Delivering High Quality Instruction through Job-Embedded Professional Development Evelyn Mamman,...

Delivering High Quality Instruction through Job-Embedded Professional

Development

Evelyn Mamman, Director, Title I and Supplemental Education,

Interim Language Arts Supervisor

New Brunswick School District

Walter J. Cmielewski, Language Arts Consultant, Professor, Caldwell University

What is Job-embedded professional development?

Teacher Learning

Day to day teaching practice

Designed to infuse best practices into the classroom

Delivering High Quality Instruction through Job-Embedded Professional Development


“Up-Front” Training Workshops

Classroom Visits and On-site P.D.

Consistent Format and Approaches



Writing

Quick Writes

Writer’s Workshop

Portfolios

Pre-Writing Graphic Organizers



Reading

Jump-in Reading and Pointed Reading

Reader’s Workshop

Guided Reading

Literature Circles

Focus on higher order questions

Wait Times

Classroom visits and On-site P.D.

Demo Lessons and Debriefing

Classroom Visits to Observe Lesson and Debriefing

Common Planning Time Meetings

Building Reading Specialists as On-site Resources


Consistent Format and Approaches

The structures are identical in all buildings.

Transient population

Vertical and horizontal articulation



Quick Writes are

do-now’s, two-minute writing based on a single word.

Shared with a partner

Shared by nomination with the class


Let’s try a quick write…..

The word is ______________.

Go!


WRITER’S WORKSHOP

Status of the Class

Teacher calls each student to ascertain his/her plan for the workshop.

Choices:

SSR/SSW – Sustained Silent Reading/Writing

Teacher conference

Partner conference

Sharing time

Mini-lesson

Procedural

Motivational

Skills

SSR/SSW and Teacher Conferences and Partner Conferences

These occur concurrently.

Dialog Journal (Reader’s Workshop only)

Students write about what they read in SSR and pass the dialog journal to the teacher or a classmate for his/her response.

Sharing Time

Students share with the entire class about their reading/writing from that day


PORTFOLIO PROGRAM

Works in Progress Folder

Work student is presently working on

Student can retire a piece and hold onto it and go onto a different piece.

Classroom Portfolio

Completed and graded student work that was not chosen for the traveling portfolio.

Traveling Portfolio

Contents of a traveling portfolio:

4 marking period pieces

Cover sheet- “Why This Piece Belongs in My Portfolio”

Letter written to next year’s teacher at the end of the school year. The letter should state the following:

What they like about reading and writing.

What they are struggling with

What they are good at

5 point state rubric

Teacher circles appropriate indicators relevant to the student as a writer for the year.


Graphic Organizer for Narrative Writing

The “Secret Planner”

“Secret Planner”

1 Character 2 Setting

3 Problem 4 Solution

Beginning1 & 2

Middle3

End4


The 3 Wait Times


Wait Time 1

The teacher asks a questions and waits.

No hands until the signal is given.


Wait Time 2

The student responds and the teacher waits.


Wait Time 3

A student asks a question, and the teacher waits.


Jump-in ReadingStudents read passage silently in class or at home

first

Teacher begins oral reading and any student may jump in and teacher jumps out

Other students jump in and out as well as the teacher

Teacher jumps in on proficient readers and struggling readers to prevent stigmatizing the struggling reader


Pointed ReadingThis activity follows Jump-in Reading.

Teacher selects a favorite word or phrase and points to it and asks the students to do the same

Students and teacher begin to call out their favorites

Even if someone has taken yours, you still call out yours and anyone can call theirs again and again


READER’S WORKSHOP

Status of the Class

Teacher calls each student to ascertain his/her plan for the workshop.

Choices:

SSR/SSW – Sustained Silent Reading/Writing

Teacher conference

Partner conference

Sharing time

Mini-lesson

Procedural

Motivational

Skills

SSR/SSW and Teacher Conferences and Partner Conferences (These occur concurrently.)

Dialog Journal (Reader’s Workshop only)

Students write about what they read in SSR and pass the dialog journal to the teacher or a classmate for his/her response.

Sharing Time

Students share with the entire class about their reading/writing from that day


GUIDED READING

1. Picture Walk (1-2 minutes)

2. Oral Reading by Teacher (10 minutes)

3. Mini Lesson (5 -7 minutes)

4. Whisper Reading by students (5 minutes)

5. Retelling by Students (2 minutes)

6. Follow-up Activities

7. Optional Extension Activities


LITERATURE CIRCLES

These are cooperative learning reading groups in which each participant has an assigned role/task. The six roles/tasks are:

Discussion Director: Creates questions which evoke a discussion

Summarizer: Captures the main points of the reading done previously

Illustrator: Creates an illustration which evokes discussion

Connector: Makes connections to life or other literary works

Word Wizard: Selects vocabulary in context for students to discuss

Passage Picker: Selects passage which illustrate descriptive language or figures of speech

The Ladder and the Building

The Manager and the Leader


A manager sees the ladder leaning against a building and makes sure that the ladder is safe, no splinters, no loose rungs, etc.


A leader makes sure the ladder is leaning against the right building.



Thanks for being such a great audience!

Evelyn Mammon

New Brunswick Public Schools

[email protected]

Dr. Walter J. Cmielewski

Caldwell University

[email protected]

Delivering High Quality Instruction through Job-Embedded Professional Development Evelyn Mamman,...

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