Hello ladies :) here is our first blog leader led post - yay!
In our reading in chapter eight of The Reading Specialist by Rita Bean she mentions a guideline for choosing a core reading program. Looking at that guideline, did your school district follow any of those when they adopted a core reading program? If they did, which guidelines did they follow? Did it affect your comprehensive literacy program? How does assessment fit in a comprehensive reading program?
Dr. Beach would like us to answer this question from our WSQ book:
What is the culture that you are trying to establish at your school? What is your vision for what the schoolwide reading culture will be? How will you identify the right balance between pressuring for change and supporting change? Who can you bring in (an outsider) to assist you in supporting the change process? What would that person’s role be?
I would love for us to discuss the first reflection question from chapter 8 of The Reading Specialist. "Think about the problems associated with large-scale change described earlier in this chapter as they relate to a school with which you are familiar. Does the school you are thinking about have any of those problems? Other?"
I chose that question because I know at least in my school there are always some teachers who resist new curriculum or change in general!
Happy blogging :)
Lots to discuss! I'm looking forward to reading what each of you have to say.
ReplyDeleteUnfortunately, I was not a teacher for Norman Public Schools when they chose the core reading program, Wonders, that we use. However, based on the guidelines given in the chapter, I can make some inferences as to how it may have been chosen. Personally, I do not think there was much consideration for what the teachers felt was most appropriate. Through taking with teachers in my school in particular, I know that they feel it is better than the last program we had, but it is not the best. There can be flaws found in all programs, but I think it’s just a matter of finding what fits best for your population of students.
ReplyDeleteIn reflecting on the question from our Chapter 11 reading in WSQ, I found myself really delving into what I would want for my school’s reading culture. I think currently, change in a reading program for my colleagues would be somewhat difficult. I think a lot of them feel very comfortable with how they are teaching, and want it to stay that way. That being said, there are some changes I would like to see made in the future. I want the reading culture at my school to be an overall positive one. I want teachers to feel comfortable with the curriculum they are teaching, and feel that it is most developmentally appropriate for all students. Overall, I think that I would like for our reading culture to be more streamlined. For instance, I want the things that are being taught in first grade to create a foundation for what is being taught in second grade. I feel that in every grade level, the teachers feel that there are significant areas of instruction not being met. As for finding the balance between pressuring and supporting, I think the most important thing is identifying the areas that teachers feel are the most important to address first. In this capacity, teachers feel as if they are having a role in the changes being made, and they are already comfortable with that change. The example in the chapter about reorganizing the library shows that the teachers have thought about it previously and have wanted it to change. As you implement these changes, people begin to see the improvements that change can have, and may not be quite so resistant towards other changes. To support the process, I think a beneficial person to bring in would be a professor from our university. I think that they have the research and knowledge that would put teachers at ease, and some have teaching experience that they can relate back to and use as a commonality with the teachers in the school. I feel that they would be most beneficial as an “expert” in the field. They would be there to answer general questions and potentially help teachers implement some of the changes in their classrooms, whether it be through actually teaching or just observing.
Kaitlyn,
DeleteMy district (Mid-Del) is the same when it comes to choosing a reading program. They didn't consider what teachers really need. Big reading companies just come to the state board, give them a couple options, and then the district has us choose. Yes we get to chose from those options but they don't ask us in the first place what we need from a reading program (like a needs assessment). They let us vote on the option the companies give them but often they have over ruled our votes :( it's nothing like it should be!
I agree with your statement about changing a reading program is can tough for some colleagues! Lots of them have been teaching one way for so long that they get stuck in their ways. Bringing in a professor from OU or any university would be beneficial! It gives an unbiased third party view that could really help make a smooth transition to a new reading program!
I need to ask a few of the teachers that I know have been around for long enough to experience the transition whether or not they had any choice in the matter, but I think that at least getting to choose between options would be nice! This way, you can research the different programs and see what you could make work for you and your students.
DeleteAnd like you said, bringing in a professor from a university would give an unbiased view for teachers to consult with. It takes the pressure of the reading specialist and teachers to feel like they are hurting anyone's feelings. I think everyone would be a little more comfortable talking to someone with experience, and who has no personal connection to the school.
Kaitlyn,
DeleteI agree with your statement, " For instance, I want the things that are being taught in first grade to create a foundation for what is being taught in second grade. I feel that in every grade level, the teachers feel that there are significant areas of instruction not being met." At my school, in a staff meeting, we played a game where our principal pre-cut the strand of one standard that extended from Pre-K to 12th grade. We had to put the strand in order then our principal read from the standards how the strand builds upon each other in each grade level. It was a good reminder that each grade is laying the foundation for the next grade. However, I feel like you that this conversation needs to be held more often so teachers will not just go into their rooms to teach but have conversations vertically and horizontally.
