional DevelopmentDevelopment
CommunityCommunity– Professional development classesProfessional development classes– Examine student learningExamine student learning
Curriculum Curriculum Content: Assessment and Instruction Content: Assessment and Instruction of Oklahoma ERF Benchmarksof Oklahoma ERF Benchmarks– Oral languageOral language– Phonological awarenessPhonological awareness– Print conceptsPrint concepts– Alphabet knowledge and writingAlphabet knowledge and writing– Listening comprehensionListening comprehension
CoachingCoaching– Implementing instructional strategiesImplementing instructional strategies
Structure of Structure of Professional Development Professional Development
ClassesClasses Two groups: certified and non-Two groups: certified and non-
certified teacherscertified teachers Classes off campusClasses off campus Classes two times each month for 3 Classes two times each month for 3
hourshours Literacy instructor Literacy instructor Literacy mentors attendLiteracy mentors attend
Content of Professional Content of Professional Development ClassesDevelopment Classes
Portfolios and AssessmentPortfolios and Assessment Observations and Anecdotal NotesObservations and Anecdotal Notes Oklahoma PRIDE Literacy BenchmarksOklahoma PRIDE Literacy Benchmarks Oral LanguageOral Language Phonological Awareness Phonological Awareness Environment/Classroom ManagementEnvironment/Classroom Management At-Risk Child Language Development At-Risk Child Language Development Alphabet KnowledgeAlphabet Knowledge ComprehensionComprehension Concepts of PrintConcepts of Print Teacher-Child InteractionsTeacher-Child Interactions Home VisitsHome Visits Family Literacy NightsFamily Literacy Nights Doors to Discovery CurriculumDoors to Discovery Curriculum
OBSERVATION
REFLECTION
ASSESSMENT
PLANNING
INSTRUCTION
STAFF DEVELOPMENT
The Continuous, Recursive, and Interactive Process of Progress
Monitoring
Data Data CollectionCollection
SystematiSystematicc
ObservatiObservationon
AssessmeAssessmentnt
TasksTasks
Work Work SamplesSamples
Data Data AggregatioAggregatio
nn
PlanningPlanning and and ReflectionReflection
using Portfoliosusing Portfolios
InstructionInstruction
Oklahoma P.R.I.D.E. Progress-Monitoring Plan
Project EvaluationProject Evaluation ClassroomsClassrooms
– Before and after photosBefore and after photos TeachersTeachers
– Concept MapsConcept Maps– ELLCO: Early Language and Literacy Classroom ELLCO: Early Language and Literacy Classroom
ObservationObservation– Focus GroupsFocus Groups
StudentsStudents– PALS: Phonological Assessment Literacy PALS: Phonological Assessment Literacy
ScreeningScreening
Changing the Physical Changing the Physical EnvironmentEnvironment
Transforming a Transforming a disorganized disorganized environmentenvironment
Setting up CentersSetting up Centers
Dramatic PlayDramatic PlayWritingWritingLibraryLibrary
Concept MapsConcept Maps
Early
Literacy
Concept MapsConcept Maps
Voltz, 2004 (Voltz, 2004 (Action in Teacher Action in Teacher Education, v. 27 # 3)Education, v. 27 # 3)
Rated maps for variation and Rated maps for variation and quantityquantity– Variation = number of categories Variation = number of categories
represented in the maprepresented in the map– Quantity = total number of ideasQuantity = total number of ideas
Early Language and Literacy Early Language and Literacy Classroom Observation Classroom Observation
Literacy Environment ChecklistLiteracy Environment Checklist– Book Use and Availability - 20 pointsBook Use and Availability - 20 points– Writing Materials and Display – 21 pointsWriting Materials and Display – 21 points
Classroom Observation ProtocolClassroom Observation Protocol– General Classroom Environment – 30 pointsGeneral Classroom Environment – 30 points– Language and Literacy Curriculum – 40 Language and Literacy Curriculum – 40
pointspoints Literacy Activity Rating ScaleLiteracy Activity Rating Scale
– Book reading – 8 pointsBook reading – 8 points– Writing – 5 pointsWriting – 5 points
ELLCOELLCOLiteracy
Environment Checklist
Classroom Observation Protocol
Literacy Activity Rating Scale
Book Use
Writing Material
s
Classroom
Environ
Curriculum
Book Reading
Writing
Baseline February 04
12.30 8.30 17.80 22.70 4.20 2.20
End of Year 2May 05
19.20 18.20 23.30 31.50 6.70 3.80
End of Year End of Year 33
May 06May 06
20.00 20.00 24.83 34.33 6.83 3.17
