Hi Cathy, The thing that made doing observations easy and non-threatening for both my EAs and me was using the basic lesson plan I'd taught them to use as the format for observation. I also made sure to find several things to praise first, and then would ask questions about anything that I felt deviated from the lesson outline. For example, if the the EA didn't model a skill that students were practicing, I might ask how she/he'd modeled it previously, or asked how she'd know when her students understood that concept. Another way I handle it is to arrange for her to observe me or another EA/teacher with a similar group, then debrief with the same formal we use for observation. I try to couch it as a conversation about the children among "teachers." I guess having a lesson format in place that has been taught as part of the training/professional development gives the EA a security blanket and the basis for good conversation about best practice that can be used in a non-threatening way. I hope that helps. For me, it's finding the time and making arrangements to take the time to observe that is hard, as all observations need to have a follow-up with plenty of praise and practical suggestions. :) Terry --- On Thu, 6/14/12, CAG <cag...@myfairpoint.net> wrote:
From: CAG <cag...@myfairpoint.net> Subject: Re: [MOSAIC] question for Terry Decker/supervising ed techs To: "Mosaic: A Reading Comprehension Strategies Email Group" <mosaic@literacyworkshop.org> Date: Thursday, June 14, 2012, 6:39 PM Thanks, Terry and Linda. I agree 100% with both of you and everything you say. Linda - I like the phrase 'pause-prompt-praise' - I needed something easy to put in volunteers'/EA's brains. Terry - your third point of mini-observations is my biggest discomfort. Can you speak more to that? Thanks. Cathy ----- Original Message ----- From: "Linda Rightmire" <lindarightm...@gmail.com> To: "Mosaic: A Reading Comprehension Strategies Email Group" <mosaic@literacyworkshop.org> Sent: Thursday, June 14, 2012 7:44 PM Subject: Re: [MOSAIC] question for Terry Decker/supervising ed techs > Terry, > > I leave in your full comments on EAs. Great suggestions especially with the > amount of back and forth interaction you have detailed. Interesting comment > re Allington -- also a longtime favorite of mine -- that he disagrees with > EAs for assisting weaker students. I know one of his major points is expert > help for those kids. > > However, I feel a "live, warm body" is better than a computer (that > responds with whatever ding or boink when you're right or wrong ;/ ). I > speak of using volunteers. I recruited volunteers very selectively -- not > from the general parent population per se, but often from my educated > friends (including retirees). (My husband will regularly find me at a > gathering chatting up a friend -- turns out we're discussing whether I can > rope them in to help one half hour a week.) No they are not trained > specifically at length -- but I did train them and give them ongoing > feedback. > > I have had this argument with other university personnel, and I think those > kids need *both* (obviously, I'd say). They need my expertise, but they > also need a lot of oral reading practice at a suitable level (in > self-chosen material, another Allington 'pillar' of reading instruction) > -- practise reading with a friendly adult who has a bit of training. You > can train as to 'pause-prompt-praise' (just one simple approach people can > remember, not my invention). For example, it is common for adults to think > they must instantly say, "no", and interrupt "that second". Reading > Recovery taught us to use -- *after* the paragraph or whatever -- "Let's > look at that, there's a tricky bit here," and "You said <whatever miscue> > -- what would we expect it to look like [or sound like] if it was > <miscue>?" > > In more substantial material (or with very struggling students) I would > also encourage the adult to "take a turn" -- read for a page or two, just > to improve comprehension, establish some of the vocabulary, share > enjoyment, etc. > > And so on. Great stuff, thanks, Terry. > > Linda Rightmire > SD #73 Kamloops, BC > > > > On Thu, Jun 14, 2012 at 9:51 AM, Terry Decker <deckerteac...@yahoo.com>wrote: > >> Hi Cathy, I'm sorry I'm so slow getting a response to you. Life's been >> very hectic, as you know from the teaching at the end of the year >> perspective. >> As for supervising EAs, I've found it to be one of the most rewarding >> parts of my job as our school's Title 1 teacher/Literacy Specialist & >> supervisor. There are a few things that I think have helped our team to be >> successful, and I hope this is what you're wanting. If not, maybe this >> will trigger specific questions I can answer. 1) Hire the right EA. If >> you have input on personnel, I'd opt for experience as much as possible. I >> have 3 retired teachers on my team, and they're wonderful. They have the >> background, the "teacher work ethic," and the love of children. I also >> have 2 EAs who have worked in Title for many years and one certified >> teacher (secondary math--but still a teacher) who just wanted part-time >> because of family...It helps when your EAs don't have to learn the ropes >> from the ground up. 2) Take time to train your EAs on exactly which >> programs, progress monitoring tools, and routines you want to use. Make >> sure he/she >> can use materials with fidelity. 3) Find a way (and this is a hard one >> for me, but I found it helps a lot ) to do regular mini-observations on >> your EA to support her/him and for your peace of mind that the students are >> getting what they need. This will also help support the EA and give you >> the opportunity to answer specific questions about practice. This is >> particularly important if your EA has no prior teaching background. 4) >> Meet weekly to go over the data he/she has collected on students. You >> should be the one to enter that data into whatever record-keeping system >> you use, so you know exactly where each student is working. 5) Build a >> professional and friendly rapport with the EA. Those weekly meetings give >> you the opportunity to listen to the EAs insights and feelings about the >> chilodren he/she teaches, and are usually insightful. 6) If you learn >> something new/know of available professional development opportunities that >> would be beneficial, help to facilitate the EA's professional growth. >> For example, I scheduled a training from our district ELL department on >> SIOP techniques, which was very beneficial and appreciated. You don't have >> to do all the training yourself. I hope this helps. One of my favorite >> reading gurus, Richard Allington, is very against the use of EAs, saying >> that the least trained people are working with the neediest children. He >> is undoubtedly correct most of the time. But if you can hire experience, >> train carefully, and monitor effectively, I think you'll get a lot of bang >> for your district's buck. :) Terry > _______________________________________________ > Mosaic mailing list > Mosaic@literacyworkshop.org > To unsubscribe or modify your membership please go to > http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org > > Search the MOSAIC archives at http://snipurl.com/MosaicArchive > > > > ----- > No virus found in this message. > Checked by AVG - www.avg.com > Version: 2012.0.2180 / Virus Database: 2433/5070 - Release Date: 06/14/12 > _______________________________________________ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive _______________________________________________ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive
