Scheduling Keys to Literacy Follow Up

I, We, You Model for Follow Up Professional Development

The ultimate goal of professional development is for teachers to successfully and independently incorporate Keys to Literacy instructional practices so that student literacy skills improve. Decisions about the types of sessions to schedule for your school should be based on the individual needs of teachers and where they are along the I, We, You adoption continuum. As a coach, you can play an important role in helping the building administrator make these decisions. Keys to Literacy Trainers are experts in recognizing the follow up needs of teachers, and we encourage you to consult with them to determine the best choices for follow up. The types of follow up are presented in the chart below.

Stage / Type of Follow-Up Provided by Keys to Literacy Trainers
I / ·  Conduct refresher/review workshops of concepts already covered in initial training
·  Share and discuss examples of activities and lessons using the KTL program
·  Model instruction of a KTL strategy using a sample lesson with students
·  Show and discuss videos of teachers presenting lessons using KTL strategies to students
We / ·  Facilitate guided practice sessions with individuals or groups of teachers – provide support as teachers develop lessons using the KTL strategies
·  Co-teach a lesson to students – teacher presents content, trainer presents strategy
·  Consult with building administrator and building coaches to develop PD plans
You / ·  Facilitate small-group sessions – teachers share what they have tried, their challenges and successes, goals, etc.
·  Meet with teachers individually to review what they have tried, challenges and successes, goals, etc.
·  Observe teachers presenting lessons using KTL strategies, and facilitate a debrief afterwards; peer teachers can participate in the observation and debrief

The format for follow up can be large groups, small groups, individual teachers, classroom observation, or classroom modeling. Trainers can work with teachers, coaches, or administrators during follow up.

The number of sessions in a day can range from several smaller time slots to full day. Keys to Literacy recognizes that teacher needs and daily school schedules vary, impacting how a day of follow up needs to be organized. Here are some sample daily schedules:

·  Two, half-day sessions

·  Three sessions, approx. 90 to 120 minutes each

·  Up to six sessions, approx. 50-60 minutes each

More than one type of follow up activity can be scheduled per day (up to a maximum of 3 different types).

Keys to Literacy uses the form on the next page to schedule a day of follow-up sessions. The trainer assigned to your follow up will use this form to prepare and deliver the professional development day. It is therefore imperative that you complete a form in advance of each follow up day, with input from the Keys to Literacy Trainer. Samples of completed schedules are also included.

Keys to Literacy Follow Up Session – Scheduling Form

Date:______

District/School:______

Program Focus: ___Key Comprehension ___Key Vocabulary ___ Keys to Writing

___Close Reading ___ ANSWER Key to Extended Response

Note: Identify time for the trainer to meet with the building coaches and administrators.

Times / Location / Participants / Type, Description / I, We, or You Stage? / Notes for Trainer
Session #1
Session # 2
Session # 3
Trainer’s Lunch
Session # 4
Session # 5
Session # 6

This form is available at the KTL Coach and Administrator Resource Center: http://www.keystoliteracy.com/member-login/

Examples of Follow Up Schedules

Example 1

Keys to Literacy Follow Up Session – Scheduling Form

Program Focus: ___Key Comprehension ___Key Vocabulary _X_ Keys to Writing

___Close Reading ___ ANSWER Key to Extended Response

Times / Location / Participants / Type, Description / I, We, or You Stage? / Notes for Trainer
Session #1
8:30-9:50 / Room 12 / Grade 8 teachers, building coach / Refresher workshop about quick writes / I
Session # 2
10:00-11:20 / Library / Mary J, Jim C, Brad M, Karen L, Jay P-S, Jane T, Marco D / Refresher workshop about quick writes / I
11:20-11:45 / Cafeteria / Trainer’s Lunch
Session # 3
11:45-12:35 / Library / Intervention teachers (special ed, reading, classroom aids), building coach / Guided practice session – assist with development of writing scaffolds / We / These teachers want more ideas for how to support struggling writers in the content classroom
Session # 4
12:45-1:35 / Classroom #2B / Rhonda M – to be observed; Sue H, Marcy L, Bob W to sit in / Classroom observation of introductory lesson to students about writing effective introductions / You / Rhonda has agreed to have her peers sit in
Session # 5
1:45-2:15 / Teacher’s Lounge / Rhonda M, Sue H, Marcy L, Bob W to sit in / Debrief discussion for Rhonda’s observation / You
Session # 6
2:20-3:00 / Principal’s Office / Building coach, principal, assistant principal / Debrief the day, set plans for next follow up / We

Example 2

Keys to Literacy Follow Up Session – Scheduling Form

Program Focus: _X_Key Comprehension ___Key Vocabulary ___ Keys to Writing

___Close Reading ___ ANSWER Key to Extended Response

Times / Location / Participants / Type, Description / I, We, or You Stage? / Notes for Trainer
Session #1
8:10-10:30 / Cafeteria / All science teachers, building coach / Guided practice session to generate Key Comprehension lessons for summarizing and question generation / We / This is the first formal follow up for science teachers
Session # 2
10:35-11:15 / Conf. room at main office / 10:35 Mark S
10:55 Susan N / Individual meetings with teachers about use of summary in their classrooms / You / These 2 science teachers are committed to the program and requested individual time with the trainer
11:15- 11:45 / Conf. room / Trainer’s Lunch
Session # 3
11:45- 12:35 / Room 108 / Mark S’s gr. 9 science class; 5 science teachers to sit in, building coach / Model a lesson introducing summarizing to students / I
Session #4
12:40-1:10 / Principal’s Office / Principal, building coach / Assess stage of implementation for Key Comp and generate ideas for finding time for coach support / We
Session # 5
1:15- 2:05 / Room 202 / Melissa’s gr. 10 science class; 3 science teachers to sit in / Model the same summarizing lesson / I
Session # 6
2:05-2:50 / Room 15 / Building coach / Consult with coach for how to collect and share sample Key Comp lessons with everyone in the science dept / We

Example 3

Keys to Literacy Follow Up Session – Scheduling Form

Program Focus: ___Key Comprehension ___Key Vocabulary _X_ Keys to Writing

___Close Reading _X_ ANSWER Key to Extended Response

Times / Location / Participants / Type / I, We, or You Stage? / Notes for Trainer
Session #1
8:05-8:35 / Teacher Lounge / 3 building coaches / Consult with coaches / We
Session # 2
8:35-9-35 / Library / All grade 4 teachers, gr 4 building coach / Practice developing a lesson to introduce the ANSWER routine to students / We
Session # 3
9:45-10:45 / Library / All grade 5 teachers, gr 5 building coach / Practice developing a lesson to introduce the ANSWER routine to students / We
Session # 4
10:55- 11:55 / Library / All grade 6 teachers, gr 6 building coach / Practice developing a lesson to introduce the ANSWER routine to students / We
11:55- 12:30 / Cafeteria / Early Release for all students
Lunch served to full faculty, KTL Trainer invited
Session # 5
12:30- 2:45 / Cafeteria / All grades 4 to 6 teachers / Refresher workshop about the 3 types of writing; practice using a WAG to generate an opinion/argument writing assignment / I
We