2010 Teacher Leader Institute

Concurrent Session Descriptions

Implementation Strand
Saturday, February 6, 2010
2:45 - 4:15 pm
 
1) Dual Language: Impact to Reading Recovery/DLL Implementation
From Texas Woman's University, Denton, TX:
Yvonne Rodriguez, Reading Recovery trainer
Cynthia Rodriguez, Reading Recovery trainer
Dual language programs are increasing across the US in response to closing the achievement gap of ELL students. This session provides a framework of how to address the literacy needs of ELL students enrolled in dual language programs and receiving either Reading Recovery or DLL intervention.

2) Reading Achievement: An Example of Literacy Lessons for Other Populations
Barbara Honchell, Reading Recovery trainer, University North Carolina Wilmington, Wilmington, NC
Clay has provided us with an opportunity to explore using our knowledge of literacy learning with a variety of children. Reading Achievement is an example of an intervention designed for older at risk readers using the principles of Reading Recovery. This model provides an example of how to adapt our knowledge as Reading Recovery teachers for use with another group of children with literacy needs.

3) Exploring the Two Positive Outcomes of Reading Recovery as a Framework for Implementing a Response to Intervention (RTI)
Clifford Johnson, Reading Recovery trainer, Georgia State University, Atlanta, GA
From The University of South Dakota, Vermillion, SD:
Garreth Zalud, Reading Recovery trainer
Mary Collins, Reading Recovery teacher leader
Response to Intervention (RTI) is a general education initiative that is often misunderstood as a special education enterprise. Explore how the two positive outcomes of Reading Recovery are foundational to any RTI implementation.

4) Piloting Literacy Lessons: Insights from the OSU Experience
From The Ohio State University, Columbus, OH:
Emily Rodgers, Reading Recovery trainer
Patricia Scharer, Reading Recovery trainer

The presenters will describe the design of the OSU pilot of Literacy Lessons and share insights gained from three years of piloting this new professional development with specialist teachers.

5) Data Driven Decisions Determine Outcome
Barbara Schubert, Reading Recovery trainer, University of Arkansas at Little Rock, Little Rock, AR
Why do some children move through a series of Reading Recovery lessons with ease and reach a satisfactory outcome while others struggle with fits and starts and never reach a satisfactory outcome? Is it the teacher? Is it the child? Is it the books? Is it ineffective use of data? This session will explore the links between Running Record data, book selection and instructional competence in reading the data in order to ensure maximum benefit to the child from time spent in lessons.

Teaching Teachers Strand
Sunday, February 7, 2010
8:30 - 10:00 am

1) Relevant, Collaborative and Redirecting: Effective Professional Development for Experience Teachers
Ann Ballantyne, Reading Recovery trainer, New York University, New York, NY
Workshop session focuses on designing effective professional development sessions for trained teachers. Includes needs analysis, collaborative planning, thematic approaches, and teacher leader leadership role. There will be practice opportunities. Reference: Teacher Leader resource paper.

2) Planning Effective Teaching and Learning Contexts for Reading Recovery Teachers
Nancy Anderson, Reading Recovery trainer, Texas Woman's University, Denton, TX
Set up effective teaching and learning contexts across the Reading Recovery
professional development model. Use a theory-based framework in order to help
teachers develop skilled decision-making systems.
 

3) Change Over Time in Learning
From The Ohio State University, Columbus, OH:
Lea McGee, Reading Recovery trainer
Mary Fried, Reading Recovery trainer

The purpose of this session is to present theory and research findings about change over time in children’s strategic activities in reading. In several places in Clay’s work, she described possible changes that may take place in both reading and writing as children progress through early, middle, and late learning. We have collected running records from over 70 children reading the same books at levels 3, 5, 7, 9, 12, and beyond and have analyzed several pathways of change. During the session, we will present the various pathways that children take at these various text levels and discuss implications for professional development.

4) Matching Text to Reader: Book Introduction Considerations for English Language Learners
From Texas Woman's University, Denton, TX:
Yvonne Rodriguez, Reading Recovery trainer
Cynthia Rodriguez, Reading Recovery trainer

This session will examine how teacher leaders can support RR/DLL teachers to identify vocabulary, grammatical structures, and cohesive devices within a text that may be difficult for ELLs. Careful analysis of text and crafting of a book introduction can assist ELLs to understand the text.

5) Using Reflective Practice to Support Changes in Teacher Knowledge
From Texas Woman's University, Denton, TX:
Anne Simpson, Reading Recovery trainer
Betsy Kaye, Reading Recovery trainer

How can teacher leaders reflect on practices that support teachers’ movement from declarative knowledge to reflective knowledge as they deal with the complexities of literacy learning? This session will provide a framework for thinking about our leading that contributes to changes in teacher knowledge in Reading Recovery.