Leveraging professional learning to support teachers' use of a comprehensive literacy curriculum
Date
2024
Authors
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Journal ISSN
Volume Title
Publisher
University of Delaware
Abstract
Recently, school districts have relied on professional learning (PL) to help teachers adopt curricula and implement practices aligned with the science of reading and to help students recover from learning interruptions due to the COVID-19 pandemic. Elementary English Language Arts teachers in Cecil County Public Schools are adopting Bookworms First Edition. To effectively implement the curriculum, they need evidence-informed PL. Currently, providing such PL is a challenge because the teachers have a wide variety of experience with the Bookworms Beta and there are a limited number of instructional coaches in CCPS. In this ELP, I identified, implemented, and reflected on the effects of a set of tools and strategies that addressed these challenges. ☐ I began by learning about the problem and possible solutions by conducting a literature review, developing and deploying an initial teacher survey, and completing a rubric collaboratively with school administrators. Next, I addressed the problem by developing a plan for professional learning and creating and sharing an infographic with guidance for effective feedback. Finally, I reflected on my efforts by collecting and analyzing data from coach observations of teachers’ instruction, teachers’ implementation goals, and a final teacher survey. ☐ While descriptive, the collective results suggest I successfully identified, implemented, and reflected on the use of a set of tools and methods to provide evidence-based, coherent PL to teachers. Over the course of this project, I encountered challenges related to dosage and school conditions that I describe. I also identify opportunities for improvement and revisions to my professional learning efforts that will apply to schools adopting Bookworms First Edition next year. For the schools that adopted Bookworms First Edition this year, a reasonable next step is to transfer PL responsibilities from district and consultant coaches to school-based staff.
Description
Keywords
Instructional coaching, Literacy, Professional learning, School districts