Chapter 10

School, Community, and Family Partnerships

"When teachers are asked to identify their greatest problems in working with struggling readers, they often mention the lack of parental involvement in providing additional support" (Bean, 2015, p. 241). This is a problem I often encounter in my own classroom. Parental involvement is extremely important! Teachers play an important role in involving families in their child's academic success. Bean (2015) suggests a number of ways in which reading specialists can work with parents and families as:

* School personnel must have an understanding of and appreciation for the families whose children they serve. Often times, teacher do not live in the community they work in.  As an educator, it is important for us to get to know our students and their background (Bean, 2015).

* Work with families to help them understand the school's academic and behavioral goals and expectations. Teachers often depend on making phone calls to communicate with their students' parents. Social media has become a form of communication between teachers and parents. For example, teachers may create Twitter accounts where they communicate with their students and parents (Bean, 2015).

* Create an environment that welcomes parents into the schools. Encourage parents to take part in their child's school community. Invite parents into the classroom for career day and allow them to speak to student's. Have parents read a book and share the book with students and create projects with them based on the reading (Bean, 2015).

* Parent involvement should extend through the grades. This should not only take place in the primary grades. Parent involvement should continue throughout all grades (Bean, 2015).

If teachers and parents work together to help their children, student success will occur!

Share the Wealth

I find Reading A-Z as great resource for teachers! Reading A-Z is used in a number of different schools across the United States and Canada. It provides teachers with easy-to-use resources such as: 

        *books correlated with the CCSS.

        *lessons, decodable books, reader's theatre, activities related to each individual leveled reader                (29 different levels), and assessments.

        *fluency passages used to improve children's reading rate.

Reading A-Z provides teachers with over 1,000 leveled readers in different genres which meets the needs of every student. The leveled readers are both projectable and printable. I find this to be useful in the classroom as I am able to project different texts that I allow my students to use in reading centers. Another great feature to the level readers is texts can be provided to students in Spanish. This is great for teachers who have any ELL learners. 

Reading A-Z gives you a break down of each of the individual reading levels. It is useful for teachers to know which level their students are on based on their grade level. I also use Reading A-Z as a supplemental for guided reading. For my low students, some of the guided reading books provided by the reading curriculum we currently use, I feel are sometimes still too hard for my low group. Reading A-Z comes in play when I need to provide my students with a lower level reader. With each leveled readers, I am provided with lesson plans, vocabulary words, and activities that correspond with each reader.

Blog #9: Chapter 7 What Coaches Do to Improve Instruction

Working with Individual Teachers

Bean (2015) discusses ways that reading specialists can develop a sense of trust between the teachers they are working with and themselves in order to be successful in their work (pg. 162-163). The following are different activities that can be used when working with individual teachers:

1. Demonstrating or Modeling: Modeling is key! It is important for coaches to model strategies that may be beneficial inside the classroom. Allow teachers to be apart of the lesson. Provide teachers with specific steps. After the demo-lesson, designate time to allow teachers to ask questions and comment. Schedule a follow-up. This might include, "observing a teacher presenting the same type of lesson that was modeled as a means of determining what the teacher learned" (Bean, 2015, p. 167).

2. Co-Planning: Co-planning allows the coach and the teacher to "build a collaborative relationship" (Bean, 2015, p. 168). If the teacher welcomes the coach, this will allow the coach to help plan different lessons that focuses on developing a specific skill or strategy. 

3. Problem Solving: Coaches can assist teachers with problems they may be having in the classroom. For example, how to implement a specific strategy in the classroom, how to manage centers during reading, how to talk to parents of a struggling reader. Coaches act as a resource to teachers (Bean, 2015).

4. Observing: As a coach, it is important to observe teachers and provide them with immediate feedback. Observations allow for the coaches to see what the teacher is teaching, provide them with additional strategies, and help improve classroom practices. Bean (2015) discusses a coaching cycle. The cycle focuses on "facilitating the teacher's growth and the coach is seen as a resource" (Bean, 2015, pg. 169). The cycle includes planning, observing, analyzing/reflecting, and conferring. 

