IRA Commission on RTI Members: B. P. Laster, Ed.D. Doris Walker-Dalhouse, Ph.D. Susan Watts-Taffe, Ph.D RTI Webinar IRA Guiding Principle: Teacher Expertise.

IRA Commission on RTI Members:B. P. Laster, Ed.D.

Doris Walker-Dalhouse, Ph.D.Susan Watts-Taffe, Ph.D

RTI WebinarIRA Guiding Principle:

Teacher Expertise

USING THE CHAT BOX, PLEASE TELL US:

WHO ARE YOU? WHAT IS YOUR POSITION? HOW MANY YEARS HAVE YOU BEEN AN EDUCATOR?  IN WHAT TYPE OF SETTING DO YOU WORK (e.g. URBAN, RURAL)?

Who We Are & Why We’re Here

B. P. Laster, ProfessorTowson University

Doris Walker-Dalhouse, Associate ProfessorMarquette University

Susan Watts-Taffe, Associate ProfessorUniversity of Cincinnati

Shared Experiences: Reading diagnosis and remediation; Preservice and inservice teacher education and professional development; Membership on IRA’s Commission on Response to Intervention

The Charge of the Commission on RTI

(2008-2011)

• Develop a framework of core principles that represents the best interests of all children, effective teacher practices, and the wealth of knowledge across IRA. Bring to this conversation, perspectives from diverse partners, members, and constituencies.

IRA’s Guiding Principles for RTI

1. Instruction2. Responsive Teaching and Differentiation  3. Assessment4. Collaboration5. Systemic and Comprehensive Approaches6. Teacher Expertise

Download webinar Powerpoints at  www.reading.org

Potential Outcomes of This Webinar

• Expanded thought and conversation about issues related to Teacher Expertise, related to RTI

• Sharing ideas and resources

Use the chat box to add your ideas!

“Teacher expertiseis the most important factor 

in improving students' learning.”

(Darling-Hammond & Mc Laughlin, 1999)

   Novice                           Expert         

As teachers, we all are on a continuum of growth and development with variation in

breadth and depth of knowledge, instructional skills and strategies, and dispositions toward

teaching and learning.

The CHALLENGE of being a teacher

"Trying to characterize the nature and development of the complex knowledge

base needed for any profession is a challenge, and teaching is no

different." (Callahan, Griffo & Pearson, 2009, p.37)

Important Dimensions of Teacher Expertise

• What do you think are the key dimensions of teacher expertise?

• Please mention what you teach/your instructional role in your answer.

Teacher Expertise is central to instructional improvement. RTI is an opportunity to involve all stakeholders in instructional improvement.   

The IRA Guiding Principle on Teacher Expertise states:

RTI may involve a range of professionals; however, the greater the literacy difficulty, the greater the need for expertise in literacy teaching and learning.

Teacher expertise is central to instructional improvement, particularly for students who encounter difficulty in acquiring language and literacy.

IRA Guiding Principles

Important Dimensions of Teacher Expertise

THE ABILITY TO

•  use powerful assessment tools and techniques

 • translate information about student

performance into instructionally relevant techniques

• observe and respond to student learning with differentiated instruction

IRA Guiding Principles

Important Dimensions of Teacher Expertise 

Exemplary CORE instruction that is so essential to the success of RTI is dependent on highly knowledgeable and skilled classroom teachers (IRA, 2003). [IRA webinar on selecting and using Core Reading Programs, June 3, 2010, 8 to 9 p.m. EST]

IRA Guiding Principles

Important Dimensions of Teacher Expertise

Professionals who provide SUPPLEMENTAL instruction or INTERVENTION  need "high level of expertise in all aspects of language and literacy instruction, and assessment, and be capable of intensifying or accelerating language and literacy learning.

Resources

Successful Approaches to RTI: Collaborative Practices for Improving K-12 LiteracyMarjorie Lipson and Karen Wixson (Eds). IRA, 2010.  RTI in Literacy: Responsive and ComprehensivePeter Johnson (Editor), IRA, 2010(See especially chapters by Linda Dorn & Donna Scanlon)

IRA Guiding Principles

Important Dimensions of Teacher Expertise

Success for culturally and linguistically diverse students depends on teachers and support personnel who are well prepared to teach in a variety of settings. Deep knowledge of cultural and linguistic differences is especially critical for the prevention of language and literacy

problems in diverse student populations. 

