Generative Professional Development to Support Literacy Teaching and Learning

• In Event: Addressing the Challenges of Early Literacy Teaching and Learning: Report From a Multisite, Multiyear Initiative

Abstract

Read East Harlem is a grant-funded, collaboration between literacy educators at the Hunter College and CSD 4, NYC. Drawing upon experiences as literacy educators Read EH provides professional development and coaching for K -2 teachers with the objective of ensuring that the teachers become leaders in literacy whose students become proficient readers.

Darling-Hammond, Hyler, and Gardner (2017), in a synthesis of recent research, define effective PD as ‘structured professional learning that results in changes to teacher practices and improvements in student learning outcomes’ (p. 1). They find that effective professional development is ‘content focused, incorporates active learning…supports collaboration, typically job-embedded contexts, uses models and coaching of effective practice, provides coaching and expert support, offers opportunities for feedback and reflection, is of sustained duration’ (p. 1).

This project builds upon current research.The premise is participation in professional development combined with coaching that takes a collaborative, problem-solving, strategic approach will likely result in changes in teachers’ literacy practices leading to positive changes in students’ literacy achievement.

The project uses an inquiry focus and action plan, starting with a question or problem identified by teachers. Professional development meetings which take place 8- 10 times during the school year is combined with follow-up one-on-one modeling and coaching in teachers’ classrooms. During the pilot year of the project, three literacy specialists worked with second-grade teachers in three schools to investigate the strengths and challenges of their curricula and literacy practices. In Year 2, we added 38-second grade teachers in 10 schools and in year 3 introduce teacher literacy leaders in each school and expand to work with K and first grade teachers.

We collected qualitative data to learn about the process by which teachers made changes to their instructional practices, our first research question. Qualitative data included, the following: professional development exit slips, student work samples, observations and field notes. To assess changes in teachers’ efficacy we used a survey provided by the funders. we collected data about changes in students’ literacy proficiency with a focus on comprehension and vocabulary using the Concepts of Comprehension Assessment (COCA) and teacher-administered Fountas and Pinnell reading levels.

After three years of the project analysis of teacher data themes that emerged were increased knowledge of literacy practices, understanding and application of specific literacy strategies, detailed knowledge of their students’ literacy profiles, and an enhanced ability to collaborate in a professional learning community. Analysis of the survey data demonstrate statistically significant increase in teacher efficacy. Student data demonstrates statistically significant growth on the COCA and, on average, students increased their running record reading scores approximately 128%.

Data demonstrated that teachers’ knowledge of literacy and literacy practices were modified by exposure to professional development sessions, school-based, inquiry work and observation and coaching by the literacy specialists. Teachers learned how to better assess the fit of their curriculum with the needs and interests of their students. Similar to the findings of Peck (2010) and Fisher, Frey, and Nelson (2012), there were changes in the literacy skills and achievement of their students.

Authors

• Jenny Tuten, Hunter College - CUNY

• Sherryl B. Graves, Hunter College School of Education