Teacher

Topics: Education, Educational psychology, Educational years Pages: 5 (1471 words) Published: July 24, 2013
References
Elish-Piper, L., L'Allier, S. K., & Zwart, M. (2008). Literacy Coaching: Challenges and Promising Practices for Success. Illinois Reading Council Journal, 37(1), 10-21. L’Allier, S., Elish-Piper, L., & Bean, R. M. (2010). What Matters for Elementary Literacy Coaching? Guiding Principles for Instructional Improvement and Student Achievement. Reading Teacher, 63(7), 544-554. Shanaban, T., & Shanaban, C., (2012). What is Disciplinary Literacy and Why Does it Matter? Top Lang Disorders, 32, 7-18


Case Study
Teacher# At Risk Students# Limited Proficiency# Proficient#Exceeding Proficiency Lilian 5 10 11 4
Duane 7 7 14 1
Jesse 3 3 19 5
Angie 6 10 10 2
Totals 21 30 54 12

School’s Reading Goal:
* All students improve a grade level or more on Individual Reading Inventories

Professional Development (PD) Focus:
*All strategies presented in PD are geared towards reaching this goal.

Individual Teacher Approaches:
*The third grade teachers have used second grade test scores to identify that their students are weak in the area of comprehension Dawn has presented a strategy called Question Answer Relationships to help improve comprehension in students. The strategy helps students to learn to identify what kind of question is being asked to assist them in strategically finding the answer. Angie Heppner is a first year teacher who participates in the mandatory district teacher induction program. The induction program includes meeting with her mentor teacher, who is released from the classroom full time. The mentor teacher and Angie use data collected from classroom observation to set goals to work on in the classroom.

The Participants
Literacy Coach
Dawn Benke works with 2nd and 3rd grade teachers as a literacy coach at a K-6

Teacher #1
Lillian Kurz has 31 students in her class, with five of her students falling far below in reading as identified through test data, 10 students approaching, 11 students meeting and four students exceeding.

My comments:
I totally understand the reasoning for Lilian not being offered the coach’s position. Based on her class data, it is evident that she is an effective teacher, and is very much valued in her grade level. She is working with a rather large class, which is difficult to consistently provide meaningful instructional activities as she would like to (particularly if she is dealing with behavioral issues).

Teacher #2
Duane Keller has 29 students, with seven of his students falling far below in reading, seven approaching, 14 students meeting, and one student exceeding. My comments:
I think the Duane seems to know what he is doing, based on the reading distribution data for his class. In addition, if it is not already being done, I think that a reading intervention time should be included in the daily schedule. The interventionist should be Duane, as those are his students and he would be better able to keep up with their progress and make connections with other grade level work being done in the classroom.

Teacher #3
Jesse Vree’s class consists of 20 her students. She has three students who are falling far below, three students who are approaching, 19 students who are meeting and five students who are exceeding.

My comments:
WWOW! Jesse’s students are doing great! Based on her data, I think that Dawn should encourage her to share what works for her. Those three students, who are falling below, may have issues that need to be addressed by someone other than the classroom teacher. In some cases learning disabilities become clearing apparent as instruction intensifies.

Teacher #4
Angie Heppner has 28 students; six of whom are falling far below, 10 who are approaching, 10 who are meeting, and two are exceeding. My comments:
Angie is one lucky first-year...


References: Elish-Piper, L., L 'Allier, S. K., & Zwart, M. (2008). Literacy Coaching: Challenges and Promising Practices for Success. Illinois Reading Council Journal, 37(1), 10-21.
L’Allier, S., Elish-Piper, L., & Bean, R
Shanaban, T., & Shanaban, C., (2012). What is Disciplinary Literacy and Why Does it
Matter? Top Lang Disorders, 32, 7-18
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