5. Giving Feedback: It is important to provide teachers with feedback immediately. Bean (2015) provides suggestions to follow when providing teachers with feedback in a "carefully balanced and respectful manner" (pg. 182). The suggestions are as followed, (1) be specific, (2) behave in ways that reduce defensive behavior, (3) provide teachers with balanced feedback, and (4) celebrate success.

Jigsaw #2: Expert Group

Jigsaw #2 - Expert Group

LTED 667

Caitlin Coll, Jacqueline Dasilva, Rasmir Muslah, Nicole Sexton

All of the articles read dealt with the relationship between the coach and the teachers. Each

article portrayed particular ways the coach can elevate the performance of the teachers

and best benefit the students and the school community. We utilized the information

from the articles to create a sample scenario between a coach and a teacher.

Scenario:
Ms. Ramos is a novice teacher in the first grade at Kennedy School. Upon observation, the reading

specialist noticed that the students in the room were struggling to comprehend the text being used; however, the teacher was not implementing different strategies to help the students direct their understanding. After the lesson, the reading specialist requested a meeting with the teacher at the teacher’s convenience to discuss her views on teaching comprehension strategies and to co-plan a lesson together. Before the meeting, the reading specialist brainstormed ideas that the teacher could use to assist the students in developing the skills needed to comprehend texts. In order to best prepare, the reading specialist implemented the idea of an outcome map to get a clear idea of what needed to occur for the students to be successful in the area of comprehension in Ms. Ramos’s class. When it came time to finally meet, the reading specialist was prepared to have an open discussion with the teacher on how to best implement strategies to support comprehension.

Meeting Interview:

RS: Reading Specialist

MR: Ms. Ramos

RS: How would you describe the lesson I observed? What do you think went well, and what do you think did not?

MR: I would say I was able to keep the students focused and on task. However, I struggle with finding differentiated strategies to direct my students’ needs.  

RS: What are your views on teaching comprehension?

MR: It’s a hard concept to teach because there’s so many parts to it. There are many different comprehension skills that are needed in order to make meaning of a text.

RS: What would you describe as the strengths and weaknesses of the lesson I observed?

MR: I think the strength in my lesson was having my students engaged in the activity and discussion. However, I feel my weaknesses were with assessing my students background knowledge of the topic beforehand in order to guarantee comprehension.

RS: How would you feel about us co-planning and teaching a lesson together?

MR: That would be great! My students are struggling with comprehension, maybe I need a different approach.

After the meeting, the coach created a list of further ways to help Ms. Ramos in the area of teaching reading comprehension to her students. The list included:

1. The coach suggested different books and article to Ms. Ramos that can be used as a reference in regards to teaching different comprehension strategies to readers.

2. The coach suggested to Ms. Ramos attending a professional development workshop on reading comprehension.

3. Another suggestion made to Ms. Ramos was observing other novice teachers in the building. This will allow for Ms. Ramos to observe and see how other teachers and teaching their students to create meaning of a text.

Blog #8: Coaching

Chapter 6-Coaching: Improving Classroom and School Literacy Instruction

According to Bean (2015), coaching is those individuals who support teachers, provide guidance or feedback that allows educators to become more proficient. Today, many schools have adapted an interactive framework of instructional coaching as a way to guide teachers and allow for effective teaching to take place in the classroom. The interactive framework includes three different elements: (1) the model, (2) the context, and (3) the coach. These three elements "affect how coaching will be defined, implemented, and evaluated within a given school" (Bean, 2015, pg. 142). 

Bean (2015) discusses four different models of coaching that may be implemented within a school.
*Peer Coaching: In peer modeling, the coach models for teachers and a discussion takes place after to talk about what they observed and how to apply what was observed in instructional practice (Bean, 2015).
*Resource Model: Coaches assist teachers in organizing reading groups, instruction, how to implement different strategies, and help those who have concerns about their struggling readers and need ideas on how to help their students succeed (Bean, 2015). 
*Teacher as Learner: The goal of coaching, in this model, is to assist the teacher in achieving their goals and help facilitate teacher learning (Bean, 2015). 
*Implementation Model: Teachers may be given a specific program to follow.The coaches role is help teachers in following the program. Whereas, in the goal oriented approach, there is opportunity for some choice. Teachers may decide what they implement in their classrooms and coached support teachers. 

