Hello girls!
Hopefully all of you are adjusting to your new schedules, personally mine is giving me a run for my money! This week was all about policy implementation and writing grants, which should be helpful for Tasks 3 & 4! Keep in mind how policies are implemented at your school while answering the blog, and make sure to make connections with the reading and each other.
B&D Chapter 17: Policy
Implementation
This chapter starts with a
discussion on how NCLB has changed the stakes for teachers and has added a lot
of pressure for students to do well on state testing, something all of us are a
little too familiar with! The case example about Sharon and her coworker Evie
trying to adapt a core-reading program to meet their needs is something I think
all of us can connect with. Bean and Dagen posit the idea that the way teachers’
respond to policy is a combination of three things: their personal beliefs,
attitudes, and knowledge, the school and district context, and what makes up
the policy itself. A teacher’s personal beliefs can play a huge factor in the
way they interpret instructional policy. If the policy aligns with their beliefs,
they will be more likely to adapt classroom practices to the new policy. On the
other hand, if it does not align, they are much less likely to change their
practice. The knowledge a teacher has about their practice plays a major role
in how policy shapes instruction. The study conducted provided evidence that it
helped a teacher with weak content knowledge.
There are two components of
social context that have an impact on how teachers’ incorporate new reading
policies: social interaction and leadership. A teacher’s social network can
impact what they find out about a new reading policy. Those that are not a part
of certain social networks or professional organizations may learn about these
things much later. Through interactions with the literacy leaders, teachers
make decisions about their thoughts on the new policy, as we saw in the example
with Sharon and Evie. School leadership also shapes the way a teacher thinks
and how they feel about policy changes. Principals can insist that you utilize
the entire new core-reading program, or may just ask for you to address the
standards. This influences how we as teachers feel about the new initiatives.
Teachers need to feel that a
new policy aligns with their current teaching practice and beliefs. In the
climate surrounding education, multiple initiatives are being mandated all at
the same time. Teachers are more likely to start using those that align with
their beliefs and ignore those that do not. They also are more likely to use
them if they are trained how to use them properly. Finally, teachers are more
likely to utilize new instructional policies if they feel they have a choice in
the matter. By this, I mean, that teachers are more likely to incorporate it if
they have some choice in how they implement. If they are forced to change their
style to a new teaching practice entirely, it is unlikely to happen. If they
are allowed to adapt parts to work with how they already teach, they are more
likely to try it.
Questions:
1. How have your beliefs
about reading instruction affected your responses to reading policy?
2. At your school site, how
has teacher collaboration influenced the adoption of reading practices,
methods, or materials?
3. What kinds of policy have
been implemented and how were they implemented? How does Figure 17.1 align with
your own policy implementation?
Bean Chapter 11:
The chapter begins by
discussing the opportunities for grant writing, and the requirements that each
grant may have. It uses the reduction in funds as a potential reason for
writing grants, which is something we all know too well. It then provides us
with some general guidelines for writing.
1. Develop a great idea!
- The person reviewing your grant is going to want something creative and well developed that remedies a specific issue. Find a target group or area that you would like to focus on, and write for that.
2. Work with others to
develop the idea.
- Most grants require that a grade level or whole school implement it. Because of this, it’s important to work with others to come up with the idea for the grant, so that it encompasses what all of you feel the school (or your grade level) needs.
3. Address your needs and
locate a good match.
- Find a funder that matches with your proposed activity.
4. Proposal should be well
written.
- Use the terminology and organization that is used in the grant application.
- Avoid using teacher jargon and acronyms. It should be written as if the person is unfamiliar with these terms.
- All of the questions should be answered and all of the requirements fulfilled.
5. Talk to funders.
6. Solicit feedback.
7. Use effective formatting.
8. Become familiar with the
review criteria.
Not all grants are the same,
but most contain these elements:
- A statement of goals or objectives.
- A review of the literature that applies to your grant. It should be relevant and current, support the need you have identified, and summarize what is known about this issue.
- A design plan for what you are planning to do. Providing graphics or visual aids is helpful. Using a timeline can help the reader of the grant really see your vision for when things will be implemented.
- Background information on who will be working on the project, and what skills they have that will be useful for the project. Listing the qualifications helps make the funder more comfortable.
- A plan for evaluation. Some may require formative evaluations, such as documentation of when meetings occurred and who attended; others may require a summative evaluation to see the results of the project.
- A budget of how you plan to use the funds should be included.
- A plan for how you will share this information with your colleagues.
- A plan for continued use after the funding runs out.
- After all of this, the writer needs to provide an abstract. This summarizes everything that was written in the proposal and serves as the attention getter that makes funders want to read your grant.
Questions:
1. What was in the chapter
that was new or surprising to your?
2. How will the hints help
you write your own proposal?
Chapter 17 Responses
ReplyDeleteMy beliefs have definitely affected my responses to reading policy. I’m a big believer in developmentally appropriate practices and doing what is right for the children. If a policy isn’t right or appropriate for my kinders I won’t be a fan. Sometimes I will literally discard it. No shame :) Teacher collaborations influence the adoption of reading practices, methods, or materials at my school. As teams we collaborate together and figure out new practices and methods. We when adopted our new reading series, Wonders, we all had to work together to figure out how it flows, works, and sort through all the new materials.
Chapter 11 Responses
I knew that grant writing isn’t the easiest thing to do but how much that goes into a single grant was surprising. There are so many parts that go into a grant. I understand how each piece fits in a grant and its purpose - just the amount is surprising. The website they list of who grants your proposal was helpful too. These hints will be SO helpful when I write my task four. It tells you what goes in each section. I will be using this chapter as a guide. It tells you exactly what to do! Some parts like the objectives and the budget are common sense. This guide will be helpful for the other parts for sure. It’s very useful. I’m glad we read it!
Bre,
DeleteI agree. This chapter was very helpful in outlining all of the components of a grant. I too plan to have it handy as I work on my task 4. I wrote a grant once that was not funded. I was discouraged, so I have not tried again since. I'm looking forward to collaborating and having this chapter outline to follow and hopefully attempt to write a grant again in the near future.
Yes Bre! I'm with you! Some of the materials made available by the textbook companies is just NOT appropriate for these littles. I could go into standards for Kindergarden through second grade but that is another soapbox for a different day. LOL! I think it's great that you and your fellow kinder teachers can work together and devise a better way to supplement the current reading program.
DeleteBre I’m the exact same way! If things aren’t developmentally appropriate for my littles, then I want to work with my team to find ways to adapt it so that it can be. It’s awesome that you and your team were able to adapt Wonders and make it work for you and your classes.
DeleteB & D Chapter 17:
ReplyDelete1. How have your beliefs about reading instruction affected your responses to reading policy?
My beliefs about reading instruction definitely influence my response to a new reading policy. Although I have only been teaching 10 years, I feel like the story of Sharon is mine. I know that every few years a new series, strategy, or program arises and we are expected to take hold and implement the new “something”. Although this is very frustrating for some, I try to look at the bright side. With each new program comes a new opportunity to add to the tools I use for teaching. Sometimes I don’t know what I am doing is bad until something better comes along. I try to be receptive to all change and new practices. However, sometimes you really need to keep what you know is working. I am lucky enough to work in a school that allows teachers to take what they need from one program. There is no one size fits all for students and there should not be a one size fits all for teachers.
2. At your school site, how has teacher collaboration influenced the adoption of reading practices, methods, or materials?
We work together daily to discuss what is working in our classrooms, what is not, and ask for suggestions on how to do things better. We chose textbooks together, adopt new curriculum as a group, and share supplemental material. We are a very close group of teachers and we share resources and strategies nearly everyday.
3. What kinds of policy have been implemented and how were they implemented? How does Figure 17.1 align with your own policy implementation?
We recently adopted a new math series and reading series. Needless to say, we kept our old material in the event we did not like the way a certain concept was explained, or maybe the previous book touched on a skill in a more effective way. We really do not have an implementation policy. We use what’s given to us and revert back to older material as needed.
Bean Chapter 11:
1. What was in the chapter that was new or surprising to you?
Over the course of the summer, I spent hours writing grant proposals. Two things stick in my mind as I read this chapter: 1) I sure do wish we had a grant writer for our school. What an amazing asset that would be to our school community! As it is, teachers supply almost all of their own supplemental material and resources. Grants could definitely be written for these items but the time and effort…and rejection that it takes to get a successful grant seems unreachable. How amazing would it be to have someone write these stressful, lengthy, pleas for help in the classroom? Then maybe it would not be as discouraging to get a rejection.
2. How will the hints help you write your own proposal?
I will most certainly be purchasing the book, Getting the Grant: How Educators Can Write Winning Proposals and Manage Successful Projects. I have taken workshops and attended grant writing seminars and I have yet to be successful at obtaining a grant. I’m willing to give just about anything a shot at this point. ☺
"there should not be a one size fits all for teachers" <-- WOW Paige! This is powerful! You are so right. We differentiate for our students, we should do that for our teachers as well. Your team and implementation process is similar to my school.
