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University-district partnership nets results for struggling readers

By Learning Forward
Categories: Coaching, Teacher leadership
June 2014
High school students who are not proficient readers struggle in content classes and often do not graduate from high school. However, they have promise to do so with well-designed and implemented reading curriculum and effective instruction. Without it, they may have difficulty competing in the global workplace (Gordon & Oliva, 2012). One solution is to form university and school district partnerships that provide aligned, job-embedded professional learning. An example of this is Florida’s East Learning Community High School Reading Initiative. The East Learning Community, in central Florida, is a division of a larger public school district that serves 187,000 K-12 students. The learning community supports 38 school sites, including 25 elementary schools, one K-8 school, seven middle schools, four high schools, and one 9th-grade center.

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Authors

Rosemarye T. Taylor and William R. Gordon II

Rosemarye T. Taylor (rosemarye.taylor@ucf.edu) is professor of educational leadership at University of Central Florida. William R. Gordon II (william.gordon@ocps.net) is area superintendent of Orange County Public Schools in Orlando, Fla.

9 Areas of Professional Learning

  1. Explicit instruction in comprehension strategies.
  2. Scaffolded instruction from direct instruction through independent practice.
  3. Standards-based grade-level expectations.
  4. Reading nonfiction and informational text.
  5. Monitoring with classroom data.
  6. Thinking and complexity above knowledge.
  7. Accountable independent reading.
  8. Data-informed instructional differentiation.
  9. Classroom environments with smooth routines.

 

Components of Professional Learning Sessions

  • Generally, sessions included these components:
  • Presentation of specific items for feedback.
  • Class visits.
  • Written and verbal peer feedback.
  • Facilitated reflection on being observed, giving, and receiving feedback.
  • New content/skill focus.
  • Practice on a new focus.
  • Job-alike group problem solving.
  • School team planning.
  • Reflection on the day’s learning and next steps.

References

Anderson, L.W. & Krathwohl, D.R. (Eds.). (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom’s Taxonomy of Educational Objectives. Boston, MA: Allyn & Bacon.

 

Gordon, W. & Oliva, P. (2012). Developing the curriculum (8th ed., pp. 149-150). Boston, MA: Pearson.

 

Hess, K.K., Carlock, D., Jones, B., & Walkup, J.R. (2009, June). What exactly do “fewer, clearer, and higher standards” really look like in classrooms? Using a cognitive rigor matrix to analyze curriculum, plan lessons, and implement assessments. Paper presented at CCSSO, Detroit, MI. Available at www.nciea.org/publication_PDFs/cognitiverigorpaper_KH12.pdf.

 

Lewis, K. & Hurd, J. (2011). Lesson study step by step. Portsmouth, NH: Heinemann.

 

Marzano, R.J. (2007). The art and science of teaching. Alexandria, VA: ASCD.

 

Marzano, R.J. (2006). Classroom assessment and grading that work. Alexandria, VA: ASCD.

 

Taylor, R.T. (2010). Leading learning: Change student achievement today! Thousand Oaks, CA: Corwin Press.

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Learning Forward is the only professional association devoted exclusively to those who work in educator professional development. We help our members plan, implement, and measure high-quality professional learning so they can achieve success with their systems, schools, and students.

Categories: Coaching, Teacher leadership

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