Research shows that there are several key factors that should exist in a school in order for coaching to be effective. Bean (2015) states these factors to be: (1) Support is needed from both the district level and school level. (2) Support is needed from the school principal. (3) A trust-worthy relationship needs to be developed between the teachers and the coaches. 
(4) There needs to be a positive climate and culture within the school between all staff members (Bean, 2015). 

Based on research, Bean (2015) points out the four different important qualifications of literacy coaches.
1. Know your stuff.  Coaches need to have "up-to-date knowledge of literacy instruction and assessment and the research that undergirds that knowledge" (Bean, 2015, pg. 151). 
2. Experience. Coaches should have enough experience in the classroom as they will be providing teacher with knowledge of what they know.
3. Ability to work with adults. Coaches seem to be less comfortable with knowing how to work with adults. It is important from them to work together to help the students succeed in the classroom.
4. Effective interpersonal and leadership skills. Coaches must be good listeners, understand and provide positive feedback to teachers.

The interactive framework is essential for good coaching! In Brown Middle School, it is evident there is an effective interactive framework put into place. It is obvious that the principal has a clear understanding of the role of a literacy coach. Having Ms. Smith not only work with teachers but also work with teachers side-by-side was a great decision on both the principal and teachers. The principal altered schedules so that planning time would be provided which is extremely important. There is a trust-worthy relationship built between the principal, reading specialists, and teachers. In Green Elementary School, the school's climate is different from the Brown Middle School. The principal did not collaborate with the teachers to decide on who would fit the role best of the new literacy coach. The literacy coach was asking teachers to do things that were the opposite of what their reading program promoted. Teachers became frustrated in the classroom. The reading specialist became frustrated as well because the approach presented in the reading program was what teachers needed to do in the classroom, according to the district supervisor. There was a lack of communication and collaboration between administration, literacy coaches, and teachers. 

Blog #7

Professional Development Workshop-Fluency

Hi Everyone! :) After several attempts I was not able to upload my video to YouTube. For this reason I have shared a link with you all. Using this link, you can access my presentation. Since the video is long it will take a couple of minutes to download.

https://drive.google.com/open?id=1HmDbUvzy2crbMdcz1_dRRcAbi6bS12s_

Please let me know if you have a hard time accessing the presentation. 
I hope you enjoy it! :)

Blog #6: Leadership

Chapter 4: Leadership of the Reading Specialist

Bean (2015) describes leadership as "any activities or set of activities associated with working with others to reach or accomplish a common goal, that of improving students learning, especially literacy learning" (pg. 83). Reading specialist have a lot of roles to fill as well as serving as a resource to others. Bean (2015) describes different ways in which reading specialists can be a resource to both teachers and students.

*Inform teachers of new ideas and materials. Reading specialists can read articles and summarize them for teachers and share the information with them in a creative way. One way the information may be shared is by creating a flyer. "Teachers tend to appreciate these short summaries that alert them to some possible ways of improving classroom instruction for their students" (Bean, 2015, p. 97). Teachers value suggestions from reading specialists. When new materials are ordered for the classrooms, reading specialists may They may also order "try out" the material with a small group of students (Bean, 2015, p. 97). 

*Spread the word about effective teaching and teachers. Encourage shared leadership. "A major task of a leader is enhancing the capacity to others" (Bean, 2015, p. 97). When a novice teachers seeks help, the reading specialist may identify specific teachers who may assist the novice teacher. This may include classroom observations from both the teacher and the reading specialist (Bean, 2015).

*Focus on the student. Every teacher wants their students to be successful! Unfortunately, there are some students who struggle with specific reading areas. It is important for the reading specialist to help teachers implement different strategies in the classroom to help their struggling students (Bean, 2015). 

*Be available and follow through on your commitments. It is important for reading specialist to be seen in schools. Bean (2015) discusses the importance of reading specialists taking the time to stop in and visit teachers. It is also important for reading specialists to follow through on commitments being made. Scheduling is important to all teachers and they should be informed if there is a change in their schedule (Bean, 2015). 

*Be flexible. "Flexibility is important in terms of working with individual teachers" (Bean, 2015, p.100). Reading specialists may be able to serve as another teacher in the classroom. For example, reading specialists may conduct a small guided reading group, may provide suggestions to the teacher on guided reading, and working with the classroom teacher to plan lessons together and once the lesson is taught, together they can talk about the results and the next steps (Bean, 2015). 

