This conversation about teacher study groups and book circles grew out
of several references to Mosaic
of Thought, a 1997 book about deepening reading comprehension skills
and preparing students to work with challenging textual material. Before
it was done, the conversation turned to teacher engagement and the best
uses of time.
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Jeanne (Cyberxcess@aol.com) wrote:
Re: Mosaic of Thought by Ellin Keene. I agree that this book is a must read.
I read the book last year with a study group. I tried most all the strategies
and they worked! Also, at a new school with a new principal this year we
, as a staff, are reading it again. I am learning even more the second time.
I am also in a study group that meets once a month reading the EXCELLENT
BOOK, Strategies that Work
by Stephanie Harvey and Anne Goudvis. Basically it is an extention of Mosaic
of Thought and I feel it is more detailed.
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Then Alexis Ducat wrote:
Don't you feel Mosaic touched more on elementary and Strategies
that Work is geared more toward middle and secondary? I am desperate
to get a book club started that would meet once a month to discuss these
reading strategies. How many teachers do you have come to them and how are
they set up? Is there a note that goes out to all?
thanks - Alexis
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And Jeannie replied:
Last year, our principal offered the study group as an alternative to our
two-year evaluations. About eight teachers participated. Our Peer Coach
lead the meetings (twice a month). Each teacher hosted in their room with
lots of treats.
We had lively discussions about each chapter. We talked about evrything
from how we see it working with our population of students to strategies
that we had already tried. We also talked about our frustrations with what
doesn't work and things that seem beyond our control.
Obviously the dialogue for teachers and learning was priceless. This year
( I'm at a new school) a teacher applied for a grant. I'll get more info
on that for you. We all get paid!! We meet once a month to discuss "Strategies
That Work." We talk about the chapters we were assigned. We only are
paid for an hour and our discussions are always much longer. Some leave
but some of us stay.
Also, we have been reading two chapters at a time. If I were to do it over,
I'd say to read one chapter and then meet. There is so much in each chapter.
Also our group is made up of about 15-18 teachers. Too many. Last week we
decided that we will break up into small groups.
I find the most powerful part of this is that we all get validated. One
teacher, who I thought had all the answers, said last week that "my
class did not take our last writing assignment seriously -- less than 1/2
turned it in!" First I felt relieved to know that she had those problems,
too, and second, it opened a huge discussion on our student population and
ways to try to solve this problem.
Again, the discussions are priceless. We do stray from the text with our
own connections but always with meaningful dialogue. Hope this answered
your questions. I'll get more info on the grant.
jeanne
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Dear Jeanne,
Thanks so very much. I really appreciate that info and would like to hear
about the grant. I realize I would probably need to go that route if I wanted
this to work -- you know $ and time have to go together for some teachers.
Alexis
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Then teacher/coach Juli Kendall shared information about book study as
part of department meetings in her school:
Just thought I would write a little about where I am trying to go with our
department meetings this year. Schoolwide they are scheduled for the 1st
Thursday morning of the month. We meet from 7:30 to 8:30 AM and try to keep
the agenda as focused on student work, assessment, and learning from each
other as possible.
I suggested that we incorporate a book study discussion into our meetings.
We decided to try Janet Allen's new book, Yellow
Brick Roads: Shared and Guided Paths to Independent Reading 4-12, since
our department focuses on reading instruction. Our school agreed to order
copies for our department. So we will try to fit that in as well.
I am going for an integrated effect - "assessment" leading to
"looking at student work" leading to "what do we need to
change about our practice" leading to "book study" leading
to a "next steps" look at student work. I see this happening not
all at once but gradually over time.
I think that this could be a powerful process but right now there seems
to be some pain involved. I always feel responsible when someone shares
work and then seems to react differently than I expect.
I am hoping that this is a positive part of changing instruction and learning
from each other and not just me sending the department in a direction that
does not help teachers improve their instruction.
Juli Kendall
Long Beach, CA
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Kefrin@aol.com replied:
Good Luck. I think you're on the right track. The reviewing of work is a
pretty high level of team support. Feel good that you're at least able to
break that barrier with even limited success. More will come as you continue
the process and all are learning. Challenging dialogue is better than none
and at least it get the conversations moving in the direction of continuous
improvement.
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South Carolina principal Susan Fedor joined the conversation with a message
titled "Envy and Desire":
I have been following the discussions about study groups with envy and desire.
The envy comes from those of you who have managed to engineer your time
for such activity. I envy those of you with your discussion groups on Mosaic
of Thought and Strategies that Work and wish that I were in one
with you.