DeleteYou have written grants before?? Nice :) Any tips for us newbies?
Paige,
DeleteI like your positive attitude towards implementation of a new program every so many years. It seems that just when I have perfected and utilized all parts of a program, it is time to adopt a new program and I'm back to square one. I too have kept pieces from other programs especially when a lesson went really well to teach a skill, if it's not broke, don't fix it right? The new programs however, do give me an opportunity to offer new, updated lessons for students on practices which may have developed new research in recent years and have proven to support student achievement.
Bre,
DeleteI have written grants before but I have yet to be successful at earning them...
For me, this process is very discouraging and LONG. A person really could make it their full time job. Then, it takes about 6 months for them to get back with you with either acceptance or rejection to your proposal. I hate to be discouraging, but writing grants is my very least favorite thing; right up there with car line duty on a cold, rainy day.
The idea of one size fits all for teachers and students is one that always makes me so frustrated. It’s great that your school allows you to take bits and pieces of curriculum. It gives you the freedom to know that you don’t have to change your whole teaching style and instructional practices whenever you get a new curriculum.
DeleteBean & Dagen, Chapter 17
ReplyDelete(1) How have your beliefs about reading instruction affected your responses to reading policy?
In the years that I have been a teacher, I have experienced two reading programs. The first program, I followed most of the components of the program because that was what I felt was expected. It wasn’t until close to time for adoption that I discovered through the opinions of literacy coaches in the district that many of the components I was teaching did not benefit student learning. Now, I feel that my beliefs about reading instruction have developed through readings and professional development and discussion with colleagues that guide me in becoming more knowledgeable about responding to reading policy in the sense that I know what to look for in assisting student learning.
(2) At your school site, how has teacher collaboration influenced the adoption of reading practices, methods, or materials?
I feel teacher collaboration at my school was stronger when each grade level had two teachers. Teachers were able to share reading practices, methods, and materials easily because we were discussing the same grade level. We also had some vertical PLCs to gain a since of how our current practices in our grade levels would affect the next grade level. Now that the majority of the grades at my school contain one teacher per grade, collaboration has not been as strong. We (3rd, 4th, 5th, and 6th) met a few times to share what was being done in our classrooms, but those meetings really didn’t produce much collaboration.
(3) What kinds of policy have been implemented and how were they implemented? How does Figure 17.1 align with your own policy implementation?
Our new reading program was adopted last year and we are due to adopt a new math program next year. Teachers have some input on which program we would like to have for our district. At the school level, we use the district mandated reading and math programs but also supplement with materials from programs we have used in the past and share ideas about new ways we have found to use materials and to present lessons and activities. The model 17.1 incorporates the individual and social perspectives with our policy implementation. I feel the Policy perspective is incorporated top-down, from district level down.
Bean, Chapter 11
Several things in this chapter were new to me. I have yet to write a grant, however several teachers in my building are experts! I did not realize that there are books written specifically for grant writing for teachers. I plan to check out what my local library has on the shelf. Under the heading, general guidelines for proposal writing, number five states that you could talk to funders. This reminds me of the discussion we had about different stakeholders. Seeking out organizations within the community surrounding the school to solicit a grant proposal would be an excellent idea. Another section that surprised me was the section on review of literature. “…identify the relevant and current literature that (1) supports the need for the project being described, and (2) summarizes what is known to date about the proposed issue or project.”(266). This was interesting to see that it’s suggested to include research in a grant proposal to help support why the grant should be funded. This chapter gives a good outline to follow in order to insure all aspects of writing a grant are met.
Michelle,
DeleteI agree, working as a single in any grade level is very difficult. Is your principal pretty involved in what material is taught in the classroom? I'm remembering when I was alone in my grade and it was very helpful to talk to the grade above me to ensure what I was teaching would be a smooth transition and the children would be more than prepared for what she would later teach. That being said, if the materials you are provided are not working for your students, or if you just need more ideas, maybe someone could suggest becoming a member of a teacher's blog?
Michelle I can’t imagine working on a “team” by myself. Being able to collaborate with my team members makes my job so much easier. It does help that most teams have only one team member so you can almost collaborate with them. As much as it doesn’t help you in your own classroom, it’s much better that you can work with them and the younger teachers can see what the older classes are doing.
Delete