Professional Learning in Action: An Inquiry Approach for Teachers of Literacy
Professional Learning in Action: An Inquiry Approach for Teachers of Literacy
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Overview
Risko and Vogt provide a unique and progressive approach for engaging the professional learning of teachers of literacy, reading specialists, literacy coaches and instructional leaders, content specialists, and administrators. Their deliberate use of Professional Learning signals the importance of educators engaging in authentic and inquiry-based decision-making. They describe and provide examples of needs assessments and progress monitoring activities that are embedded within differentiated professional learning activities, such as book clubs, lesson study, family literacy groups, and peer and literacy coaching. Actions and decisions are directed by questions generated by teachers, coaches, and administrators as they engage in collaborative and self-directed efforts to advance their knowledge and resolve dilemmas that impact instruction and students’ learning.
Book Features:
- Provides authentic examples for implementing professional learning (PL) that addresses and resolves authentic dilemmas educators and students face.
- Synthesizes current research on effective professional learning with a literacy emphasis.
- Describes evidence-based and differentiated professional learning opportunities that engage instructional changes that are situated within meaningful and school-based applications.
- Advances knowledge about applications of professional learning that is collaborative, substantive, situated, dynamic, intense, and personal.
- Makes explicit connections to Common Core and similar State standards-based instruction.
- Includes reflection and self-study questions at the end of each chapter.
“Professional Learning in Action will help close the ‘knowing/doing’ gap.... [The authors] have developed a systematic way to ensure that teachers are members of collaborating learning groups that harness the power of collective teacher efficacy.”
—From the Foreword by Douglas Fisher, professor of educational leadership, San Diego State University
“A must-read for educators involved in supporting high-quality literacy teaching. Current research about the importance of job-embedded, authentic professional learning serves as the foundation for the many practical ideas in this book.”
—Rita M. Bean, professor emerita, University of Pittsburgh
“This book will make a compelling contribution as a guiding resource for teachers and for those who support teachers' professional learning. It is focused on the needs of adult learners, respectful of teachers’ knowledge, and responsive to dynamic changes in educational standards.”
—Maryann Mraz, University of North Carolina at Charlotte
Product Details
| ISBN-13: | 9780807775011 |
|---|---|
| Publisher: | Teachers College Press |
| Publication date: | 08/14/2016 |
| Series: | Common Core State Standards in Literacy Series |
| Sold by: | Barnes & Noble |
| Format: | eBook |
| Sales rank: | 964,871 |
| File size: | 5 MB |
About the Author
Table of Contents
Foreword Douglas Fisher xi
Preface xiii
1 Realizing the Power of Professional Learning 1
How Are Policy Changes Affecting Professional Learning Early in the 21st Century? 2
Challenges Associated with Implementing the Common Core English Language Arts Standards 3
Connections to Instruction: Introduction to the Blue Falls Vignette 8
One School District's Preparation for Professional Learning 9
High-Quality Professional Learning as a Process 10
Professional Learning as an Inquiry Process 14
Major Shifts in Approach to Professional Learning 16
Principles of an Inquiry Model of Professional Learning 16
Connections to the Common Core State Standards and Other Standards-Based Policies 19
Questions for Reflection 19
2 Supporting Teachers as Adult Learners 21
Connections to Instruction: Continuing the Vignette 22
Do Children and Adults Learn Differently? 23
What Is Embedded or Situated Learning? 25
Why Is Collaboration Essential for Adult Learners? 28
What Is Self-Efficacy? 30
What is Differentiated Professional Learning? 34
Connections to Principles of Effective Professional Learning 38
Connections to the Common Core State Standards and Other Standards-Based Policies 38
Questions for Reflection 38
3 Using Assessment to Situate Professional Learning 41
Connections to Instruction: Continuing the Vignette 42
How Do We Engage Teachers in Inquiry and Examination of Authentic Problems? 44
How Do We Collect Students' Informal and Formal Literacy Assessment Data? 49
How Do We Engage Teachers in Identifying Conditions and Contextual Factors Contributing to Problems? 53
Revisiting the Blue Falls High School Vignette 59
Connections to the Principles of Effective Professional Learning 60
Connections to the Common Core State Standards and Other Standards-Based Policies 61
Questions for Reflection 61
4 Creating the Professional Learning Plan and Putting It into Action 63
Getting Started with Professional Learning 63
Connections to Instruction: Continuing the Vignette 64
How Can We Be Strategic When Setting Goals? 65
Connections to Goal Setting: Continuing the Vignette 71
How Do We Prepare for Professional Learning? 73
What Are Plans for Professional Learning and Monitoring Progress? 76
What Are Multiple Pathways for Engaging Learning and Doing? 77
Book Study 77
Lesson Demonstrations 81
Connections to the Principles of Professional Learning 84
Connections to the Common Core State Standards and Other Standards-Based Policies 85
Questions for Reflection 87
5 Sustaining the Professional Learning Plan 88
Connections to Instruction: Continuing the Vignette 88
Additional Pathways for Engaging Learning and Doing 90
Teacher Research 91
Family Literacy Study Group 94
Lesson Study 98
Mentored Relationships 101
Critical Friends as Peer Coaches 101
Literacy Coaching 104
Connections to the Principles of Effective Professional Learning 110
Connections to the Common Core State Standards and Other Standards-Based Policies 114
Questions for Reflection 114
6 Evaluating and Understanding Change 116
Connections to Instruction: Continuing the Vignette 117
Are Teachers Responding to Identified Problems and Needs? 120
Are Teachers Making Changes in Teaching Practices? 122
Are Teachers Supporting Students' Literacy Achievement? 123
Are Changes in Instruction Impacting Student Literacy Achievement? 128
Are Teachers Aligning Students' Performance with Standards? 134
Sustaining the Professional Learning Efforts 134
Final Thoughts 135
Questions for Reflection 135
References 139
Index 147
About the Authors 155
What People are Saying About This
“Professional Learning in Action will help close the 'knowing/doing' gap.… (The authors) have developed a systematic way to ensure that teachers are members of collaborating learning groups that harness the power of collective teacher efficacy.” —From the Foreword by Douglas Fisher, professor of educational leadership, San Diego State University
"This book is a must-read for educators involved in supporting high-quality literacy teaching. These nationally known authors explain why and how to develop, implement, and evaluate collaborative, inquiry-based professional learning. Current research about the importance of job-embedded, meaningful, and authentic professional learning serves as the foundation for the many practical ideas in the book."—Rita M. Bean, professor emerita, University of Pittsburgh
"This book will make a compelling contribution as a guiding resource for teachers and for those who support teachers' professional learning. It is focused on the needs of adult learners, respectful of teachers’ knowledge, and responsive to dynamic changes in educational standards. Vignettes and school-based examples invite readers to collaborate as they adapt text ideas to their own schools and circumstances."—Maryann Mraz, University of North Carolina at Charlotte