School, Community, and Family Partnership

School, Community, and Family Partnership

Epstein describes six types of parental involvement:

1. Parenting: families develop home environments which supports student growth.
2. Communicating: developing effective home to school communication about programs and student progress.
3. Volunteering: Providing opportunities for parents to volunteer in their own student's learning.
4. Learning at home: involving families to support student growth by being involved in their learning.
5. Decision making: include parents in school discussion.
6. Collaborating with the Community: coordinating and providing services to the community.

With that in mind, I believe there are many effective ways to work with parents and the community:

• Parents should be in the loop when it comes to their children's progress. There are different applications that can help with keeping teachers and parents connected. For example ClassDojo, Remind, Google Classroom and there is also Email. 
• Coordinating meetings in which parents are invited. These meeting should explain the different programs offered to the students.
• Inviting parents to come into the classroom and read to the students, this is a great way to have parents involved in their child's learning. 
• Inviting parents to see their child in a play or an exhibit to show all the students work. 

These are just some ways in getting parents involved in their child's progress. Parent involvement is important to student success. These examples do not have to stop at elementary school, they can be used in middle school as well. 

Literacy Coaches Working with Individual Teachers

The importance of a Literacy Coach is to provide professional development for teachers in a way that is deemed approachable.

When starting, a Literacy Coach is either new to the school or new to the position but both need to establish themselves in the role. Some ideas presented to gain a sense of trust between teachers and themselves are:

1. Be accessible- A new coach should be seen around the building. Teachers should fell like he/she are always around to help
2. Initiate activities and seek responsibilities- Alway be willing to help if the teacher has not asked yet. 
3. Develop a sense of trust- Spend time with teachers in the teachers room or eat lunch with them. Informal conversations can help to develop relationships and show them you care about them as individuals. 
4. Start with willing- Literacy coaches must work with all teacher but start with those who volunteer and ask for help. When working with one teacher a coach in hone in their own skills in a supportive environment.

When working with individual teachers there are different approaches a Literacy Coach can take

1. Demonstrating and Modeling- The literacy coach can model the strategy she wants the teachers to know. By modeling, teachers get a better understanding of implementing the strategy and if they feel that their students will benefit from it. Modeling needs to be planned if conducting it with a teacher and they can also have some role if planned correctly. 
2. Coplanning- Some teachers may welcome the coach to help plan a lesson. They develop a strategy to teach students and implement a planned lesson in which the teacher and the coach co-teach. 
3. Problem Solving- Problem solving can be a fulfilling activity which benefits the students as well as the teachers and coaches. Coaches will build their sense of trust with the teachers while they think of how to solve an issue the teacher might have. 
4. Observing- An effective coaching approach to professional development is to observe work of teachers and provide feedback. Observing can give the coach an understanding of what kind of teaching occurs in which he or she can either provide reassurance or suggest a different approach. All in all this is a great way to work with the teacher. Feedback should be seen as a suggestive help and be agreed by both the teacher and the coach. 

Jigsaw #2

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.

Coaching: Improving Classroom and School Literacy Instruction.

Great coaches are able to inspire and motivate their coaches. Literacy coaches provide guidance and feedback in order to enable teachers to be more efficient (Bean, 2015). For teachers to be comfortable with implementing new strategies, coaches need to be there for support and give feedback for teachers to use the new teaching strategies. With that being said one scenario set a better example of a coach. 

In Brown Middle School, the principal changed around schedules in order to meet the teachers concerns. They met with their reading specialist who they are familiar with. The reading specialist worked with both teachers and students.

In Green Elementary School, the principal brought someone from out of district. The reading specialist was their to "improve their teaching of reading". That statement already goes against the principals of a good leader. A good leader supports their teaching methods and does not force teaching methods. Another issue was the reading specialist was not familiar with the districts reading series. It was frustrating for the teachers as well as the reading specialist herself.

In both scenarios the reading specialist's goal was to help the teachers. The first scenario focused on both the teachers and the students. The second scenario focused more on teacher concerns rather than what was needed for the students.

Share the Wealth: Kahoot!

Kahoot!