Over the past 15 years, I probably have begun 15 groups intended to foster
discussion among the curious and those with deep questions. Somehow, the
numbers always dwindled as the cares of the day took precedence. Priorities
slipped. Good intentions disappeared. So I wonder what you who are successful
at sustaining these discussions are doing to keep the lanterns lighted.
Please share.
One posting last week mentioned study group as an alternative to the two-year
evaluation. Was that carrot sufficient motivation to promote serious inquiry?
(The notion of a teacher grant for this work is intriguing.) Am I waiting
for the perfect situation to begin? Should I just jump in with a framework
for discussions and then let them evolve, as the group desires?
Also, I wonder if there is a readiness for such activity and if so, when
it occurs. Should I be creating a need for it? The sessions I recently attended
at NSDC suggested so. Creating the need for professional conversations seems
that it might be easier as the pressure of accountability for test results
increases and that squeeze is on.
Starting with an analysis of specific sub-skill test data (which we do not
now have) was suggested as a way of creating a need to look at student work.
Then to gather and analyze additional data from an examination of relevant
student work to specifically define the problems facing a school. This would
be followed by the development of instructional strategies to deal with
those identified weaknesses.
Starting the conversation with examination of student work has been a cranky
process. Teachers gathered with papers to rate and had flashbacks to inter-rater
reliability training on holistic grading. It turned out that this was not
a bad place to start. At least we began with an acknowledgment of prior
learning and that sparked a discussion of what new knowledge we needed to
continue our evaluation. But at this point the dialogue broke down and was
all but dropped. We did not move to the next step of developing rubrics
or any statements of our requirements for work that matched our standards.
This is rumination on paper, but I would certainly appreciate your experienced
advice on how to start these study groups. I've read the procedures suggested
by the Annenburg Institute on "Looking
at Student Work." Is anyone using its protocol of questions?
Thanks for any thoughts you might have on this (these) topic
Susan
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Principal Naomi Smith replied and suggested an "online" study
group:
I was able to start a study group around Mosaic of Thought just by
offering the book and some light snacks to those who wanted to volunteer.
We met about every other week. I led off on the discussion or another volunteer
teacher. The truth is that the discussions happened everywhere. People who
hadn't volunteered for the group, begged for it. And I gave them copies
too. People learn in different ways, have different time constraints etc.
I find that offering choice is powerful.
I had another idea. What about an online study group? From one school, several
schools, or even as an outgrowth of the list serve?
Naomi Smith
NYC
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Anne Jolly offered tips for a successful study group, based on some research
she did in several middle schools. (Anne's diary of this experience can
be found here.)
She also suggested a more action-oriented designation: "Impact Teams"
or "Research and Development Teams."
With regard to Susan and Alexis' comments on initiating and maintaining
study groups -- I worked to establish study group models in two middle schools
last year. One school involved the entire faculty, and in one school only
the language arts department participated.
Here are a few ideas that helped to make these work.
1. Treat study groups as a schoolwide teacher professional development model.
Whether or not the school used this model for professional development was
determined by a vote of 75% of the teachers on the faculty (or in the case
of school #2, by 75% of the language arts department.) If 75% agreed, then
that committed ALL of the teachers. This then became a school-wide (or department-wide)
initiative with full administrative support. (Note: As the year progressed,
some teachers commented that they enjoyed not having to travel off-site
to get staff development.)
2. State the purpose for the study groups in terms of specific student needs.
(These needs should be based on an analysis of student data.) Teachers more
readily agree to participate in staff development that addresses their students'
needs than in staff development to foster discussions or encourage deep
thinking. Then . . . as teachers decide what they need to learn in order
to better address students' needs, they turn to those powerful books such
as Strategies that Work. They also look at current research to learn
and grow. In fact, each group develops an action plan that includes an emphasis
on how teachers will learn and grow through study and research.
3. Group members commit to meet for one hour each week. The day and time
was up to the group, but each group turned in a list of scheduled meeting
times. They submitted logs that included what they were researching,
4. Study groups are job-embedded. The principal freed up time during the
school day for study groups to meet. On those one-shot staff development
days, the study groups set the agendas. Most of the time they asked for
one presentation on a topic of mutual interest and spent the rest of the
day planning, discussing, and designing strategies. (Note: In school #2
the language arts department could not meet together during the day. The
principal released them from faculty meetings so that they could meet at
that time. He also released them from attending those staff development
days since they and accumulated "comp time" by meeting after school
for at least an hour a week. All of their meetings and activities were documented
on their meeting logs.)
