Building Learning Communities to Improve Reading Instruction | Dr. Valerie Hastings Gregory
Program Description
What do leaders need to know and do to promote effective school-wide literacy instruction and improve teaching and learning? Explore a comprehensive professional development process that results in collaborative inquiry about best practices in reading instruction. Use varied tools and strategies to identify current practices and guide professional development planning. Consider how to use this approach with teachers at your school. Leave with a variety of strategies that you can use immediately in school-based professional development that shapes professional learning communities for improved teaching and learning in reading.Virginia Standard(s) Addressed
Instructional Leadership (ISLLC standard 1)Program Goals and Objectives
By the end of this program, participants will demonstrate the ability to:
- Communicate best practices for exemplary reading instruction.
- Understand a conceptual framework for improving school-wide reading instruction including: 1) personalizing reading instruction, 2) managing environments for literacy, 3) ensuring student engagement, 4) enhancing active teaching, 5), targeting comprehension, and 6) building professional learning communities for literacy.
- Apply cooperative tools to collect instructional data about reading instruction and target professional development initiatives.
- Use professional development strategies for modeling research-based reading instruction.
- Analyze strategies for building professional learning communities that target improved teaching and learning in reading.
Program Format
The workshop is based on the book, A Learning Communities Guide to Improving Reading Instruction by V. Hastings-Gregory and J. Rozzelle-Nikas (Corwin Press, 2005) and incorporates varied instructional strategies. Participants will become familiar with exemplary reading instruction and effective strategies for building learning communities for improved reading through lecture, small group discussions, and simulated practice in individual and small group settings. Participants also will be provided time for reflection about how to practice and implement strategies for improved teaching and learning in their school or district.Target Audience
Elementary, middle, high school administrators and teacher leaders.Self-Selection and/or Identification Through School Division
Yes/yes. The training materials may be purchased separately and used for self-study, but group processes are more conducive to transfer to actual practice. Any designation of individual or group performance needs would suffice.Duration of Program
A. The full program would take 3 days, 9:00-4:00.
B. The full program can be divided into six, ½ day (3-4 hour) sessions :
- ½ Day#1-Overview of effective reading instruction and framework for improving reading instruction
- ½ Day #2-Personalizing reading instruction and managing environments for literacy
- ½ Day #3-Targeting comprehension
- ½ Day #4-Ensuring student engagement
- ½ Day #5-Enhancing active teaching
- ½ Day #6-Building learning communities for literacy
Outcomes Measured
- Peer analysis of compared assessment FOR learning characteristics and assessment OF learning characteristics, using a criteria checklist.
- Peer analysis of response to prompt about key features of high-quality classroom assessment using criteria checklist.
- Peer review of a leadership plan to foster assessment FOR learning at the school or district.
Program Evaluation
- Peer review and analysis of a professional development plan using the Framework for Improving Reading Instruction, knowledge of best practices in reading instruction, and strategies for building learning communities for literacy.
- Peer review of reflections on current practices used at the school district site.
Contact Information
Dr. Valerie Hastings Gregory
QLD Learning
1028 Ruffin Mill Court
Colonial Heights, VA 23834
W & M Office Phone: 757-221-2414
QLD Learning: 1-800- 700-9535
Email: vhgreg@wm.edu