Systems for Change in Literacy Education: A Guide to Professional Development
Systems for Change offers specific - and, quite often, unique - suggestions for planning and implementing a literacy professional development course.
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Twice before, Carol Lyons and Gay Su Pinnell teamed up as coauthors and helped tens of thousands of literacy educators transform classroom practice. Now, with their latest collaboration, Lyons and Pinnell turn their eye to K-6 literacy teachers' professional development, offering the theories, designs, guidelines, examples, and materials needed to bring about schoolwide, long-lasting change. Lyons and Pinnell asked themselves: "What if we could create more and better ways for teachers to learn from their own teaching? What if we could provide high-quality, ongoing professional development and coaching for literacy teachers that result in improving their students' achievement?" Well, they could . . . and they did. Systems for Change offers specific - and, quite often, unique - suggestions for planning and implementing a literacy professional development course. Everything is covered, including how to get started the right way, what materials are needed and where to find them, what are the best activities for effective, hands-on practice, and how to develop K-6 inservice courses throughout the year. Particular emphasis is placed on how to help teachers of the reading and writing processes improve via coaching. Most books about teacher-education processes are generic in their descriptions. This one is different. It is uniquely designed to enable staff developers and teacher educators to help teachers become effective in their teaching of the reading and writing processes. A framework for conceptualizing professional development programs is presented, along with guidelines, descriptions, and examples for using this framework to create a comprehensive K-6 professional development literacy program.
AcknowledgementsIntroductionSect. 1Developing Teachers' Conceptual Knowledge and Skills1Ch. 1Understanding and Supporting Adult Learning2Ch. 2A Framework for the Effective Professional Development of Literacy Educators11Ch. 3Learning to Be Literate22Ch. 4Teaching Literacy: What Teachers Need to Know34Sect. 2Implementing High-Quality Professional Development43Ch. 5Organizing and Implementing a Professional Development System44Ch. 6Planning a Professional Development Course for Literacy Educators57Ch. 7Assessing the Classroom Context73Ch. 8Introducing, Demonstrating, and Trying New Procedures91Sect. 3Enabling Professional Development Through Coaching105Ch. 9Analyzing Teaching in Preparation for Coaching106Ch. 10Analyzing Literacy Teaching118Ch. 11Coaching for Shifts in Teaching138Ch. 12Establishing the Analytic/Reflective Cycle154Sect. 4Supporting Lasting Change169Ch. 13Supporting and Extending Learning170Ch. 14The Challenge of Professional Development182Ch. 15Design, Professional Development, and Performance Standards195Ch. 16Making the Most of What We Know207A Day of Learning219App. ALearning from Teachers and School-Based Teacher Educators229App. BDetailed Guided Reading and Interactive Writing Scales239App. C: Blank Forms247References255Index258