5. Teachers were given professional development credit for participation
in study groups, which counted toward recertification. That meant that teachers
kept logs of meetings to document what they were doing. Study group participation
was also included in teachers' personal growth plans.
6. The work of the study groups was public. Each week's logs were displayed
in the teacher workroom for other groups to examine, offer suggestions,
and offer support.
7. Study groups were small. Six people might be manageable, but no larger!
As an FYI - These study groups did not begin an in-depth examination of
student work last year. That's on the table for this year. Now the collaborative
process is in place through which they can do this.
On a personal note - the name "study groups" has always sounded
passive to me. We called the groups Impact Teams. I would actually prefer
to refer to these groups as "Research and Design Teams," or something
that shows the action-oriented nature of this process.
Anne Jolly
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Anne,
I very much enjoyed your delineation of "Impact Teams." This really
brought some sense to study groups!
Michelle Pedigo
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Anne -
What wonderful insights you have! However, my district is in the middle
of the standards initiative and every single staff meeting, and staff development
day is devoted to standards. I like your ideas and will bring them to our
principal.
Alexis
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Then Mary Anne replied to Anne's comments and the list discussion, describing
her experience with study groups:
Anne--and everyone--
The key our study groups success has been the commitment of the majority
of the faculty and the administration. We are a new magnet school. 3/4 of
us did not teach at Stewart last year. The school was completely remodeled
and a new staff was hired. When our principal interviewed us, he was very
clear that every week we would be required to give one 40-minute planning
period to take part in a curriculum meeting with other members of our team.
(In my case, I was told it would be my responsibility to facilitate the
meetings.) We could choose the way we agreed on an agenda. The topics were
up to us and the teams.
The first stumbling block was the fact the the eighth grade teams were so
different in their expectations. So, we had to come up with a way to address
the problem without hurting feelings and stepping on toes -- thus, looking
at students' work became the protocol of choice for those two teams. When
they realized how different their methods of grading and their expectations
were, things clicked and now we are all on the same page!
Another thing that helps is listening to what each other are really saying.
My sixth grade teams are having a terrible time because they each only have
two classes and one is "gifted" while the other is a true mish-mash
of everyone else. These classes are also FUSE classes--inclusion classes
with learning disabled students and their teachers. So, there is a huge
difference in the two classes--management is different, grouping strategies
and teaching techniques have to be varied, completely different lesson plans
must be written.
We started with discussion groups of "Strategies the Work." We
wrote lessons plans and tried them-- I did model lessons -- then, the teachers
started observing each other.
However, this week things fell apart. People are tired! We have all been
putting in long hours and working too hard! Normally easy meetings dissolved
into tears and -- needless to say -- next week we are having mini--thank
you parties!
Study groups need foood, laughter and levity! They need support from administrations.
They need teachers that truely are interested n best practice and are willing
to take incredible risks. The rewards are endless--inservice credit doesn't
hurt!
Mary Anne
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Charles Norman described his school's work with Mosaic of Thought:
A few years ago, our school administration introduced the text Mosaic
of Thought during a compensated, three-day reading clinic that was offered
as an optional choice for professional development for those who were interested.
We had the opportunity for a more in-depth look at the reading strategies
outlined in the book.
Part of the professional development had to do with ways that we could include
(at least conceptually) those strategies in our various curricula. The team
involved included Language Arts teachers as well as some PE and Elective
teachers. The discussion was lively and engaging.
The most significant outgrowth of this book study was that most of the foundation
of our Reading Development focus is grounded in Keene's work, not only in
the infusion of the reading strategies presented in our curriculum maps,
but more importantly in providing a means of assessing student work in reading,
something with which most of our staff has had difficulty.
When I started teaching three years ago, I didn't know how to look at student
work in reading anywhere beyond taking running records, giving multiple
choice tests, and sawing off the tops of my students heads' to watch their
brains work.
This year, our reading development department was conjoined with the reading
development team from another school to look at student work in reading.
My observation was that we had a lot of different ways to assess student
work where the other team did not. This comes directly from our experiences
linked to having worked with the book.
Is a study group or "Impact Team" worthy for professional development?
Yes. Does anybody really have time for it? No. Another way to work this
kind of activity in is to fit it into department meetings.
Our department time (we meet once a month) is devoted to looking at student
work in reading, and now, a study of the new Janet Allen book. From an underling's
standpoint, I have to insist that it is so refreshing to attend a meeting
that isn't spent on complaining about students and filling out forms, especially
since my concerns as an employee are directly related to student performance
and therefore mine.
