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DEPARTMENT OF STAFF DEVELOPMENT
Overview As a result of the
school division's focus on closing the achievement gap, the 2006-2007
training model addressed an area of importance for every
child--literacy. The Leadership for Literacy Training Initiative
focused on improving literacy for all students by highlighting the five
essential instructional components from the National Reading Panel
Report--phonemic awareness, phonics, vocabulary, fluency, and
comprehension. The training model also addressed seven instructional
components from Reading Next--A Vision for Action and Research in Middle
and High School Literacy. These components are content-based
comprehension strategies, ongoing formative assessment, intensive writing
integration, diverse texts, strategic tutoring, multiple learning modalities,
and technology integration. Each elementary and
middle school implemented a Leadership for Literacy Team comprised of a
reading specialist, a teacher, and two administrators. Each high school
implemented a Leadership for Literacy Team comprised of two teachers and two
administrators. These teams attended three Literacy Leadership Team
meetings, which were facilitated by Dr. Patricia Powers, assistant
superintendent for curriculum and instruction. Participants were
expected to complete literacy assignments/projects throughout the course of
the year. In addition, Literacy Teams attended Dr. Marcia Tate's
seminar entitled Literacy Strategies That Engage the Brain in spring
2007. All
elementary and secondary teachers participated in school-based literacy
training. Elementary supervisors facilitated training in reading
strategies. Secondary supervisors focused on building a bridge to
literacy and closing the reading gap. 2006-2007 In August
2006, Leadership for Literacy Teams (teachers and administrators) from 47
schools participated in the initial Leadership for Literacy training.
Topics addressed during this training were as follows: ·
Lighting
the Lamp of Literacy: The Foundation ·
Using
Test Scores to Learn More About Reading ·
Reading
Strategies for Core Content Teachers ·
Cluster
Grouping to Address the Gifted and the Deficient Reader ·
Using
Fundations and Wilson to Serve
Deficient Readers ·
Using
Socratic Seminars in Secondary Content On November 30 and December 1, Dr. Bill Blokker, national consultant, returned to Chesapeake to
present seminars on the topic “Differentiated Instruction.” In this seminar, approximately 100
administrators learned about differentiated instruction in terms of its
purpose, research basis, essential components, implementation obstacles that
must be overcome, and the role of the building leadership team when
implementing differentiated instruction. On January 16, Gayle Gregory, national consultant,
presented a seminar on the topic “Differentiated Instruction: One Size Doesn’t Fit All.” In this seminar, approximately 90
administrators
examined current cognitive research on how humans learn and make meaning,
reviewed theories of Multiple and Emotional Intelligence, and explored
instructional strategies that support how the brain learns and retains
information. On February 28 and March 1, Marcia Tate,
national consultant, presented seminars on the topic “Differentiated
Instruction and Literacy Strategies That Engage the Brain.” In this seminar, approximately 230 teachers
and administrators were immersed in brain-based hands-on techniques that help
educators to teach reading in relevant, motivating, and engaging ways! Schools That Participated in the
Leadership for Literacy Initiative
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