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00:00:00 --> 00:00:05 Welcome to Your Morning Boost, your daily leadership advice to help you lead your school community.
00:00:05 --> 00:00:09 Brought to you by AWB Education and sponsored by Grundmeyer Leader Services,
00:00:10 --> 00:00:14 where together we are transforming education, one leader at a time.
00:00:14 --> 00:00:16 Now here's your host, Adam Bush.
00:00:17 --> 00:00:20 Good morning, school leaders, and welcome to Your Morning Boost from AWB Education.
00:00:20 --> 00:00:25 It's Tuesday, and we are going to tackle a topic today that's crucial for building
00:00:25 --> 00:00:30 strong literacy foundations, and that is effective professional development
00:00:30 --> 00:00:31 for the science of reading.
00:00:31 --> 00:00:35 If you didn't happen to catch it, in last week's Education Week Spotlight,
00:00:35 --> 00:00:38 they had an article on the science of reading, and they talk about the fact
00:00:38 --> 00:00:42 that there's growing consensus that teacher preparation and professional development
00:00:42 --> 00:00:46 needs to change to align with the research on how children learn to read.
00:00:46 --> 00:00:50 And this really underscores the importance of our conversation today as we are
00:00:50 --> 00:00:55 exploring how to best equip our teachers with the knowledge and skills to implement
00:00:55 --> 00:00:57 this research-based approach.
00:00:57 --> 00:01:01 Now, the science of reading refers to the converging evidence from research
00:01:01 --> 00:01:04 in various fields, including cognitive psychology, neuroscience,
00:01:04 --> 00:01:08 and linguistics, and this research is about how children learn to read.
00:01:08 --> 00:01:13 It emphasizes the importance of explicit and systematic instruction in foundational
00:01:13 --> 00:01:17 skills, like phonemic awareness, phonics, fluency, vocabulary,
00:01:17 --> 00:01:19 and reading comprehension.
00:01:19 --> 00:01:22 However, simply handing teachers
00:01:22 --> 00:01:26 a stack of research articles or a new curriculum, it isn't enough.
00:01:26 --> 00:01:30 Effective PD requires a strategic and multifaceted approach.
00:01:30 --> 00:01:34 Now, first and foremost, PD should be grounded in high-quality research,
00:01:34 --> 00:01:37 and it should be aligned with the science of reading.
00:01:37 --> 00:01:41 It should provide teachers with a deep understanding of how reading develops
00:01:41 --> 00:01:45 and the most effective instructional practices for supporting that development.
00:01:46 --> 00:01:51 This means moving beyond one-size-fits-all workshops and offering ongoing job-embedded
00:01:51 --> 00:01:58 PD that allows teachers to apply their learning in the classrooms and receive feedback and support.
00:01:58 --> 00:02:02 Maybe consider partnering with universities or organizations that specialize
00:02:02 --> 00:02:06 in literacy instruction to help us provide expert-led training and coaching.
00:02:06 --> 00:02:09 For example, there are many states that offer letters training,
00:02:09 --> 00:02:13 which, if you didn't know, is the language essentials for teachers of reading and spelling.
00:02:14 --> 00:02:17 It's a comprehensive program grounded in the science of reading.
00:02:17 --> 00:02:21 Many states offer some training in this. Maybe we can capitalize on that if
00:02:21 --> 00:02:22 that's true in your state.
00:02:23 --> 00:02:26 But secondly, PDs should be interactive and encouraging.
00:02:26 --> 00:02:31 Instead of sitting there with a passive lecture or that one-size-fits-all workshop,
00:02:31 --> 00:02:35 we want to try to incorporate active learning strategies that will cater to
00:02:35 --> 00:02:37 different learning styles and will encourage collaboration.
00:02:37 --> 00:02:42 Try to think of some simulations where teachers can step in the shoes of a struggling
00:02:42 --> 00:02:47 reader. Case studies that analyze real student scenarios and collaborative activities
00:02:47 --> 00:02:50 where teachers work together, they develop lesson plans together,
00:02:50 --> 00:02:52 and analyze student data together.
00:02:53 --> 00:02:57 When we provide those opportunities for teachers to observe expert teachers,
00:02:57 --> 00:03:01 modeling effective practices, and also then practice those practices themselves
00:03:01 --> 00:03:05 in a safe and supportive environment, we're providing a great opportunity for learning.
00:03:06 --> 00:03:09 Another example would be teachers could participate in mock lessons.
00:03:10 --> 00:03:14 They can analyze student work samples and engage in peer-to-peer coaching.
00:03:14 --> 00:03:19 Video analysis of classroom instruction can also be a very powerful tool for reflection and growth.
00:03:19 --> 00:03:23 Just don't be afraid to get creative. Use games, role-playing,
00:03:23 --> 00:03:28 even other forms of technology to make that learning fun and engaging.
00:03:28 --> 00:03:33 Thirdly, PD should be tailored to the specific needs of our teachers and students.
00:03:33 --> 00:03:36 Again, the cookie-cutter approach, it just isn't going to cut it.