Resources

http://www.learner.orgTeaching Reading 3-5 Workshop series; Workshops 6 and 7 on Teaching Diverse Learners featuring Dorothy Strickland and Teaching English Language Learners featuring Robert Jimenez 

On deepening preservice teachers' understanding:Immersing students in community-based environments and providing spaces for dialogue are promising strategies for  complicating  and deepening preservice teachers’ understanding of language and literacy, particularly in relation to issues of cultural diversity and social justice.

(Rogers, Marshall & Tyson, 2006) , p.202)

IRA Guiding PrinciplesImportant Dimensions of Teacher Expertise

Expertise in the areas of language and literacy requires a comprehensive approach to professional preparation that involves preservice, induction, and inservice education. It also offers opportunities for extended practice under the guidance of knowledgeable and experienced mentors.

Finally. . .

“Providing the most expert instruction and support possible demands a level of collegiality and collaboration that many schools have not realized…”

(Costello, Lipson, Marinek, & Zolman, 2010, p. 232)

How Expert are You and Your Colleagues in...? Type in 1 for Least and 5 for Most

1. attending to the cultural/linguistic differences of students?

2. assessing students' gains from looking at student work?

3. synthesizing across a variety of assessments? 

4. differentiating instruction?

5. using a variety of materials?

6. integrating technology for powerful instruction?

7. understanding RTI?

Are some professionals in your context  more expert than others in each of

these areas?

What role might you play in dispersing existing expertise and building

expertise that you find to be lacking in your particular context?

What is the larger political context affecting professional developmnt in

your district and state?

What are the constraints?Supports?

How does recent legislation affect your professional development?

        Update from Rich Long

Bill on Core Standards has $ for PD Learn Act

In summary...some big ideas:

 Preservice Teachers and other university-based professionals...1. importance of field experiences, debriefing, in-depth

reflection, and ongoing supervision2. engaging with communities, students, and families with

diverse backgrounds Teachers & other school-based professionals...1. collaboration is to the RTI model2. purpose & best practices of ongoing professional development         

Possible Outcomes of this webinar

• Extending the awareness of RTI• Administrators: Evaluations of teachers• Position statements for policies at

school/district/state (e.g., Sch Impr Team)• Teachers: A roadmap for PD • Teachers: Provided with specific

resources for differentiated instruction• PD ideas & resources

Use the chat to add your ideas.

ReferencesCallahan, M., Griffo, V. & Pearson, P.D. (2009). Teacher knowledge     and teaching reading. College Reading Association Yearbook, 30, 37-    62.Costello, K.A., Lipson, M.Y., Marinak, B., and Zolman, M. F. (2010).    New roles for educational leaders: Starting and sustaining a systemic     approach to RTI. Successful Approaches to RTI: Collaborative Practices     for Improving K-12 Literacy. Newark, DE: International Reading    Association.International Reading Association (2003).  Prepared to make a    difference:  An executive summary of the National    Commission on Excellence in Elementary Teacher         Preparation for Reading Instruction.  Newark, DE:    International Reading Association.

References

Pufpaff, L.A. & Yssel, N. (2010).  Effects of a 6-week, co-    taught literacy unit on preservice special educators' literacy-    education knowledge.  Psychology in the Schools, 4(5), 493-    500.Roehrig, A.D., Guidry, l.O., Bodur, Y., Guan, Q, Guo,Y.,Pop,     M.(2008).  Guided field observations:  Variables related    to preservice teachers' knowledge about effective primary     reading instruction.  Literacy Research and Instruction, 47     (2), 76-98.Rogers, T., Marshall, E., & Tyson, C. (2006).  Dialogic narratives of     literacy, teaching, and schooling:  Preparing literacy teachers for     diverse settings. Reading Research Quarterly, 41(2), 202-224.

References

Pufpaff, L.A. & Yssel, N. (2010).  Effects of a 6-week, co-    taught literacy unit on preservice special educators' literacy-    education knowledge.  Psychology in the Schools, 4(5), 493-    500. Risko, V.J., Roller, C.M., Cummins, C., Bean, R.M., Block, C., Anders,     P.L., & Flood, J. (2008, July/August/September). A Critical Analysis of     Research on Reading Teacher Education. Reading Research     Quarterly, 43(3), 252–288. doi: 10.1598/RRQ.43.3.3  Roehrig, A.D., Guidry, l.O., Bodur, Y., Guan, Q, Guo,Y.,Pop,     M.(2008).  Guided field observations:  Variables related    to preservice teachers' knowledge about effective primary     reading instruction.  Literacy Research and Instruction, 47     (2), 76-98.