Kahoot is a great website to get students engaged in learning. Kahoot is a game-based learning tool that quizzes student knowledge on a topic. Students are gathered around a shared screen such a smart board, projector or a computer monitor. Individual students will have a device that will have the answer choices in the form of colored shapes. Teachers can award points for answers or use it as a study tool. If awarded points, they will come up on the screen after each question.You can set the amount of points, amount of time students have per question and whether or not you want points to be given.  

Teachers can create their own quiz or search from the thousands of quizzes available. They have a ton of different categories based on grade and subject. Students are highly engaged through out and its a great way to assess students after a lesson. 

Kahoot can be used as a studying tool, informal or formal assessment, exit ticket or just a quick fun review.  Teachers would need to create an account and once you have your quiz set all you need to do is have students put in the game code (which is different for each quiz) and they get to choose their nicknames or put in their actual names. After all the students are in you may begin. 

Here is the link to get started....

www.kahoot.com

Students should go on this link to enter game pin...

www.kahoot.it 

PD Workshop: Two Column Notes

Click this link for a PD Workshop :)

https://drive.google.com/open?id=1IMdIxIxPMfCrye6WUnl6JaHfp0XYyDmR

Chapter 4: Leadership of the Reading Specialist

Serving As A Resource To Teachers

As a Reading Specialist my main purpose would be to get information to teachers as simple as possible. Keeping each point in mind, I will focus on the putting the teachers at ease not bombarding them with more materials which can be overwhelming.

• Inform teacher of new ideas and materials- Administrators tend to communicate with others through email. As a teacher, getting over ten emails a day can be quite overwhelming. To better rely messages about new ideas and materials are better expressed in person. Monthly PLC meetings, with the grade level teachers choice of date, would help pass important information around. Administrators will always be kept in the loop with meetings, new materials and new ideas. 

• Spread the word about effective teaching and teachers- Being that I am a visual learner, in order for me to decide if a strategy will work I would need to see it be done. With that be said, I find that observing other teachers to be very effective. 

• Focus on the student- Helping teachers identify effective strategies that can help students. Going through data to identify weakness within students and working with the teacher to discuss strategies that can help. 

• Be available and follow through on your commitments- Having a Reading Specialist in a school can be very helpful to teachers. A leader needs to be seen in order for teachers to feel a connection and ask for help. If I was working in one building I would make frequent classroom visits in order for teachers to feel comfortable with me and with teaching. Giving positive feedback can give teachers the confidence they need. Some teachers, especially novice teachers are worried they might not be teaching a strategy of skill correctly. Having the specialist on "stand-by" will show a sense of togetherness.   

• Be a willing helper- Being friendly with teachers will help develop a good relationship. A good relationship can open the doors to a better collaboration between the Reading Specialist and teachers. Teachers will more than likely feel comfortable with me if they don't see me as an Administrator, rather than a resource for them. 

The Instructional Role

In Chapter 3: The Instructional Role Bean describes the school culture as its norms or ways of being. In my school the principal sets up all schedules pertaining to duty, preps and teaching schedules. When we meet to discuss materials and resources is our choice. Though we do not have a reading specialist in the school we do have our personal Literacy coach in the building. Teachers are to meet with her once a month to discuss new materials, resources or instructional plans. Administrators are always aware of meetings with the Literacy Coach and join when possible. When the Literacy coach comes into a classroom for a collaboration, an administrators usually accompany her as a way of familiarizing themselves with what is to be expected. Cook and Friend (1995) identified 9 different topics that should be discussed by teachers and Reading Specialist:

1. Instructional Beliefs- the teacher and the specialist need to come to a common ground with their    
                                      own beliefs
2. When and How to plan- Agreeing on the time for meetings plays a big part due to a lot of  
                                         conflicting schedules like missed preps, other meetings, and conferences.
3. Parity Issues- Students must see the Reading Specialist as another teacher in the room.
4. Confidentially Issues- Discussing the what to share and what to keep private it vital to keep a good
                                        relationship between one another.
5. Noise level- This can be hard due to the fact that some teachers can tolerate more noise than
                        others.
6. Classroom Routines- When co-teaching, the reading specialist needs to be familiar with the
                                       teachers routines.
7. Discipline- Reading Specialist needs to also be familiar with acceptable and unacceptable
                       behaviors from students.
8. Feedback- Discussing how to give feedback.
9. Pet Peeves- Identifying pet peeves before co-teaching can help make a better partnership.

