D188 Task 1

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Western Oregon University *

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D188

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Psychology

Date

Oct 30, 2023

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pdf

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Uploaded by emilycalcagno

2051.3.1: Collaborating with Team Members to Improve Teaching and Learning Emily C Calcagno MSCIN Program, Western Governors University D188: The Collaborative Leader Professor: Terrance Siler October 2023

Instructional Goals An instructional goal is identified, including the related grade level and content material. The explanation addresses how the instructional goal will plausibly support student learning, thinking, and engagement. Instructional Goal: An instructional goal for my kindergarten classroom is to implement the phonics program UFLI (University of Florida Literacy Institute) into my daily phonics instruction and use the UFLI progress monitoring assessment every Friday of the 2023/2024 school year to monitor students' overall comprehension of the lessons taught Monday- Friday. With the implementation of UFLI, my students will be using their grade-level knowledge from the given UFI lessons to decode words in their reading and writing. This goal will support students' learning and thinking because UFLI is an evidence-based program that aligns with the science of reading and was created to explicitly teach K-2 students the foundations of reading as well as an intervention program from 3-5. Lessons are broken up into 2 parts and instruction includes phonemic awareness, visual, auditory, and blending drills, new concept (introduce letter and word(s) of the week), word work, irregular words, connected text (decodable books). (UFLI, 1998) The UFLI website states the following about their impact, “ The University of Florida Literacy Institute (UFLI, pronounced "you fly") is an ongoing effort by UF faculty, students, and staff to improve literacy outcomes for children who struggle to read by addressing two key areas: teacher development and reader development. ” (UFLI, 1998) UFLI is designed to support educators with their reading instruction and give them the tools to provide students with effective, evidence-based instruction to support students reading skills and close learning gaps. By implementing the UFLI program into my daily phonics instruction it will help promote student engagement in a variety of ways. One way is the use of hands-on manipulatives. Each student will have a word work mat with one side dry-erase and the other side having magnetic letters to build words out of sounds that were taught during weekly instruction. Students will also be given a dry-erase marker and eraser to practice writing letters and words, as well as mini mirrors to look at their mouth movements when saying letter sounds and words. Lastly, most of the content is student led. This includes call and response, having students come up to the projected whiteboard and read off the given PowerPoint slides using a pointer stick, and writing in the empty sections of words and sentences using a digital blending board. Grade Level: Kindergarten Content Material: • UFLI Daily Slides • Computer and Wi-Fi • Projector • UFLI Manual • Word Work Mats (Class set)

• Dry-Erase Markers (Class set) • Whiteboard Erasers (Class set) • Mini Mirrors (Class set) Instructional Strategies The description addresses 2 relevant instructional strategies that will be used to help students achieve the instructional goal. One instructional strategy I will implement to help my students achieve the instructional goal is to follow UFLI’s kindergarten scope and sequence for daily instruction and implement the suggested lessons into my daily instruction for phonics. By following the kindergarten scope and sequence, it allows me to instruct students at their level and provide them with instruction that is appropriate for their age and cognitive development that aligns with state standards for kidnergarten. Another strategy I will implement to help my students achieve the instructional goal is to provide my students with a weekly progress monitoring assessment to help guide me in creating the proper enrichment and intervention support for my students. By using the data from the progress monitoring assessments, it can also help guide me with future whole group instruction that will provide my students with the greatest learning outcomes. Vision The description of the vision of how students will interpret, interact with, and respond to the teaching includes plausible responses to each of the given components. • Where you think students might get stuck? I think students might get stuck on the irregular words section of the UFLI lessons. The words that are presented are not words that can be easily blended using its regular sound, but instead words that are referred to as “ heart words ,” where students will remember the words by “heart.” Due to these words being irregular, I believe students may get stuck on this section of the UFLI lessons but will eventually grasp this concept with practice. • What questions might students ask? - “ What sound does _____ make?” - “How do I write the letter _____?” - “What letter spells______?” - “Why do vowels have more than 1 sound?” - “How do you spell the word______?” - “What is a heart word?” - “Why do we learn sounds?” - “Why do we learn words?” • What you anticipate will go well for students?