*Be a willing helper! Reading specialists who are willing to offer a helping hand, often develop better relationships with teachers. Often times teachers can be overwhelmed with work and can use that additional hand in the classroom (Bean, 2015).

Overall, reading specialists serve as a resource for not only teachers but also for administrators and other individuals involved in working with struggling readers. 

Blog #5: Culture of School

Chapter 3: The Instructional Role-Initiating, Implementing, and Evaluating

"Specialists need to have an understanding of the culture of the schools to which they are assigned and a good working relationship with school personnel" (Bean, 2015, p. 75). It is important for reading specialist to work collaboratively, especially with teachers. They must be experts on the curriculum that is being used in the school as they will be working with students in all grade levels as well as the instruction and assessments (Bean, 2015).

In my school, the reading specialist visits once every two weeks and sometimes once a month. At the beginning of the year, when we first meet, we always discuss our beginning of the year DORA assessment results. DORA (Diagnostic Online Reading Assessment) is used as a way to give teachers an idea as to which reading level each of our students are on at the beginning of the school year . We use the results to create our small-group instruction with the reading specialist. Our curriculum supervisor sits in on every meeting that is held between all grade levels and reading specialist. With the results, we discuss the common strengths and weaknesses between all three second grade classes. Once the common strengths and weaknesses are identified, together we begin to plan different strategies and interventions that can be used in our classrooms to assists students. If needed, the reading specialist will come into our classrooms and complete demo lessons. Since all three second grade teachers do not all share common prep periods, my curriculum supervisor will provide us with coverage while we observe the demo lesson targeting a specific skill. As the year progresses, we continue to meet to discuss collected data and continue to use data to gear our small-group instruction. Once PARCC approaches, she only works with the testing grades and the lower grades usually do not see her until after PARCC is over.

Even though my school has a reading specialist, who occasionally visits, I wish she was in our building more often to work with our struggling readers. As stated before, we identify the common strengths and weaknesses across the grade levels and create different strategies that can be used to assist our struggling readers. These strategies are used in the classroom by the classroom teachers. The reading specialist does not work one-on-one or in small-group with struggling readers. The teachers are the ones who closely work with students in both small-group and individually. As the specialist visits, we discuss what worked and what did not work. Then we create different approaches and see if those new approaches work. The teachers are their own interventionist!

As a fairly new teacher, I asked myself many questions! What is the best way to give students small-group instruction, on a regular basis, with a classroom full on 26 students, especially when we are expected to do so much in a 90-minute reading block? How do you bring students who are one or two grade levels behind into an area of reading in which not only is interesting but appropriate for their level of learning? How do I assist bilingual students who struggle with reading and writing and there is no ESL teacher in the school building to work with them? How do I get parents involved in their child's academics? I was fortunate enough to receive support from my fellow colleagues. I was invited into their classrooms and while I was there, I observed how to fit everything into a 90-minute reading block. I observed how to work in small-group (guided reading) with a classroom full of 26 students and how to manage other students working independently. I met with my mentor daily, even multiple times a day, to pick her brain!

When it comes to reading specialists and classroom teachers working together, Bean (2015) discusses the importance of classroom involvement.  "Classroom teachers should be involved in the decision-making progress" (Bean, 2015, p. 57). This is definitely the case in my school! In my school, we currently use Pearson's Reading Street as our reading curriculum. Two years ago, administration, curriculum supervisors, and the reading specialist had thoughts about switching over to Pearson's Realize. My principal and curriculum supervisor had a representative, from Pearson Realize, come into our school and present to all classroom teachers and supporting staff the new program. After the representative shared with us all about the program and benefits of the program, a survey was set out to all staff members. The survey asked questions about how classroom teachers felt about the program and what we thought were some strengths and weaknesses of the program. Administration took into consideration what the teachers thought because we have not yet switched over to Pearson's Realize. It is important for the teachers to be comfortable with the new program that will be implemented into their daily instruction.