Discussing these points prior to co-teaching can help make an effective collaboration.

Voices From the Field

What lessons can be learned about the role of the reading specialist from this vignette?

The role of a reading specialist is very general. A reading specialist not only works with struggling readers, they also work alongside teachers in order to gear instruction where students are, helping them get to where they need to be. Reading specialists are required to have leadership characteristics in order to succeed, with instructing teachers, sending out assessment data and being available when help is needed.

In what ways does Mark serve as a leader?

Mark is a leader is different aspects of teaching. He keeps a good rapport with teachers, calls 15 minute meetings when problems arise, and teachers feel comfortable to go to him for help.Mark also supports teachers by overseeing groups and coming into a classroom to model lessons. He does everything he needs to do to help his teachers and students.

What questions come to mind after reading this vignette?

How do you deal with a student who can read fluently but struggles with comprehension?

How do you handle teachers who refuse to change their form of teaching?

Chapter 2: An Overview of the Instructional Role

In what ways can reading specialists communicate and collaborate with classroom teachers?

"Reading specialist must communicate and collaborate with teachers who are providing the "first line" of instruction to students." (Bean, p.21) In order for students to get the help they need both the reading specialist and teacher need to work together to guide instruction. The chapter discusses different types of communication and collaboration. Written Communication which are forms completed by both the teachers and the reading specialist to keep them updated as to what is being taught. Oral Communication seems to be the easiest form of communication if both the reading specialist and teacher work in the same school. Scheduled meetings to discuss data results are effective in my school, once a month we give planning time "prep" in order to meet with a coach or reading specialist to discuss different types of instruction. Informal Conversations tend to happen often, when teachers talk briefly during lunch or in class while the students work independently. The three ways of collaboration and communications only work if there is support from administration.  

What possible approaches for collaborative teaching between reading specialists and classroom teachers are available, and what advantages or disadvantages are there to each?

There are five approaches to collaboration that Bean discusses in this chapter. Station or Center Teaching, with this approach, students are able to work with both teachers in a small group setting. Each center provides differentiated instruction and promotes independent work. The disadvantages to station or center teaching is that it can be time- consuming for a teacher to create, thinking about ways to manage each center, the amount of noise appropriate for each center and making sure the students know the rules. Target Teaching focuses on a specific instruction to target student’s needs. Students who need further instruction on a skill can get that with targeted teaching. Reading specialist, or the teacher, can work with students on a reading book to focus on certain skills, like fluency, working on words, comprehension, and so on. Disadvantage for target teaching is deciding on the groups, which students need to be grouped into a skill. Parallel Instruction is having both the reading specialist and teacher teach the same lesson to different groups of students. The teacher chooses the type of scaffolding needed for the group of students they have. This can be difficult when done in the same room, students might be distracted by the noise level or listen to the other lesson rather than their own. Teach and Monitor, with this approach a one teacher completes the instruction while the other moves around the room for monitoring and support to those students who need it. This can benefit teachers who need an extra hand in the classroom but can be hard for teachers who fringe at the fact of having another adult in the room with them. The teacher who is doing the monitoring can give students quick reinforcement, but might feel like their status is being reduced due to the fact that they are not giving the instruction. Team Teaching is a great way to collaborate, in order for team teaching to occur the teacher and the reading specialist must plan out the lessons. Each can get an idea of individual students needs and work with them as a whole or small group. Disadvantages can be the lack of philosophy or approach to instruction. (Bean, p. 31)

What do reading specialists need to know in order to work in schools that use an RTI framework?

In order for reading specialist to work in schools that use an RTI they need to know the student data and how it leads the instruction. There is an importance to reading specialists and teacher collaboration when it comes to the RTI framework. In order for instruction to happen during Tier 2 reading specialist needs to be in the loop with what has been taught and what skills a students is struggling with. Further more, a reading specialist needs to communicate with the teacher on which approach to meet student needs and show progress. This can only be effective if the teacher and the reading specialist communicate and collaborate. 