Focus GroupsFocus Groups
Accomplishments – Year 2Accomplishments – Year 2– Professional growthProfessional growth– Focus of the program on their roles as Focus of the program on their roles as
professionals – before the program Pre-K professionals – before the program Pre-K teachers were “considered by some to teachers were “considered by some to be babysitters but now they were using be babysitters but now they were using research-based teaching principles that research-based teaching principles that can be measured and validated”can be measured and validated”
– Provided roadmap for meeting state Provided roadmap for meeting state standardsstandards
Accomplishments – Year 3Accomplishments – Year 3– Increased familiarity with the curriculum Increased familiarity with the curriculum
enhanced implementation of the program enhanced implementation of the program because teachers are now comfortable using because teachers are now comfortable using the curriculum and modifying it to suit their the curriculum and modifying it to suit their classroom needs.classroom needs.
– Increased knowledge of literacy principles and Increased knowledge of literacy principles and application.application.
– Teaching methods have been strengthened, Teaching methods have been strengthened, and the program curriculum provided “a and the program curriculum provided “a wonderful foundation to build upon.”wonderful foundation to build upon.”
– Family Literacy Night was an important Family Literacy Night was an important component of the program. It was an avenue component of the program. It was an avenue for reaching families.for reaching families.
BenefitsBenefits– Access to resources/research-based, Access to resources/research-based,
developmentally appropriate instructional developmentally appropriate instructional strategiesstrategies
– Mentor supportMentor support– Professional development classesProfessional development classes– Progress of childrenProgress of children– Credit towards CDACredit towards CDA– Interact with other teachersInteract with other teachers– Peer supportPeer support– Opportunity to attend professional conferencesOpportunity to attend professional conferences
Challenges/ConcernsChallenges/Concerns– Letting go of old curriculum and waysLetting go of old curriculum and ways– Over-emphasizing literacyOver-emphasizing literacy– Leaving their assistant alone with their Leaving their assistant alone with their
class in order to attend professional class in order to attend professional development classesdevelopment classes
– Having resources to sustain parent Having resources to sustain parent activity component after the ERF grant activity component after the ERF grant endsends
– More modeling of different types of More modeling of different types of classroom instruction by their mentorclassroom instruction by their mentor
PALS/AMIGOSPALS/AMIGOS
Rhyme AwarenessRhyme Awareness Beginning SoundBeginning Sound Upper-Case AlphabetUpper-Case Alphabet Lower-Case AlphabetLower-Case Alphabet Verbal memoryVerbal memory Print KnowledgePrint Knowledge Concept of WordConcept of Word Name WritingName Writing
Child Data OutcomesChild Data Outcomes
Cohort 2 Cohort 2
(Year 2 of the (Year 2 of the Project)Project)
Significant Significant differences differences between treatment between treatment and comparisonand comparison Rhyme AwarenessRhyme Awareness
Cohort 3 Cohort 3 (Year 3 of the Project)(Year 3 of the Project)
Significant Significant differences between differences between treatment and treatment and comparisoncomparison Rhyme AwarenessRhyme Awareness Beginning SoundsBeginning Sounds Upper-Case AlphabetUpper-Case Alphabet Lower-Case AlphabetLower-Case Alphabet
What Have We LearnedWhat Have We Learned
Childcare research is very messy.Childcare research is very messy. It has taken three years to see It has taken three years to see
differences in child outcomes.differences in child outcomes. Mentoring has to be learned.Mentoring has to be learned. Early childhood educators with a strong Early childhood educators with a strong
literacy background are difficult to find.literacy background are difficult to find. There is a tension among early There is a tension among early
childhood and literacy educators over childhood and literacy educators over DAP and purposeful instruction. DAP and purposeful instruction.