Building Relationships to Facilitate Data Conversat

Reading/Literacy specialists collaborate with classroom teachers to review and analyze classroom assessment data to make instructional decisions. Protocols are created and used by reading/literacy specialists to support teachers in collaboratively discussing, analyzing, and processing the data. Arrange the clinical field experience for this course in a K-12 school setting in which you can observe and collaborate with a certified reading/literacy specialist/coach, reading interventionist, school or district administrator, or mentor who has access to schoolwide data. Part 1: Mentor Interview (Admin) Interview your Admin on how they build and maintain relationships with teachers to discuss and use data to improve instruction. Include the following questions in your interview: How do you establish positive and supportive relationships with classroom teachers? How do you facilitate the interpretation of data trends with teachers and grade levels, both areas of strength and areas for improvement? What questions do you ask to facilitate and guide data conversations? What is your process at the beginning of data conversations to give teachers opportunities and space to make their own initial thoughts about the assessment tools, process, and results? What data protocols does your school and/or district use? How do those data protocols lead teachers to make data-driven instructional decisions? What have been some challenges or barriers you have had with data conversations and how have you overcome those challenges or barriers? How would you handle teachers who might initially be defensive when looking at data? How does your school and/or district progress monitor and evaluate the effectiveness of strategies, curriculum, and instruction teachers implement? How do you support teachers in analyzing data of subgroups of students, including ELLs and students with exceptionalities like dyslexia? Take notes during the interview as you will provide them when submitting this assignment. Part 2: Admin Observation Following the interview, observe your mentor in a data conversation with a classroom teacher, grade level team, or with a school or district administrator. As you observe take notes on the following: How your Admin sets the tone of the meeting and explains the purpose The assessment tool that was used and a summary of the data trends discussed How your mentor handled questions that were asked during the meeting and what follow-up questions did your mentor ask that supported the analysis of the data How your mentor upheld the “Model Code of Ethics for Educators” Take notes during the observation as you will provide them when submitting this assignment. Use any remaining field experience hours to assist the mentor in providing literacy instruction and support to teachers and/or students. Part 3: Data Conversation Protocol Imagine you are facilitating a grade level’s upcoming PLC meeting where grade-level assessment data will be discussed. Create a mock agenda with facilitation notes for the upcoming meeting. Include the following in your agenda: Norms for the meeting Time for teachers to initially look at the data, include questions you might ask to facilitate this initial review Time for teachers to interpret and analyze the data, including questions you might ask to facilitate this and support teachers in finding trends in both their classroom and grade-level data Time to discuss instructional implications and effectiveness of strategies, including how you can support teachers in making instructional decisions and next steps that are data-driven Time to discuss and identify students needing additional reading support, including students identified as English language learners or students demonstrating signs of dyslexia Expectations for implementation of instructional decisions, monitoring progress, and follow-up collaboration on data Submit your interview notes, observation notes, and mock agenda as one document.