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Collaborative Literacy Project: A Framework for Improving Practice
| Content Provider | CiteSeerX |
|---|---|
| Author | Rieckhoff, Barbara S. Vier, Shannon St, Old |
| Abstract | The Collaborative Literacy Project (CLP) was a two-year initiative from 2009 to 2011 developed to improve teacher practice in writing instruction for Kâ2 teachers in four Catholic, urban elementary schools. The project began with primary teachers in kindergarten, first grade, and second grade from three schools in its first year, with a fourth school and grades three through eight added in the second year. The number of teachers involved grew from 12 to 45. School enrollments ranged from 200 to 350 students, with diverse populations who were 90 percent Catholic. The CLP introduced a new model of professional development, one that required teachers to identify their own areas for growth and involved observing teaching in action. Providing teachers the time to visit colleagues â classrooms forced them out of their own school cultures and presented them with new roles as observers and evaluators of instruction. The process offered a powerful setting and backdrop for meaningful conversations about teaching and learning to occur. This article tells how the Instructional Rounds model developed teachers â skills in writing instruction and grew into a project across all areas of the curriculum to further engage teachers in collaborative conversations about their practice. |
| File Format | |
| Access Restriction | Open |
| Subject Keyword | Collaborative Literacy Project Improving Practice Colleague Classroom Primary Teacher Percent Catholic Instructional Round Model Two-year Initiative Powerful Setting Teacher Skill First Year Second Year School Enrollment Professional Development New Model School Culture Urban Elementary School Diverse Population Second Grade New Role Engage Teacher Meaningful Conversation Collaborative Conversation Fourth School Teacher Practice |
| Content Type | Text |
| Resource Type | Article |