00:03:36 --> 00:03:39 Consider conducting a needs assessment ahead of time so we can really identify
00:03:39 --> 00:03:42 areas where teachers require additional support.
00:03:42 --> 00:03:46 We may or may not know where they need it, so let's go ask them for that information.
00:03:47 --> 00:03:51 This could involve analyzing student data, could involve observing classroom
00:03:51 --> 00:03:55 instruction, or just surveying teachers about their professional learning goals.
00:03:55 --> 00:03:59 Our PD, we always know, should be differentiated to address the specific needs
00:03:59 --> 00:04:01 and provide targeted support for our staff.
00:04:02 --> 00:04:07 So, for instance, if data reveals a school-wide weakness in phonics instruction,
00:04:07 --> 00:04:11 we should focus our PD about explicit phonics teaching strategies,
00:04:11 --> 00:04:15 provide teachers with opportunities to practice, and then also,
00:04:15 --> 00:04:16 of course, receive feedback.
00:04:16 --> 00:04:20 Or if our teachers are expressing a need for support in differentiating instruction
00:04:20 --> 00:04:25 and for diverse learners, PDs should focus on strategies for scaffolding and
00:04:25 --> 00:04:27 providing that individualized support.
00:04:27 --> 00:04:32 The key here is to make that PD relevant and applicable to all of the challenges
00:04:32 --> 00:04:33 our teachers are facing in the classrooms.
00:04:34 --> 00:04:37 We're only going to know that if we get that information or flat out ask them.
00:04:38 --> 00:04:42 Furthermore, PDs should be ongoing and sustained. Anytime we do one-shot workshops,
00:04:42 --> 00:04:45 it's very unlikely that's going to lead to any lasting change.
00:04:45 --> 00:04:49 Instead, we want to provide continuous opportunities for learning and growth.
00:04:49 --> 00:04:53 Do this through our regular PLC meetings. If they're focused on literacy or
00:04:53 --> 00:04:57 mentoring programs, we can even do some online learning modules if that's going
00:04:57 --> 00:04:58 to be what's best fit for our staff.
00:04:59 --> 00:05:02 It'll allow teachers to deepen their understanding and refine their practices,
00:05:02 --> 00:05:07 and then also receive that ongoing support as they are implementing the science
00:05:07 --> 00:05:08 of reading in their classrooms.
00:05:08 --> 00:05:12 Creating a professional library with books and articles on the science of reading,
00:05:12 --> 00:05:14 it can also help support that ongoing learning.
00:05:14 --> 00:05:17 Just don't forget the importance of creating that supportive school culture.
00:05:17 --> 00:05:20 We want to ensure that teachers have access to the resources they need,
00:05:21 --> 00:05:25 and this includes high-quality curriculum materials and assessments and also
00:05:25 --> 00:05:28 the technology piece, and make sure they understand how to use it.
00:05:28 --> 00:05:32 We want to encourage collaboration and knowledge sharing amongst our teachers.
00:05:32 --> 00:05:37 Mostly, and really maybe more importantly, celebrate the successes and acknowledge
00:05:37 --> 00:05:40 the hard work that goes into improving literacy instruction,
00:05:40 --> 00:05:42 especially if this is a huge second-order change for you.
00:05:43 --> 00:05:46 Could even consider establishing a school-wide literacy leadership team that's
00:05:46 --> 00:05:49 going to help guide the implementation and provide that ongoing support,
00:05:49 --> 00:05:51 the good boots-on-the-ground method.
00:05:51 --> 00:05:56 I just know that by investing in high-quality ongoing PD when it's aligned to
00:05:56 --> 00:05:59 the science of reading, we will empower our teachers to become effective and
00:05:59 --> 00:06:02 to ensure that all students have that opportunity to become proficient readers.
00:06:03 --> 00:06:07 As Louisa Motz, a renowned reading expert, states, effective teaching requires
00:06:07 --> 00:06:12 knowing what to teach, how to teach it, and how to determine if our students have learned it.
00:06:12 --> 00:06:16 Let's equip our teachers with this knowledge and support them on their journey
00:06:16 --> 00:06:19 to becoming literacy leaders. That's your Morning Boost for today.
00:06:19 --> 00:06:23 I encourage you to explore the resources available in this Education Week Spotlight.
00:06:23 --> 00:06:27 They really dive into the science of reading, and it'll help you consider how
00:06:27 --> 00:06:31 you can implement some of these strategies into your PD to help your schools. Have a great Tuesday.
00:06:32 --> 00:06:35 Thanks again for tuning into your Morning Boost. We will talk with you again tomorrow.
00:06:36 --> 00:06:40 You have been listening to your Morning Boost by AWB Education in partnership
00:06:40 --> 00:06:41 with Grundmeyer Leader Services.
00:06:42 --> 00:06:46 You can find out more about our services by clicking on the links in the description.
00:06:47 --> 00:06:51 Remember, you are doing this vital job that only a few can do.
00:06:52 --> 00:06:56 So until next time, thank you for your service to your community.