*Don’t feel like you have to answer all of these questions. They are simply to help aid in conversation.
It was interesting to discover the reading this week beginning with a reference to “Painting a Vision of Literacy Leadership”. Friday I had the opportunity to go to the OKC Museum of Fine Arts to experience the Matisse exhibit entitled “Matisse in His Time.” This exhibit not only showed his paintings and other art he created, but focused on the exchange that was made between himself and other artists of his time and following his time. It was amazing to see how each artist influenced the other through collaboration and even competition. Without this exchange between the artists much of the artwork created would have been vastly different. The creations we have the opportunity to view were only made possible through the connection/ collaboration and influence of other artists. I found myself desiring to be apart of a community that was creative like these artists. They spent time painting and using various mediums to create art through collaboration. Then I realized that as literacy leaders we have this same creative outlet with a different product in mind. Our collaboration and discussions have profound influences on the direction that literacy moves in our nation. What is your painting of literacy leadership? What vision do you hope to portray as a literacy leader?
The text mentions three main goals of literacy leaders: (1) improving evidence-based pedagogy, (2) improving the achievements of every student served, and (3) having a positive effect on the school culture. Goal one can be accomplished a variety of ways, but I appreciated what the authors wrote about this. “Literacy leaders seek to meet the needs of teachers and staff so literacy pedagogy reflects up-to-date, evidence-based strategies, methods, and approaches that reflect the findings of current research in the field.” (p. 47) In regards to goal two a key focus was the fact that we should be advocates for children. The third goal also supported the role of being an anthropologist. How can literacy leaders become advocate for children especially in today’s educational environment?
I can see the importance of having bottom-up professional development when possible. This means PD is teacher and student-need driven. This can be achieved through a variety of ways. One that I liked was a PD menu. Just as we give students choice and help them establish their own learning goals, we need to do the same for teachers. Which of the professional development principles mentioned on pg. 52 stood out to you? Why?
Professional development is by nature adult learning, andragogy. Adult learning varies from a younger student in many ways, though there are a few similarities. “Honoring adult learners is the spirit of literacy leadership.” (p. 67) The text mentions 6 key principles for equipping adult learners. The one that really stood out to me was providing teachers with the rationale behind the need to learn something new and the time to prepare for and implement the change effectively. I have seen many things that leaders said were the “new thing” that left as fast as they came. Teachers need the power to create their own trajectory with the literacy leader walking alongside them in the journey. I fixated on the thought that literacy leaders need to adult learning specialist. How do you plan to make professional development productive for all involved? How can we be adult learning specialists?
As literacy leaders and adult learning specialists, we can’t just establish our own goals in an arbitrary manner. They need to be chosen according to a Comprehensive Reading Plan. This plan is a district plan that identifies goals based on standards and needs, reflection on the curriculum and assessments used, and develops a systematic process. Since this is a blog, I will be candid. I have no idea what my district's comprehensive reading program states. I am going to work on discovering this info this week. Do you all know your comprehensive reading plan (or, if you aren’t teaching have you heard of one)? What are your thoughts about it?
Thinking about all of these elements reinforces in my mind the fact that being a literacy leader, reading specialist, and adult learning specialist is a complex process. Just as a piece of art often has different layers and hues, so to should the plans we establish. These layers and hues of paint could easily form into a mess rather than a beautiful work of art. If we hope to be agents of change, we need to be thoughtful and purposeful in everything we do, leading to a wonderful painting of literacy leadership.
What is your painting of literacy leadership? What vision do you hope to portray as a literacy leader?
ReplyDeleteStudents and teachers should know and understand that through the rendering of adequate strategies, literacy can be colorful and enjoyable just like painting and the outcome will be beneficial to all. As a literacy leader I wish to be observant and involved. I want to address the needs of my school/students thus making sure that literacy is the foundation of every subject.
How can literacy leaders become advocate for children especially in today’s educational environment?
Although presented with the arduous task of being a Literacy leader, these individuals must remember the environment that they are in/cater to is a school full of energetic and vulnerable students. They must also remember that they are human beings first. Being an advocate is to first remind students that they themselves are human beings and it is only human that they sometimes make mistakes/fail, however with people like them (literacy leaders) on their side, they will be pushed and encouraged to always do their best, guided in the right direction and encouraged to bring out their best qualities.
Which of the professional development principles mentioned on pg. 52 stood out to you? Why?