Response to Article

Response to Coaching: The New Leadership Skill

According to the article "Coaching: The New Leadership Skill" by Michael Fullan and Jim Knight "Next to the principal, coaches are the most crucial change agent in a school." I strongly agree with this statement. Coaches are the guidance all teachers need in order to stay connected with the goals of the district. Looking over data, preparing materials for lessons and deciding which skill the district, as a whole, should focus on will help with the educational reform. 

"School improvement will fail if the work of coaches remains at the one-to-one level. Coaches are system leaders." (Fullen and Knight, 2011)
I believe coaches should vary from one-to-one and building team learning. PLCs and professional developments help coaches get the information out there to teachers but if you want them to fully understand and implement those strategies coaches should offer one-to-one. My current Literacy Coach meets with our PLC once a month and offers to team-teach for further instructional details. Personally I find that to be effective for teachers. 

                                 

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

Blog #1- Chapter One

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

A few interesting topics...

How has the role of the reading specialist changed over the years?

Reading Specialist who were funded by Title I were developed to provide supplemental support to students who are economically deprived. (Bean, p.4) Students in the Title I program get "pulled out" from class in order to work in a small setting with another teacher. With the "pullout" program "Some reading specialist were not knowledgeable about the instruction students were receiving in their classrooms, nor did they share what they were doing with the classroom teacher." (Bean, p.4) This can become a problem when it comes to pinpointing a student needs. Each teacher that deals with the students need to be able to communicate in order for the student to succeed.

I related to the "swinging-door" dimension, it is hard to keep students engaged in a lesson without having another teacher stop and pull the out of class. Now changes have been made including collaboration with the teachers and reading specialist working with teachers.

How have the results of national studies served to inform the role of reading specialist?

An ideal specialist has plenty of characteristics that make them take on the leadership role. The author discussed different characteristics like teaching ability, knowledge of assessment, ability to provide professional development, etc.. (Bean, p.10) A reading specialist needs to be a leader because teachers are expecting to learn new techniques and research from them.

 What educational and social factors are affecting the role of the reading specialist?

The author gathers information on different affects a reading specialists has with working in schools.

Teach struggling readers and work with teachers- This is very important due to the fact that teachers learn from each other. PLC meetings help teachers collaborate, share ideas and coaches introduce new instructional methods.   

Technology- teaching methods are evolving and there are many aspects of teaching with technology. Reading specialist need to be familiarized with the different reading softwares there are available for struggling readers.

Diversity- More and more schools are becoming diverse, which means there will be students who's primary language is not English. Reading Specialist need to be able to teach in ways that enhance the language and literacy learning of these students. (Bean, p.16) Therefore reading specialist need to be aware of the different techniques to target those students.

Partnership- Even though reading specialist need take on a leadership role, working with others improves schooling for all. (Bean, p.16) Collaboration with parents, other schools and the community helps teachers, coaches and students.     

Introduction

Introduction

My name is Rasmir Muslah. I am a Third grade teacher currently working in the North Bergen District. I have always planned on moving forward with my education, applying for my Masters' program with a Reading Specialist Certification was one of my top accomplishments. My expectations from this class would be to take in as much information I can use in order to help struggling readers. Implementing new strategies in my class now will help me figure out what works with our students. I love being at work, I love my students and I dedicate most of my time planning for their successful learning. My other hobby is spending nights at the gym. Some facts: I have a major sweet tooth, I love being in the gym, I'm very active and I am the first in my family to apply for my Masters'. 

The role of the Literacy Specialist is to coach teachers and helps to provide aide to improve instruction for readers. The importance of a coach is to suggest instructional guidance in order to help, not just struggling readers but readers as a whole. Literary coaches relay information they see as beneficial for teachers to implement in their classroom. As a Literacy Coach I would provide more visual learning to my teachers. I would guide a teacher's lesson with co-teaching strategies. Co-teaching strategies provide an insight of the different student struggles. I believe in order for a coach to understand the students they must be aware of student needs, test scores do not provide a full measurement. I would be more available to teachers and students, not just communicating with email and monthly meetings.