Blog #4: Voices from the Field

Mark: Education as my Second Career

In Mark's vignette, it is very clear that his leadership role is very important! He is not exactly a teacher or an administrator, but he does take on leadership responsibilities (Bean, 2015, p. 51). As a reading specialist, Mark has many different roles. He is responsible for meeting and collaborating with teachers, working with struggling students in small-groups, collecting and analyzing data, and coaching teachers. Mark is constantly communicating with teachers and staff members. He works alongside with the classroom teachers and students (Bean, 2015, p. 50-53). Together, decisions are made "about the implications for instruction and grouping" (Bean, 2015, p.53).  It is very clear that reading specialists have many responsibilities in a school. As a reading specialist, how does one use their time effectively to be able to fit in all the roles?

Blog #3: Chapter 2

Working with Students: An Overview of the Instructional Role

In Chapter 2, Bean (2015) discusses the importance of communication and collaboration between the reading specialists and classroom teachers. Reading specialists and teachers are providing students with "first line" instruction (Bean, 2015, p. 21). In other words, it is important for the reading specialists to be aware of what exactly the classroom teacher is doing and what the reading specialists is doing to provide students with appropriate instruction (Bean, 2015, p. 22). This was one of the greatest concerns for reading specialists. Reading specialists and teachers were often finding the time to collaborate and communicate "on the fly" since not many schools provided planning time (Bean, 2015, p. 22). Bean (2015) explains how written communication can be a form of communication between reading specialists and the teachers. The communication form simply allows for both the teacher and reading specialists to explain what skills are being done that specific week. Also, classroom teachers can exchange lesson plans with the specialist so they are aware as to what skills and strategies to review with students (Bean, 2015, p.22). In addition, school districts have provided planning time for teachers and reading specialists. During this time, "participants can discuss common needs and particular issues and they can talk about specific students who need supplemental help" (Bean, 2015, p. 24). Strong support is needed from administration as well as both reading specialists and teachers having a clear understanding of their roles in the classroom. "The lack of clear procedures can lead to problems." Reading specialists may have no clear thought as to what instructional responsibility they may have and begin to feel as if they are "floating aids" in the classroom (Bean 2015, p. 26).

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Alongside communication, there are also approaches to working collaboratively. Bean (2015) displays a table on the different approaches (Station or center teaching, Target teaching, Parallel instruction, Teach and monitor, and Team teaching) to collaboration along with the advantages for each model and the potential problems one may come across. Some of the approaches may require the reading specialists to work inside the classroom and outside the classroom and/or in-class teaching. There are common advantages between the different approaches such as, students are allowed to work with both teachers. Attention is given to students based on their individual needs and/or interests. Students have the opportunity to work in small-group. Some disadvantages for these approaches are models being time-consuming, noise level in the classroom, one teacher may feel as an aide, and may not meet needs of individuals. No matter what approach is decided on they all require collaborative planning!

In order for a reading specialist to work in a school that uses an RTI framework, reading specialists must work even closer with their colleagues in "planning and implementing effective instructional programs for all students (Bean, 2015, p. 49). The goal of RTI is to provide immediate intervention and reduce the number of students needing special education services (Bean, 2015, p. 37). It is important for reading specialist to be familiar with the steps in the RTI process. All members of the school should be involved in the process.

Blog #2: Role of the Reading Specialist

Chapter 1: The Role of Reading Specialists and Literacy Coaches in Schools, Classrooms, and Communities

Reading specialists need to have an idea of organization in the work that affects what they do and who and how to collaborate with other teachers and administrators to create change that promote student learning (Bean, p. 18). Reading specialists have been viewed as a "pullout" program, which created many problems, such as reading specialists not knowing what kind of instruction students were receiving inside the classroom and not communicating with the teachers in regards to what was being done when students were working with the reading specialist. Students were often returning to class and given material that was too hard for them or applying different skills that were from what was being done with the reading specialists (Bean, pg. 4). Classroom teachers seemed to think that the reading specialists job was to teach the students to read, "even though the instruction provided by the specialists was identified as supplemental" (Bean, p.4).