The principle that stood out to me most was, “Profession development that fosters continuous learning rather than a “one-shot” remedy is likely to me more effective and long-lasting.” This is something we always hear as educators and yet it almost never happens. However, this principle is very true. Just as our students grow in their education from grade to grade, so should teachers from time to time and not all at once. The learning process for anyone, including adults/teachers should be ongoing because knowledge will be gained and built upon, consequently allowing it to stay with the learner.
How do you plan to make professional development productive for all involved? How can we be adult learning specialists?
Professional development is best executed when everyone’s ideas and concerns are heard and met, maybe not all at the same time but over the course of the school year/s. The best way I see this happening for me is to use/incorporate the use of technology. I think technology can be very captivating when use appropriately. Technology can be used/accessed from anywhere you go which means, everyone can be involved whenever I choose to conduct a PD. It is important to keep in mind that PDs are not just sitting in a conference room and listening to a speaker, but interacting and engaging participants in meaningful learning. Technology is definitely the key to achieving that!
Do you all know your comprehensive reading plan (or, if you aren’t teaching have you heard of one)? What are your thoughts about it?
I have never heard of a comprehensive reading plan. In my opinion this plan is a guide by which literacy leaders abide by in order that they may achieve their teaching/instructional goals. Hopefully, it is a plan that is compiled with the ideas and opinions of individuals who are actually in the field/school and not those who are in higher authority/office.
I like what you mentioned about PD needs to be continual rather than a one shot solution. This stood out to me as well. I have experienced first hand that PD often feels disjointed rather that learning occurring through proper scaffolding and time to apply what was learned. It seems that educators often forget what we know about learning when we take our eyes off of students and turn them to adults. Though adults are slightly different, many of the learning principles stay the same. New information learned needs to be scaffolded on something already known. If it is applied more than one time, greater connections are made and more is learned and stored into long term memory.
DeleteI also love the idea of using tech to strengthen PD. It seems however, we still have teachers who struggle with the use of technology. I think we should continue to use this in PD, but I think we just have to ensure we offer proper support for those who may struggle with this.
Sometimes PDs aren't even relevant to us when we have to sit through them (I know this from experience) so for us to have them in one shot and not being relevant is a double whammy. Scaffolding is definitely a great way to help teachers understand a concept better. When we are observed by our principals they want to write-up an evaluation sheet and then tell us what we did wrong, however I think it is about time they get "down and dirty" and SHOW us how things are done. Sometimes it doesn't even take a PD session for that to happen, one on one can work too.
DeleteYes, not everyone is tech savvy nowadays so offering proper support for those who may struggle with it is great to keep in mind.
Cathy, I feel the same way. For the few PD’s that I’ve experienced most of them were very disjointed, uninteresting and just boring. When teaching adults I think those in charge need to realize that we like to have fun while we are learning also. I like what you said about using technology to strengthen PDs. Technology is taking over every aspect of our lives so why not use it to our benefit. Technology can assist those who have been in the service for years and or for a short time. Scaffolding is important for those who are not familiar or unaware of how to operate the technology. Just like we have differentiated instruction in the classroom for our students we must also have it for teachers durin PD sessions.
DeleteKrystal,
DeleteI love the idea of the principal modeling how something should occur in the classroom! Also, I think time spent like that or with an instructional coach is a huge part of professional development. I don't know of many schools that count this type of work in an educators total PD hours required by the state.
1. What is your painting of literacy leadership? What vision do you hope to portray as a literacy leader?
ReplyDeleteHonestly, I am new to the concept of being a literacy leader and before this course I never took into consideration my role as a literacy leader, especially as it being a separate job from being an educator. After reading about the role of literacy leaders I have come to realize that they have their work cut out for them. They are expected to take on numerous tasks, while assisting others and ensuring the growth of everyone under their tutelage. As a literacy leader I hope to embody what it means to be a leader. I want to be involved in the growth my colleges as well as my students and at the same time ensure that I leave room for self-growth and improvement.
2. How can literacy leaders become advocate for children especially in today’s educational environment?
Today, learning environments are much different than they were ten or even five years ago and they will be different in the coming future. As literacy leaders we can and must ensure that we are advocates for all children, especially those who may need us the most. I think in order for literacy leaders to become advocates for children they should first ensure that they are fully equipped with the knowledge they need to assist them. They can obtain degrees of higher education, attend PDs and workshops, read educational journals and ask questions to those who may have more experience than they do. Also, they can participate in activities, and organizations that give them the opportunity to help, educate and give them the chance to speak on behalf of children.
