September+30,+2008

toc =Logistics=
 * Date:** September 30, 2008


 * Location:** Hattie Mae White Board Auditorium

=**Agenda**= Parking Lot || To review shared norms for working & learning together  ||  List  ||  Norms on chart paper & on slide  ||  Stephanie Sandifer  ||  || Literacy Commitments  ||  To understand new protocol for sharing the commitments with teachers and to learn about delivery of posters & flipcharts to campuses. || Lecture / Review of handout || Protocol handout  ||  Paula Pierre  || || Video, laptop, projector, walk-through handout  ||  Tina Angelo & Paula Pierre  || 1:55 - 2:00 || Introduction to Panel || To introduce the members of the veteran panel. || Brief Bio including School and Experience ||  ||   || 2:00 - 2:05 || Journaling || To give each coach a few minutes to reflect in journals on first few weeks of coaching. || · In your journal, take three (3) minutes to reflect on your first few weeks as a Literacy Coach. How would you describe, in narrative form, this experience so far? · Take two more minutes to review what you have written and to CIRCLE words or phrases that reflect a moment or experience in which you would have benefited from the guidance of a mentor. What are your "mentor moments"? ||  || Stephanie Sandifer || 2:05 - 2:20 || Mentor Moments || To develop two questions within each group based on individual "mentor moments". || · Use a "round robin" process to share your "Mentor Moments" with your group at your tables. · Have one person scribe your "Mentor Moments" as they are shared. · As a group, review the collective "Mentor Moments" and identify commonalities or moments that overlap or can be combined into a category or theme. · Decide on two that would be most helpful to have answered for everyone in your group. || 11x17 paper || Stephanie Sandifer || 2:20 - 3:10 || Panel Discussion || Panel will address questions from the literacy coaches. || Each group will share one of their questions until all groups have asked at least one question. Repeat for any remaining questions. Additional questions that occur as a result of the response of the panel members should be written down and added to the parking lot. ||  || Stephanie Sandifer || 3:10 - 3:15 || Parking Lot || To address questions from the Parking Lot || Redistribute Diagnostic Literacy Rosters ||   || Tina Angelo || 3:15 - 3:25 || Debrief Literacy Commitments || To debrief the use of Literacy Commitments during the meeting. ||  ||   || Tina Angelo  || 3:35 – 3:30 || Reflections  ||  ||  Please use your Journals or the online form (see wiki) to reflect on the following questions: 1. What worked? 2. What didn’t work? 3. What will you take back to your campus? || ||  || media type="custom" key="2071318" =Reflections=
 * **When?** || **What?** || **Why?** || **How?** || **What do I need?** || **Who?** ||
 * // Time for activity // || // Name of activity // || // Objectives for activity // || // Methodology detail // || // Materials, supplies, handouts // || // Facilitator(s) // ||
 * 8:30 - 8:37 12:30 - 12:37  ||  Video  ||  Warm-up ||  As you watch the video clip, use your journal to write what you normally would, or what you think you normally would, when visiting a classroom. ||  CD with video, projector  ||  Tina Angelo  ||
 * 8:37 - 8:40 12:37 – 12:40  ||  Norms
 * 8:40 - 8:50 12:40 – 12:50  || Connections  ||  To connect whatever we have been focusing on with the work we are doing today.  || Connections Protocol  ||  ||  Tina Angelo  ||
 * 8:50 - 9:00 12:50 – 1:00
 * 9:00 - 9:05 1:00 - 1:05  ||  Walk-Through Form  ||  To understand how to use the new walk-through form to collect walk-through data about your campus.  || Lecture / Review of Form ||  Walk-through handout  ||  Paula Pierre  ||
 * 9:05 - 9:10 1:05 – 1:10  ||  Video  ||  To practice use of the walk-through form using a video of a classroom.  ||  Watch video and use the form to capture notes on any Literacy Commitments that you see being used in the lesson.
 * 9:10 - 9:20 1:10 – 1:20  ||  Observation Discussion  ||  To develop shared understanding of observations.  ||  .In groups at your table, discuss your observations. Did you all observe the same things? If not, discuss what you saw differently and why different members of the group came to different conclusions  ||  ||  Tina Angelo  ||
 * 9:20 - 9:40 1:20 – 1:40 ||  Debrief  ||  To debrief the work around the new walk-through form and the literacy commitments.  ||  ||  ||  ||
 * ** 9:40 - 9:55 **** / **** 1:40 – 1:55 **** -- **** BREAK ** ||
 * 9:55 - 10:00
 * 10:00 - 10:05
 * 10:05 - 10:20
 * 10:20 - 11:10
 * 11:10 - 11:15
 * 11:15 - 11:25
 * 11:25 - 11:30

media type="custom" key="2071322" =**Meeting Notes**=

Of the 80 members, 49 were able to attend this make-up session: 20 attended the a.m. session 29 attended the p.m. session The meeting had two areas of focus: use of a Literacy Commitment Walk-through form and an opportunity to ask “burning” questions of a panel of veteran literacy coaches. Actions that will be taken as a result of feedback from this meeting include:
 * **Our next meeting will be Tuesday, October 7 in the Board Auditorium of the Hattie Mae White ESC (you may choose either the 8:30-11:30 or the 12:30-3:30 session). We will be working with all four of the secondary core curriculum content managers to identify Literacy Commitment strategies in the HAPGs of each content.**  **
 * Coaches were given an ****expanded protocol**** to use with the Literacy Commitment protocol found within the flip chart. The additions (see attached) were a direct result of feedback obtained from the coaches at the last meeting. The additions provide for an introductory “text walk” feature and a concluding “debrief” feature.
 * Coaches viewed two video clips of classroom teachers in order to practice their use of a newly developed Literacy Commitment Walk-through form (see attached). This form is to be use:
 * For quick 3-5 minute walk-throughs
 * To inform the practice of the coach (looking for campus or departmental trends, rigor and student engagement)
 * (Another form will be distributed and practiced later which is intended to be used for a longer classroom visit and to be used as data for a conversation with teachers)
 * After journaling time, coaches conferred with their table members to compose two “burning” questions that they would like to ask a panel of veteran literacy coaches
 * Questions posed to and addressed by the panel included:
 * What is the best way to get “buy in” from content teachers?
 * How can I keep up with the latest literacy research?
 * How do I give feedback to my teachers after an observation?
 * How can I keep my administrators informed?
 * How can I educate my teachers on my role as a literacy coach?
 * How do I juggle my “literacy” duties from my “other duties as assigned”?
 * How will literacy coaches be assessed and by whom?
 * How should I document my work?
 * Identifying a list of veteran literacy coaches who are willing to serve as mentors and have other coaches shadow them
 * Sending the Literacy Commitment Walk-through form electronically so coaches can enlarge the comment area as needed.
 * Creating and sharing a bank of web addresses that offer video clips of classroom teachers in action so coaches and teachers can practice using the Literacy Commitment Walk-through form
 * Focusing part of a Literacy Support Network meeting on Lexiles and how to use them to differentiate content instruction