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Elementary Model Classrooms

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Title: Elementary Model Classrooms


1
Elementary Model Classrooms
  • Just Read, Florida! K - 12
  • Leadership Conference
  • June, 2005

2
NCLB
  • Ensure that all children have a fair, equal,
    and significant opportunity to obtain a
    high-quality education
  • No Child Left Behind Act of 2001

3
Comprehensive Reading Plan
  • The principal will identify model classrooms
    within the school. Mentor teachers, based on
    student data, will serve in the capacity of a
    model classroom teacher. Mentor teachers are
    those teachers whose assessment data in a
    specific area of reading is exemplary. A model
    classroom should only be used for demonstration
    purposes in the areas of strength of the mentor
    teacher.

4
Think About It
  • What do you think of when you hear the term
    model classroom?
  • Jot down your ideas.
  • Share at your table.

5
Model Classrooms provide ways
  • to self sustain professional growth on site.
  • for teachers to learn from each other.
  • for the reading coach to highlight effective
    instruction.
  • to build a learning community.
  • to promote collaboration.

6
Identifying Model Classrooms
  • Effectively uses the physical environment.
  • Orchestrates the key elements of the elementary
    reading block.
  • Systematically uses the CCRP.

7
Continued
  • Effectively instructs one or more of the five
    components of reading.
  • Facilitates high quality student engagement in
    whole and/or small group instruction.
  • Effectively manages engaging learning centers.

8
Think About It
  • Think about the attributes discussed in the two
    previous slides.
  • At your table, discuss what you would expect to
    observe in a classroom as evidence of these
    attributes.
  • Jot your ideas down on the Identifying Model
    Classrooms handout.

9
Together We Can!
  • With regards to the administrator and the coach,
    the "right hand" must know what the left hand
    is doing and the focus on shared work to support
    teaching and learning must be maintained. Reading
    coaches can support change more quickly and
    smoothly when they are part of an administrative
    team that makes decisions collaboratively and
    that provides collegial support.
  • Walpole and McKenna, 2004

10
The Administrator supports model classrooms by
  • identifying quality model classrooms through
    observation.
  • collaborating with the reading coach on the
    selection of model classrooms.
  • creating a collaborative learning environment for
    teachers.
  • planning for substitutes/classroom coverage for
    teachers to observe each other.
  • being supportive and encouraging to sustain and
    support on-site professional development.

11
The Reading Coach supports model classrooms by
  • identifying quality model classrooms through
    observation.
  • collaborating with principal on the selection of
    model classrooms.
  • supporting and extending the craft of teaching
    through coaching of the model classroom teacher.
  • coordinating observations and professional
    dialogue between teachers and model classrooms.
  • supporting and coaching teachers in attempting
    new practices in their own classrooms.

12
Learning Together
  • Another important way that faculty have been
    learning together is through peer observations of
    classroom practice and subsequent partnership
    dialogueIf educators are going to be highly
    effective at something new they need some form of
    support.
  • Ginsberg Wlodkowski, 2000

13
3 2 - 1
  • List 3 things that you can do at the beginning of
    the school year to support the development of
    model classrooms.
  • List 2 ways that you can support the role of the
    reading coach in cultivating model classrooms.
  • List 1 challenge you may encounter in the
    development of model classrooms.

14
?????
  • What questions do you have about implementing,
    supporting, and sustaining model classrooms?

15
References
  • Ginsberg, M.B., and Wldkowski, R.J. 2000.
    Creating Highly Motivated Classrooms for All
    Students A Schoolwide Approach to Powerful
    Teaching and Diverse Learners. San Francisco,
    CA Jossey-Bass Inc.
  • No Child Left Behind Act of 2001. Title 1
    Improving the Academic Achievement of the
    Disadvantaged, 107th Congress, 1st Session.
    Prepared by the National Clearinghouse of
    Bilingual Education, The George Washington
    University.
  • Snow, C.E., Burns, M.S., and Griffin, P., eds.
    1998. Preventing Reading Difficulties in Young
    Children. Washington, D.C. National Academy
    Press.
  • Walpole, S. and McKenna, M. 2004. The Literacy
    Coach's Handbook A Guide to Research-Based
    Practice. The Guilford Press New York.

16
Contact us
  • Just Read, Florida! Office
  • Florida Department of Education
  • 325 W. Gaines Street
  • Tallahassee, FL 32399
  • 850-245-0503
  • Reading First Professional Development
  • University of Central Florida
  • Teaching Academy, Suite 403
  • 4000 Central Florida Blvd.
  • Orlando, FL 32816-1250
  • 407-823-1193
  • RFPD_at_fldoe.org
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