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I anticipate that using the word work mats will go well for students because students will be able to take ownership of their learning and apply their learning using a hands-on approach. Students will be able to practice writing single letters, words and build words using their word works mats. I also believe the connected text section will go well for students because they are all given a physical decodable book and able to practice the skills they have learned and apply it to learning how to read. This section suggests using a gradual release model which includes the teacher reading a page, then students then read the page aloud as a group. Once all the pages are read, students will then work in pairs to read the book again in small groups. By showing students clear expectations, it allows students to know exactly what is expected of them and gives them stability and confidence to work on their own. Goal Achievement The description includes specific, measurable examples of how the candidate will know the instructional goal has been met. I will measure that my students have achieved the instructional goal through daily observations and taking notes, and weekly progress monitoring assessments to track students' growth and see how I can support them further. Through my daily observations, I will check off students who need more support with each section of UFLI’s lessons (phonemic awareness, visual, auditory, and blending drills, new concept (introduce letter and word(s) of the week), word work, irregular words, connected text (decodable books)). With the support of my notes/checklists and progress monitoring, I can create small group enrichment and intervention groups and help guide my students to not only understand the content but meet their learning goal. Collaborators The submission identifies the roles of the collaborators and logically explains what each collaborator will contribute to the project. My collaboration plan involves myself, my 3 kindergarten teacher teammates, our school's reading interventionalist teacher and our school's instructional coach. My kindergarten team and I will contribute to the project by meeting weekly in our PLC (Professional Learning Communities) to collaborate on planning and analyzing our student's data. Each of us will play a role for each PLC. The roles include: timekeeper, facilitator, note taker, and parking lot note taker (takes notes on non-priority questions teammates have mid meeting that can be revisited at the end of the meeting.) My school’s reading interventionalist teacher will contribute by providing additional support such as running additional intervention groups, as well as materials and supplies that can benefit myself and my teammates with our phonics instruction. Lastly, our schools instructional coach will contribute to the project by providing additional support with overall understanding of the UFLI program; assistance with navigating

the website and manual, guidance with instructional advice and techniques, and support with instruction for example observing or co-teaching. Collaboration Model The submission identifies a collaboration model that aligns with the instructional goal from part A. The collaboration model I will use to achieve my instructional goal is working with my kindergarten team in a community of practice . In the journal Creative tension: Turn the challenges of learning together into opportunities explains a community of practice as “e ffective and authentic communities of practice in schools have the potential to support teachers in improving their instructional practices around perennial challenges ” (Dobbs. et.al., 2016). This collaboration model allows me and my colleagues to work together to find gaps in students learning and our instruction and find solutions to these problems as a team. Justification The justification provides specific, relevant support to address how the method of collaboration from part B2 will be effective in helping to achieve the instructional goal . By using the collaborative model of community practice , it will help me to effectively achieve my instructional goal because it allows me to collaborate with my colleagues and reflect on student outcomes and work together to see what is working and what needs to be adjusted for students to learn to their fullest potential. When working hand in hand with my colleagues, it allows us to share our strengths and suggestions for lessons and allows us to learn from one another and grow. By working in collaboration, it allows us to strategize instructional approaches that will benefit our students, meet learning needs, and accomplish student goals. Implementation The discussion addresses how the collaboration plan from parts B1 and B2 will plausibly be implemented. I will implement the collaborative model of community practice by meeting every Tuesday morning before school to reflect on our students' successes and struggles, examine our classroom data, and making instructional decisions that will positively impact our students ’ success for upcoming lessons. If we are all struggling with specific components of our instruction, we can reach out to our schools reading interventionist and instructional coach for further support. We will also meet Fridays in a guided PLC (Professional Learning Communities) and focus on planning and student data and take formal notes that will be shared among our team, building administration, reading interventionalist and instructional coach. These notes will allow us as a team to easily reference our notes throughout the school year to monitor and compare student growth to ensure goals are being met. Collaboration Assessment