WSQ discusses in chapter 11 ten ways to engage in evaluation. I like principle 5: Build on strengths. Determining what works and highlighting strengths staff members currently have will strengthen a program and help to overcome areas of concern. I feel the staff at my school has various individual strengths that once highlighted, can help someone who lacks in that area.
In thinking about the Chapter 8 reflection question, two of the problems came to mind, overload and groupthink. I think that in my school in particular, it is mutually felt by all teachers that we have too much on our plate to add another thing to it. For example, we conduct progress monitoring on our Tier 2 and 3 students all year. This progress monitoring has been proven to help our students, but is also very time-consuming. Most of us just push through and conduct it every week in order to help our students and collect the data necessary for our administrators. Some teachers do not conduct the data as frequently as others. The section on overload made me think of this. I think that we as teachers need to see the benefits it has, and do what is in the best interest of the students. As time-consuming as it is, it has proven that students can become better readers after engaging in these kinds of activities. As for the groupthink section, as a new teacher it can be difficult to share your ideas. I think that coming into a school where most of the teachers have worked together for years, it was difficult to want to bring any ideas forward. This is similar to creative ideas. For teachers who are very firm in their ways, it can be hard to change. The important thing is that we find ways for teachers who are doing creative things to be comfortable sharing those ideas with everyone.
ReplyDeleteKaitlyn,
DeleteI couldn't agree more with the overload theory. Just one more thing...just one more assessment...just one more training for one more new theory or program. I think it gets overwhelming very quickly. It seems like there is no time left in the day to teach. I felt like I was constantly assessing and reevaluating students who were in Tier 2 and 3. And while I saw huge gains with my little babies who struggled, I always felt like I was doing a disservice to my on level or above level readers. There has to be some balance to this. I realize that we are forever seeking better testing scores, but I think new creative ideas can benefit the whole.
Paige,
DeleteI completely agree with what you said about feeling like you were doing disservice to your on level and above level students! Those are my exact thoughts every time. I have those students coming up to me saying "When are you going to read with me" or "When is it going to be my turn" and I always have to tell them not right now. Since i constantly feel like I'm trying to get the ones who are behind caught up, I feel like I let the other ones kind of fend for themselves almost, which then I feel guilty about. There is never a good balance and I've been striving to find one.
Oh gosh, change sure is hard isn’t it?
ReplyDeleteI am so glad this is being discussed this week, as my team members and I just came back from a textbook conference. In our school, teachers have all the “say” as to what textbook series and supplementary items we use. However, last year it was decided that we should all use the Reading Wonders Series. Again, we were all involved in the selection with the exception of the most senior teachers who were sure they would continue using their old, tried and true textbooks. True to form, they have continued to use what is working for their teaching style and what works for their students. I love the freedom this provides teachers but I worry about how this will alter the idea of teaching in other districts for new teachers. Further, I wonder if new administration will continue allowing teachers to make the bulk of decisions involving curriculum. Because I’ve taught in a bigger district, I know that this is not at all the way other districts go about the text selection process, but I feel like it is the best I’ve seen. Yes, older teachers do have a tendency to be stuck in the good’ol ways of teaching literacy, but I am not convinced those methods are not as effective or more so to student learning.
As a younger teacher, I learn so much from these senior teachers who have seen huge swings in standards and student abilities. They have SO many ideas that it is difficult to discredit their need to stick with what they see is working.
Another item mentioned in Dean’s chap 8 was the frustration that can occur with pullout and push in programs. I realize that the parents have a concern about the stigma attached to their child being pulled out of the classroom, so I am wondering if it wouldn’t be beneficial to have the reading specialist come in and introduce or focus one concepts whole group while the teacher can better guide students who struggle. This way, the students can revisit texts, grammar skills, and writing concepts in a new way without being singled out. Our school pulls out (which the students look forward to and do not feel it separates them from their peers in any way) and has the reading specialist come to teach whole group instruction and that is working really well for our little ones. This also makes our reading specialist the most popular person in the building ☺
Paige, I love how your reading specialist comes and teaches whole group! I feel like that makes them know them a little better and when other kiddos might get pulled out by her or another it makes it more normal! That's awesome :) I believe this would be beneficial in older grades. Right now in the lower grades (pre k - 3) I haven't noticed other kids picking on others for getting pulled out and receiving help. However in older grades I have noticed kids who get pulled out getting picked on. I bet the reading specialist coming in and doing whole group would help out with that. They would also benefit from having another teacher in the room because everyone teaches differently.
