Leading Learning by Taylor Rosemarye T.;

Author:Taylor, Rosemarye T.;
Language: eng
Format: epub
ISBN: 1993530
Publisher: Corwin Press
Published: 2010-08-15T00:00:00+00:00

Classroom expectations increased as teachers were expected to use research-based instruction. According to Patrick, this journey has continued. In conversations with teachers, the questions he consistently asks are:

What does the data say?

What did you/we do to get here?

Now what?

So what? (What are the conclusions and implications?)

With the expectations of consistently being asked these questions, faculty, staff, and administrators think more strategically and think systematically, understanding that reflection leading to improvement is expected. Supporting the expectation of improvement, all administrators conduct regular classroom walkthroughs using a district two-sided note card (5 × 8). The front of the note card has observational information and the back has boxes to check related to priorities: essential questions, vocabulary instruction, higher-order thinking, reading comprehension, data-driven instruction, reading/writing connection, and reading and writing strategies. Patrick indicates that this card is easy to use, focuses the walkthroughs, provides information for feedback, and keeps the focus of the follow-up discussions on what is important. This easy-to-use monitoring tool is represented in Resource F.

Furthermore, all teachers are responsible for students who are at risk. All teachers are on at least one student’s intervention team. They mentor, coach, tutor, or even assist students with transportation to school if necessary. The message of every student being successful, and the expectation for all adults to accomplish the success, makes a difference in student learning.

At the district level, an example of staff leadership strategizing for instructional consistency in reading intervention is Jada Askew in Memphis City Schools. As a middle school reading intervention teacher, she had experienced a lack of adequate professional development for success. She felt like she was alone and on her own in learning about and in implementing the reading intervention. As a result, when she was appointed to a district-level position responsible for implementation of a middle school reading intervention, Read 180 published by Scholastic, she created a replicable systematic process to ensure success of the teachers and greater learning gains by students. In 2008–2009, sixty teachers were involved with this professional development, teaching a total of 2,375 students in the program.

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