The description addresses how the candidate will plausibly assess whether the collaboration helped to achieve the instructional goal. I will assess whether the collaboration model of community practice helped to achieve the instructional goal by continuing to collect and analyze our student's data, and monitoring student growth towards the instructional phonics goal using weekly progress monitoring reports, notes/student check lists from each lesson and small group observation notes. Every week after examining data, we will discuss what is improving and what may still need improvement within instruction. We will also reflect on our previous community practice notes and determine if there has been improvement on specific instructional practices we previously discuss, or if we need to brainstorm new instructional approaches to ensure that students are retaining knowledge and working towards achieving the instructional goal. Reflection of Success The submission addresses the success of the collaboration plan, including whether the candidate was able to achieve the instructional goal from part A. The collaboration plan I chose of holding a weekly community practice on top of a PLC was beneficial for myself, my teammates, and my students. By collaborating as a team multiple times, a week, it allowed my teammates and I to reflect on student success and to modify lessons accordingly to ensure students are receiving effective reading instruction. Another success of meeting weekly with my teammates was we were able to see tremendous growth from our students and begin to see most students meet our instructional goal of decoding words in their reading and writing. Collaborator Feedback The submission summarizes the feedback received from each of the collaborators identified in part B1. • Teammates Feedback: Teamate 1: appreciated how we met multiple times a week in a community practice and professional learning community because it allowed her to feel like she was using her prep time effectively and with a purpose. Teammate 2: appreciated the structure and consistency of the meetings. She liked how every meeting had a purpose and a mission in mind, and how meetings flowed smoothly due to the structure. Teammate 3: agreed with the previous teammates but also added that she learned so much from us and appreciates that we all had an open mind throughout the entire process. She appreciates the respect we gave one another and willingness to change, grow and adapt to new instructional approaches. • Reading Interventionalist Feedback:

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My reading interventionalist appreciated the frequency and structure of our meetings. She said that we always came prepared with multiple forms of data to ensure that we are focusing on all angles of student learning. Due to being prepared and having structured meetings, it allowed her to know exactly what support she can give and additional resources to provide. She also appreciated the specific feedback of how UFLI is going within our classrooms and what is working/not working. This allowed her to bring specific questions to district meetings and train to support us further. • Instructional Coach Feedback: My instructional coach agreed with our reading interventionalist and added that she enjoyed being able to work hand in hand with us by observing and co-teaching to support student success. She appreicated our willingness to grow and learn and added that as a team she appreciates our positivity and flexibility. Instead of complaining about what went wrong in lessons, she said that we approached problems that arise with optimism and eagerness to collaborate and grow. One thing she would like to change is being able to join more of our team PLCs (Professional Learning Communities) and community practice meetings to feel more included in data discussion and helping us brainstorm instructional practices to try. Success Factor The submission identifies 1 relevant factor that contributed to the success of the collaboration and plausibly justifies how this factor contributed to the plan’s success using specific feedback from part C1 and personal observations. One factor that I felt contributed to the success of my team's collaboration plan was meeting frequently to discuss current problems our students were facing during and after instruction and working together to help solve these problems in a timely and effective manner. A personal observation I made based on the implementation of the collaboration plan was that I felt more supported working within my team and eager to learn new techniques from my teammates. I also observed that meeting frequently allowed myself and my teammates to feel productive and proactive to accomplish our instructional goal. The frequency and structure of our meetings allowed my team and I to work with a purpose, and to reflect in a timely manner to ensure our students are being supported efficiently and effectively. Another factor that contributed to the success of my team's collaboration plan was how structured and organized each meeting was. Each teammate has a role: timekeeper, facilitator, note taker, and parking lot note taker (takes notes on non-priority questions teammates have mid meeting that can be revisited at the end of the meeting.). By giving each teammate a role, it allows us all to have a purpose for each meeting, to stay on track, and ensure our meeting is purposeful and effective in meeting our instruction goals. Our instructional coach and reading interventionist emphasized their appreciation for the structure, organization, and purpose each of the meetings had and how smoothly they ran to ensure student goals are being met. Future Implementation The submission identifies 1 relevant factor that would be done differently in the future if the candidate were to collaborate again for a different goal and plausibly justifies why the

collaboration would be done differently using specific feedback from part C1 and personal observations. One factor that I would do differently if I were to collaborate again in the future for a different goal is to include our schools K-1 ELD (English Language Development) teacher in our team's collaboration plan to support our students who identify as English language learners. My classroom has 8/17 students that receive ELD services with 4/17 students being newcomers (recently to the United States from other countries). With the support of our schools ELD teacher, they can supply resources and additional supports on how to help students whose first language is not English. An observation I made during instruction is how hard my ELD students work to keep up with the rest of the class, and how tiring it can be for them. I notice that a few of my English language learners become easily disengaged and distracted during phonics instruction and have a hard time focusing. I believe that with ELD support, we can brainstorm ideas as a team on how we can support these students and differentiate to meet their educational needs. References Dobbs, C. L., Ippolito, J., & Charner-Laird, M. (2016). Creative tension: Turn the challenges of learning together into opportunities. Journal of Staff Development , 37(6), 28 – 31. UFLI. “UF Literacy Institute | Where Teacher Development and Reader Development Overlap.” University of Florida Literacy Institute, 1998, ufli.education.ufl.edu/wp- content/uploads/2022/03/About-UFLI.pdf.