DeletePaige,
DeleteI think it's amazing that your reading specialist teaches whole group! I would love for that to happen in our building. I feel like I try to utilize ours as a resource, but feel like they are constantly busy pulling kids as well. Our students love pullouts as well, and look forward to it each day. We've recently started doing push-ins with our resource teacher and they also really love doing that as well! I think that it would be interesting to see what benefits push ins could have over pull outs, and like you said, I think it may be more beneficial in the long run.
Paige,
DeleteMy school does not have a reading specialist. We do have the special education teacher who does pull out her students according to a schedule the principal has developed. The students do not mind being pulled out. However, there have been more times this year, she has come into my room and helped her students with the lesson as I am teaching. It has been very helpful the times she has come in. With 28 students I appreciate her getting to those I may not be able to at that exact moment or that day.
I work in a large scale district. Many decisions about reading programs are top-down decisions. Since 2008, our district used Treasures textbook for our core reading program. Many teachers and the ELA curriculum department complained that the Treasures program lacked in many areas and did not support the district’s literacy goals. In April of 2016, teachers from our district were asked to come to central office to preview pre-selected choices of possible adaptions to be considered for a new reading program. Teachers did not have a voice in which reading programs should be considered. We were told these were the programs we had a choice to vote on which fits the guideline from chapter eight on page 211, number five: Review materials. However, during the 2016-17 school year, we did not receive a core reading program. Elementary schools in our district were given Scholastic Book rooms. Teachers were introduced to Fountas and Pinnell’s assessment system for placing students on their current reading levels. For small group and whole group instruction, teachers were told to utilize the scholastic book room books. Elementary sites were also given Wiley Blevins Phonics kits as a resource to help as needed. Teachers were given grade level standards to follow for each quarter. For the 2017-18 school year, we have Benchmark Literacy which was one of our choices, two years ago. I say all of this to say, according to The Reading Specialist by Rita M. Bean’s chapter eight involving guidelines for selecting a core program, if my district followed these guidelines; it is unknown to teachers because we only had a small part to play. Our comprehensive literacy program has been affected because teachers had to become familiar with the new OKCPS ELA Academic standards and a new core reading program. Assessments are teacher’s choice outside of the district and state wide assessments we are required to give. Our OKCPS ELA Academic standards have a bundles section which provides teachers with resources that includes possible assessments to choose from. These assessments are formal and informal assessments which assess how students are learning and if the lessons teachers are providing are effective or should there be adjustments.
ReplyDeleteThe culture I would like to create at my school is a culture that reading is fun. I feel like our school pushes reading so hard because of the poverty conditions many of our students face on a daily basis. We want them to succeed. We know how reading can help them in their future endeavors. We know how important it is for them to be successful in reading because reading is the predictor to all other subjects. However, I think we do not do enough to show how reading can make us feel and how a story can take us places in the world and through time and in someone else’s shoes. In order to identify the right balance between pressuring for change and supporting change, I am going to have to build relationships and have honest, real discussions about where our school climate is currently. This will help us to determine if this is where we need to stay or push to become uncomfortable and focus on goal setting for where we want to see ourselves in the future, supporting student achievement.
Michelle, I feel you on the way your district adopts reading programs. We can't know for sure if they don't follow the actual steps to do it because, like you said, there isn't much teacher input. Since there isn't much teacher input I really think they don't do it the right way and just take whatever companies show them.
DeleteIt's terrible that your district doesn't give you what you actually wanted/voted on. Did they give you a reason why they did not?
Breanna,
DeleteDon't you wonder how much time the creators of these reading programs spend with children? Do they understand how they learned whats interesting to a 7 year old? And also this, I wonder if they know how wiggly and uninterested child can become! LOL My guess is no. I think teachers should be the ones creating these resources...then we wouldn't need to spend all the paychecks on teachers pay teachers.
Oh Michelle,
ReplyDeleteI really resinate with you when you say that poverty schools are so reading intensive. Years ago, I completed my student teaching at an extremely impoverished school in Norman. I can remember thinking how unfair I felt the divide was between which schools seemed to have more growth opportunities. Later, I learned my school was on the needs improvement plan and therefor only exposed the children to reading and math test taking skills ad nauseam! It was painful for everyone, teachers and students alike. I was so mad that students in other districts were able to experience art, music, dance, and really great assemblies. ALL of which could have easily swung right back into a great reading and writing lesson. I wish there was more student focus. Something to make reading--learning in general--fun, while creating potential future teachers in the process.
Thanks ladies. Make sure to cover as much as you can from the readings as suggested in my blog.
ReplyDelete