3. Which of the professional development principles mentioned on pg. 52 stood out to you? Why?
After reading the principles on page 52 I must say that number four stood out to me the most. It reads, “Professional development that helps teachers apply their knowledge and new understandings to particular contexts and students’ needs are beneficial.” As educators it is important that we engage in activities such as professional development programs to help us grow in our profession. Unfortunately, when teachers hear that they must attend a PD they think about the mundane, sit behind a desk and listen to a speaker for a few hours, routine. The good news is that PDs can now be more fun and interesting and after reading this principle I thought about how PDs should no longer be how they were a few years ago but should be more enlightening and interesting for all involved. I think these are the type of PDs that can “help teachers apply their knowledge and new understandings to particular contexts and students’ needs.”
4. How do you plan to make professional development productive for all involved? How can we be adult learning specialists?
You asked how I plan to make professional development productive for all involved and the first thought that came to my head was, “make it interesting and worthwhile.” I know there will be teachers with old and others with new teaching philosophies, so I plan on incorporating teachings, activities and other important growth building exercises that help to build each teacher individually. I look at PDs as an opportunity to provide differentiated instruction for each participate in order that they may receive the same information but on their level of understanding.
5. Do you all know your comprehensive reading plan (or, if you aren’t teaching have you heard of one)? What are your thoughts about it?
I do not know or have ever heard of a comprehensive reading plan. The word comprehensive indicates that it something that all students must participate in despite their capabilities. Hopefully I can learn about this some more as our class progresses.
When thinking about how literacy leaders can advocate for children, I agree with your statement that continuing ed for educators is a key factor. I think as we learn about a topic the more questions form in our minds about the current practices we hold as valuable. Currently, I am thinking about a research question for another class. This question in its end is really a child advocacy issue. I think if we made connections for PD that it is really about being a child advocate, we would have a larger percentage of teachers engaged in the process. It is often looked at as a time filler and a thing to check off of the list. Helping establish a purpose, such as child advocacy, is essential for true change.
DeleteCathy, I agree with you with that child advocacy is essential for true change. Many children aren’t able to speak out on behalf of themselves and as a result we need adults who can do this for them. Continuing your education as an educator is essential for growth and overall understanding of specific content areas. It’s rather unfortunate though that many do not have the opportunity to attain such. It is important to share with others willing to help children that they do not have to wait on others to hold Pd’s, workshops or other activities, but they can do research and find online PD’s and workshops and other local ones that may be happening in their community.
DeleteKrystie,
DeleteI was attending another class last night, and the professor mentioned using the "What Works Clearinghouse" to help connect teachers to current research. I think this could also work in support of PD and as a reference for literacy leaders.
I actually never heard of that but I Googled it and this came up....
Delete"The What Works Clearinghouse (WWC) provides educators, policymakers, researchers, and the public with a central source of scientific evidence on what works in education to improve student outcomes. Its goal is to help decision-makers contend with differing messages from research studies and product offerings."https://www.sri.com/work/projects/what-works-clearinghouse
I think this is a great idea. Another source to help use as teachers improve our students outcome is fantastic. Thank you for sharing that source Cathy.
ReplyDeleteDo you think a teacher/literacy leader or anyone rendering “education” to students need to have a degree of higher education? Teachers learn from their mistakes and how they teach is based on how students act/learn. Sometimes having a degree doesn’t prepare you for that. However, attending PDs and workshops and reading educational journals may help/give insights just as much as going to school can. What do you all think?
Those it isn't possible for everyone to gain a degree, I think there are essential things that should be learned before entering a classroom. There are basics and theoretical issues that are easier to acquire in an educational setting. Also, when I think about the negative perception many people have about teachers, If a a degree was taken out of the requirements this perception would deteriorate even more than it currently is. Teachers want to be seen as professionals and problem solvers in their practice. I feel a degree helps with this.
DeleteYou make a good point Cathy. I think I mentioned that even if teachers can't get a degree then maybe they can engage in online and FTF PD's and workshops, and others that may allow them to attain a certificate afterward. Teachers are professionals even though others may think differently. I think our society needs to be reeducated when it comes to this subject matter because I think many have forgotten that teachers make all other professions.
DeleteI appreciate both of your views. I think having the enthusiasm to teach one of the most important things to have when you are a teacher.
DeleteKrystal, I don't think one necessarily needs a degree of higher education to render "education" to students. Unfortunately though, it is required. In some instances though, you do need one. For being a principle, or special education teacher, you would need to have some sort of training and knowledge about that area. I have seen so many teachers become great professionals at their jobs but didn't have the opportunity to obtain a degree. Is it experience or the degree that makes the teacher great? It's like asking which came first, the chicken or the egg? And yes, attending PD's, and workshops can suffice because they do help those who don't have a degree to gain information and deepen their knowledge about specific content areas.
ReplyDelete