Systematic, campus-wide change…if that’s what you are looking for, this may be the answer for you.
I’ve often heard that campus leaders are looking for “a common thread that binds the campus”… “a thread that weaves naturally through pre-K to 5th grade in all classrooms”.
Here’s how we successfully accomplished just that in our district in Katy, Texas.
Recently, I read a book that I found practical and relevant to all grade levels and content areas. The book is called 7 Steps to a Language-Rich Interactive Classroom by John Seidlitz and Bill Perryman. I loved that it was research based and reader friendly. I decided to make this book into a hybrid online and face-to-face book study that campuses in my district could use. But you can use any book that you feel is relevant to the needs of your campus.
We use Canvas to create online courses and classes not only for teachers but also for students. So I created a Canvas Course Book Study for 7 Steps to a Language-Rich Interactive Classroom.
Basically, teachers would read a chapter of the book, implement their learning in their classrooms, and then discuss the learning in the online Canvas course. 3 easy steps.
Since this was not a typical book study, I found that giving 3 easy steps helped teachers understand the structure.
Once the course was created, we targeted specific campuses in a number of ways. We either looked at need based on data or on administrative support. We knew that if we had a campus that would willingly participate in this unique professional development then the chances of success would be greater.
After meeting with administrators from the campus, we came up with a time line together for completion of the course. We also added in either teacher coaching or classroom demonstrations depending on campus need.
Teacher coaching meant that teachers were more experienced with the 7 Steps and wanted us to come in, observe and give feedback. Whereas the classroom demonstrations were for campuses that had less experience with the 7 Steps.
Another facet of our professional development was some face to face training. The sessions were tailored to campus need. On some campuses, it was decided that we brought in Seidlitz Education (see link here), the authors of the book we read, while on others, we came in and worked with teachers on created sentence stems to support students at varied language levels, we targeted structured conversations, or structured writing.
Many factors contributed to the success of this unique type of professional development:
The beauty of this type of professional development is that it continues to evolve. It has not ended. We are still visiting with the school we first started doing this with over a year ago. We continue the learning journey with these teachers. In fact, we recently held a Twitter Chat specifically about this book and invited the campuses that have participated in the Canvas Course/Book Study. The turnout was amazing! And the learning continues. In addition, we have even partook in a district wide Learning Walk at one of the campuses that participated in the Canvas Course Book Study. Leaders from around the district came to observe several classrooms to see the language rich environment that has been fostered at the campus. The pride and excitement that I saw in these teachers and the principal of the campus was beautiful. Something magical happened here. It was systematic change.
For the campus, the benefits are so great! Not only do their current students benefit from the learning their teachers have implemented, but because EVERY teacher on campus is speaking a common language, the following year students are hearing THE SAME language from their new teachers. This common language that the teachers have embraced because of the online book study, demonstrations, coaching, twitter chats, learning walks, etc. continues to increase the success of the students at the campus.
Have you found a unique way to provide professional development or create systematic change on a campus? Please share with us.
Below is an info-graphic about the book that we used for the Canvas Course Book Study discussed above. I highly recommend this book. It's relevant for grades k-12.
All Academic Conversations Academic Vocabulary Academy Accommodating Accommodations Administrator Anchor Chart Assumptions Automaticity Bloom's Taxonomy Building Relationships Content Objectives Cooperative Learning Coteach CoTeacher Courses Differentiate Differentiation Discourse Ear To Ear Reading ELLs ELPS Empathy English Learners Expression Fluency Foundations Getting To Know Your ELLs GLAD Gradual Release Immigrant Instructional Language Development Language Level Language Objectives Language Rich Levels Linguistic Maslow Maslow's Hierarchy Model Modeling Nonfiction Observation Online PD Oral Language Partners Picture Talks Procedural Professional Development Programs Q Triple S A Readers' Workshop Reading Scaffolding Sentence Starters Sentence Stems Small Group Somebody Wanted But So Structured Conversations Summarization Supporting ELLs SWBS Talk Talking Heads Teacher The Power Of Talk Toolkit Total Physical Response TPR Verbal Vocabulary Workshop Writers' Workshop Writing