Today, reading specialists have the role of "shared leadership." They are to focus on providing teachers with effective professional development, teacher performance in the classroom and the quality of instruction, the use of assessments for instructional decision making for all students, and have in-depth knowledge of reading instruction (Bean, p.12). Reading specialists not only work alongside the teacher to administer and analyze test scores, they also help classroom teachers think about how to use the results for differentiated instruction (Bean, p.13). Schools continue to think of creative ways they can use from the talented and experienced teaching staff to enhance both students and adults learning (Bean, p.15). Over the years, the roles of a reading specialists have been viewed very differently. Reading specialists play such an important role in all schools and I hope we continue to take on a leadership role when assisting struggling readers. 

"Coaches as System Leaders"

Reading specialists play a huge role when it comes to student success in schools today. They are "the most crucial change agent in a school, next to the principal," (Fullan & Knight, 50.). However, coaches today are placed in schools where there is no organization focusing on developing and creating an instructional improvement (Fullan & Knight, 50). In the article, Coaches as System Leaders, coaches state that because their roles in the schools and their responsibilities were poorly defined, they ended up doing office work rather than assisting teachers and students to improve instruction within the schools. Coaches were not aware as to what leadership roles they may have, how to assist teachers, and share what they know with others. Coaches were not able to do their job if they are not provided with the proper training and support from administrators (Fullan & Knight, 52). The matter of the fact is administrators, educators, and coaches all need to work collaboratively to create a system that will allow a whole-system reform (Fullan & Knight, 54). "Good training gets results! " (Fullan & Knight, 50).

Welcome!

My name is Caitlin and I am the oldest of three. I have a one-year old nephew who I absolutely adore. I enjoy watching football on Sunday's with my family! GO GIANTS!!! I enjoying spending quality time with my family and friends.

Outside of the classroom, I am a cheerleading coach for girls between the ages of 9 and 12. I have been coaching for the past 7 years and I enjoy every minute of it. I am currently starting a cheerleading squad at work for grades 4th through 8th, which I am very excited about!!

I currently have a small cupcake business which I do out of my very own kitchen. I bake cupcakes for all occasions (baby shower, birthday parties, bridal showers, weddings, etc...). One interesting fact about me being a baker is I do not eat sweets. My family and friends are my taste testers!

One of my most favorite hobbies is to explore new places. The most recent place I have been to was Europe, this past summer. I traveled with a group of 25 strangers and one tour director. It was a 12 day trip and we explored the streets of London, Paris, and Rome. We explored famous churches, monuments, and ate DELICIOUS food. Paris has always been on my bucket list! It was an amazing experience and this summer I plan to explore the streets of Spain.

               

Growing up, I always dreamed about being a teacher. I can remember playing in my room and setting my stuffed animals up on my bed and they were my students. I would tape black construction paper to my walls and that was my chalkboard. I followed my dreams and here I am 5 years later doing what I absolutely love to do. My first year of teaching was an instructional assistant in a 6th grade self-contained classroom. This way very challenging as a first year teacher! Then, I started at a new school as a Kindergarten instructional assistant. I instructed students in small and large groups, assessed students both individually and in whole group, assisted the lead teacher in developing age-appropriate lesson plans for all students on different learning levels, participated in grade level meetings, IPT meetings, and Parent-Teacher conferences. During my time working alongside the lead teacher, I was able to grow as an educator. After working alongside the lead teacher for a year, I was given the opportunity to be a lead teacher in my very own 2nd grade classroom and that is where I have been for the past 3 years.

As a future reading specialist, I plan to work alongside with teachers, of all grades, to provide them with the resources needed to assist our students. Visiting classrooms and observing teachers allow for positive feedback as well completing demo lessons to inform teachers on what should be taught in the classroom and how to teach it.

I will work collaboratively with my teachers inside and outside of the classroom to implement a quality reading program to meet the needs of all students. Together, we will create lessons that are appropriate for all students. I will be sure that centers are fun and engaging for students and will motivate them to enjoy reading. The teacher and I will co-teach. This will allow for the both us to bounce off of each other's ideas.

When completing classroom visits, I will create centers based on the individual's level of reading and area of struggles. These centers can be completed in small group instruction. I will be sure that centers are fun and engaging for students and will motivate them to continue and enjoy reading. As the reading specialist, I plan to work with students in small groups, working on specific skills to improve their reading abilities.

From this course, I hope to learn different techniques to be able to walk into a classroom and provide my teachers with the support needed to assist struggling readers.