Pay me and give me time and I'll lay down and die for you. Shallow, I know.
But real. I also reward my kids with Jolly Ranchers when they turn in their
homework. A hideous practice, but one that works. I usually gross-out when
people begin their listserve remarks with, "Well, at MY school. . ."
and here I am doing just exactly that. Obviously I have a lot of energy
behind it. I'm also very proud of our reading department and how hot we
are.
Hogs and Quiches, Charles
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Deb Bambino addressed the time and energy issues:
I think the issues of time and energy need to be addressed from two sides.
First, I think our administrations need to show their commitment to teacher
study groups by dedicating some of the time they have for professional meetings
or development.
Second, I think teachers need to recognize that study and collective reflection
can be just the energizer we all need, when it feels like we can't deal
with one more thing...
ALSO, Naomi from NYC wrote: "I had another idea. What about an online
study group? From one school, several schools, or even as an outgrowth of
the list serve?"
Not only do I support your idea, I want the book, "Mosaic of Thought".
I can't believe how many folks have mentioned it to me lately. Would you
be willing to start the conversation about the first chapter later next
month? I need time to get the book, start reading and get through the holidays.
Anyone else interested?
Deb
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Brenda Dyck offered some personal reflections on the time and energy
required to participate in teacher study groups:
I have read the study group dialogue over the past week with very mixed
feelings. I have bounced from:
1) feeling encouraged that there are educators that are striving for continuous
improvement in the classroom learning. What a wonderful profession to be
part of!
2) experiencing the sense of comraderie among us as I read ideas and initiatives
that are closely aligned to those I hold near and dear. I feel stimulated
and thirsty to know more!
3) feeling pumped to go further , higer, deeper in my role as an eductator
experiencing fear as I see more and more "out of class" time being
required of me.
4) nagging guilt as I realize the thought-time education reform consumes
in my life- time that often results in not being totally present those that
share my "other life"- the one at home.
5) fatigue as I try to keep up with single or non-parent teachers who are
able to meet, read and dialogue during afterschool hours and then still
go home and have time for themselves. This kind of breathing space is not
part of a working parent.
6) overwhelmed as I try to implement or think through yet another improvement
scheme in my classroom when I am just starting to get a feel for the previous
one.
Refining, internalizing and reconstructing new learning is difficult when
one is an educational tourist. Can real learning breakthroughs happen when
we are on the fly? I think not. I agree with Debra when she says there needs
to be balance on both sides in regards to time and energy, but how might
this flesh out in real life?
A few thoughts:
1) Focused teachers and admin. that will identify the "Big Rocks"
of reform that their particular school will scale. Make a plan, put it on
a process chart and start. When you can see where you are going and where
you are, you feel clearer on the purpose of the particular reform.You can
envision your particular role in that process.
2) Guard teacher's time so that those "Big Rocks" can adequatly
be addressed. Put a cap on the amount of supervision/afterschool projects/busy
work that teachers do.
3) Resist the urge to add another reform to the present one. Let teachers
become "good" at one before moving onto the next one. Once there
has been progress, take the idea further up the Blooms Taxonomy ladder and
let teachers rearrange or reorganize the reform to fit your school specifically.
This is where learning breakthroughs will happen. This is where teachers
will create and get excited.
You often hear how the Japanese take an idea and then change it -- thats
what we need to do to make any school initiative our own. Its at this point
that location-specific reform will happen. Its here that real innovation
will begin... Not on the fly.
Sincerely: Brenda Dyck
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Quite a few listserv members then replied to Naomi and Deb's endorsement
of an on-line study group to examine Mosaic of Thought. Ellen's comment
was typical:
Mosaic of Thought is on the Christmas list I gave to my husband! I've
got Strategies That Work and Teaching Reading in the Middle School,
and I'd like to participate in a study group for Mosaic of Thought.
Let me know the timeframe for discussion! (And if "Santa" doesn't
get me a copy, I'll buy one myself over break!)
Ellen Berg
Turner MEGA Magnet Middle School
St. Louis, MO
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Then Rick Selby wrote:
Here is a novel idea: my principal gave us time on our last staff development
minimum day to read professional texts. It was exciting watching teachers
as the reading community. The discussion groups are held on our prep periods,
and we usually have snacks to make it a little more relaxing.
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Anne Jolly commented on Charles Norman's earlier message:
I was struck by this phrase from Charles' message today:
He wrote: "I have to insist that it is so refreshing to attend a meeting
that isn't spent on complaining about students and filling out forms, especially
since my concerns as an employee are directly related to student performance
and therefore mine. Pay me and give me time and I'll lay down and die for
you."
