Teacher
References
Elish-Piper, L., L 'Allier, S. K., & Zwart, M. (2008). Literacy Coaching: Challenges and Promising Practices for Success. Illinois Reading Council Journal, 37(1), 10-21.
L’Allier, S., Elish-Piper, L., & Bean, R. M. (2010). What Matters for Elementary Literacy Coaching? Guiding Principles for Instructional Improvement and Student Achievement. Reading Teacher, 63(7), 544-554.
Shanaban, T., & Shanaban, C., (2012). What is Disciplinary Literacy and Why Does it Matter? Top Lang Disorders, 32, 7-18
Case Study
Teacher # At Risk Students # Limited Proficiency # Proficient #Exceeding Proficiency
Lilian 5 10 11 4
Duane 7 7 14 1
Jesse 3 3 19 5
Angie 6 10 10 2
Totals 21 30 54 12
School’s Reading Goal:
* All students improve a grade level or more on Individual Reading Inventories
Professional Development (PD) Focus:
*All strategies presented in PD are geared towards reaching this goal.
Individual Teacher Approaches:
*The third grade teachers have used second grade test scores to identify that their students are weak in the area of comprehension Dawn has presented a strategy called Question Answer Relationships to help improve comprehension in students. The strategy helps students to learn to identify what kind of question is being asked to assist them in strategically finding the answer.
Angie Heppner is a first year teacher who participates in the mandatory district teacher induction program. The induction program includes meeting with her mentor teacher, who is released from the classroom full time. The mentor teacher and Angie use data collected from classroom observation to set goals to work on in the classroom. The Participants
Literacy Coach
Dawn Benke works with 2nd and 3rd grade teachers as a literacy coach at a K-6
Teacher #1
Lillian Kurz
Elish-Piper, L., L 'Allier, S. K., & Zwart, M. (2008). Literacy Coaching: Challenges and Promising Practices for Success. Illinois Reading Council Journal, 37(1), 10-21.
L’Allier, S., Elish-Piper, L., & Bean, R. M. (2010). What Matters for Elementary Literacy Coaching? Guiding Principles for Instructional Improvement and Student Achievement. Reading Teacher, 63(7), 544-554.
Shanaban, T., & Shanaban, C., (2012). What is Disciplinary Literacy and Why Does it Matter? Top Lang Disorders, 32, 7-18
Case Study
Teacher # At Risk Students # Limited Proficiency # Proficient #Exceeding Proficiency
Lilian 5 10 11 4
Duane 7 7 14 1
Jesse 3 3 19 5
Angie 6 10 10 2
Totals 21 30 54 12
School’s Reading Goal:
* All students improve a grade level or more on Individual Reading Inventories
Professional Development (PD) Focus:
*All strategies presented in PD are geared towards reaching this goal.
Individual Teacher Approaches:
*The third grade teachers have used second grade test scores to identify that their students are weak in the area of comprehension Dawn has presented a strategy called Question Answer Relationships to help improve comprehension in students. The strategy helps students to learn to identify what kind of question is being asked to assist them in strategically finding the answer.
Angie Heppner is a first year teacher who participates in the mandatory district teacher induction program. The induction program includes meeting with her mentor teacher, who is released from the classroom full time. The mentor teacher and Angie use data collected from classroom observation to set goals to work on in the classroom. The Participants
Literacy Coach
Dawn Benke works with 2nd and 3rd grade teachers as a literacy coach at a K-6
Teacher #1
Lillian Kurz
References: Elish-Piper, L., L 'Allier, S. K., & Zwart, M. (2008). Literacy Coaching: Challenges and Promising Practices for Success. Illinois Reading Council Journal, 37(1), 10-21. L’Allier, S., Elish-Piper, L., & Bean, R Shanaban, T., & Shanaban, C., (2012). What is Disciplinary Literacy and Why Does it Matter? Top Lang Disorders, 32, 7-18