I agree! And this list has provided me with a remarkable number of productive
ideas about how to utilize meeting time and avoid that complaining! (Unfortunately
I still haven't any idea how to get around filling out those endless forms.)
The thing that keeps popping up, though, is the issue of TIME. (As Charles
said - pay me and give me time. . .) In fact, there's a discussion going
on right now on a U.S. Department of Education website concerning Secretary
Riley's recommendation that teachers work year round (with pay) and use
the summer months for professional growth and planning. (That website address
is www.ed.gov/teacherstalk/ if you
want to add your two cents.)
I personally like the idea of year-round school, four quarters separated
by three weeks. I also like the idea of longer school days - for teachers
(not students) - so that teachers have a chance to do more of their work,
including their collaborative work, on school time. (Naturally I would include
compensation as a necessary part of extending the school day for teachers
and would put all teachers on 11 or 12 months salary as well.)
I'm mostly brainstorming, and I haven't thought through all of the issues
involved here. But -- in the best of all possible worlds where money wasn't
a constant problem -- what would be the best working situation for teachers?
Anne
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Deb Bambino replied:
Anne Jolly wrote:
>I personally like the idea of year-round school, four quarters separated
by
>three weeks. I also like the idea of longer school days - for teachers
(not
>students) - so that teachers have a chance to do more of their work,
>including their collaborative work, on school time. (Naturally I would
>include compensation as a necessary part of extending the school day
for
>teachers and would put all teachers on 11 or 12 months salary as well.)
I couldn't agree more! I'm also thinking that it might be nice to stagger
the way kids attend in order to get class size down. I'm tired of hearing
that the "roster" won't allow this or that innovation. Schedules
shouldn't determine teaching and learning, we should be able to bend structures
to suit what we know is best for kids...
Good Morning! Deb
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Principal Betsy Burch continued the time/study group theme:
Good ideas and thoughts, Anne.
I too, am trying to figure out a schedule which will give my teachers quality
time to plan and learn to do a process like the critical friends groups.
One of the ideas some of my teachers and I are thinking about is extending
the school day by 2 min. per period - then, "banking" that time
which would produce the time to have our students report late one day every
other week - or two days each month.
That would give my faculty about 1.75 hours of planning time every other
week, in the morning before all the things happen that we spend the afternoons
dealing with. That is not much, but it is 1.75 hours more than we have now!
We thought of the morning because we felt we would be less likely to be
interrupted and we would be fairly fresh in the morning. Anyone out there
ever tried a late arrival for students to create a block of teacher planning
time?
Betsy Burch
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Brenda Dyck shared some ways her school uses time creatively:
At my school, students start at 9:50 am every Friday (they are called R&D
days- Research and Development Days). Teachers start at 8:OO am. From 8-
8:30 we have coffee and goodies (community building time) and at 8:30 we
move into various professional development activities.
Some activities we have participated in during the 8:30-9:50 time are:
-training videos on various topics
-teachers sharing learning "breakthroughs' in their classrooms
-meeting in disciplines (Math, LA etc)to discuss strategies for raising
achievement testing scores
-problem solving
-technology training
We have done this for three years and when you figure out how much professional
development time that is (on a yearly basis) it's quite significant. The
parents love it because it gives them one day a week to move at a slower
clip (and maybe even sleep in!). Its kind of a nice way to end the week.
Each period is shortened by about 5 minutes on Friday. That part I don't
care for. I would rather have less classes than less time. Thirty-five minute
classes are too short. Once in a while admin. will let us use the time as
we want (after coffee time). This might happen the morning after the big
Christmas concert (when teachers are bagged) or at report card time.
Once they even told us to not come in until 9:00. That was such a treat.
What this time does is provide breathing space. There really isn't a need
to schedule another professional development meeting after school unless
something unique comes up.
Sincerely: Brenda Dyck
Master's Academy and College
Calgary, Alberta, Canada
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Betsy Burch replied to Brenda:
Great ideas to add to my list for my Improvement Plan - I like the variety
of uses which have been made of that time - how did this idea start in your
school? Any thoughts about ways to convince the reluctant members of a staff
that this is a good thing will also be appreciated!
I am hoping that if we can do this, we will be able to be trained in one
or another of the "critical-friend/review of student work" processes
to use during this time. Thanks again for your information.
Betsy
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Susan Fedor wrapped up the conversation by writing:
Thank you all for the rich ideas for creative use of time for study groups.
I've started a folder of your many suggestions!