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I think that collaborating with others outside of my building was a refreshing change of pace, gaining new ideas to bring back to my building and into my own classroom - specifically student feedback (taking the emotion out), pre-writing strategies, and especially the language experience approach!

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The consistent focus on equitable instruction and the strategies to assist in providing grade level helped keep the mindset on acceleration.

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The one that sticks out to me the most is the beginning quote, that emergent readers and writers are not low level thinkers. I was able to collaborate 1:1 with Amy with some specific needs in my classroom and she really helped equip me with some specific strategies for my students, especially emergent writers. This helped me think about what students can do instead of what they can't yet do, and give them the tools they need to become writers.

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As a coach I was able to bring these strategies back to our staff during ELA data review and meeting discussions. Most are practices we know about but needed a tweak and reminder about their importance. When I work with students and support planning with teachers these will be a focus in every lesson. 

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As a coach I was able to bring these strategies back to our staff during ELA data review and meeting discussions. Most are practices we know about but needed a tweak and reminder about their importance. When I work with students and support planning with teachers these will be a focus in every lesson. 

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I liked hearing from other teachers (bilingual, Gen Ed, upper grades) how they are teaching lessons in My View, what their strategies are, etc. I have gained ideas of how to approach specific lessons, how to make certain lessons within My View more accessible to my students with special needs. There's no judgement and I feel safe asking questions, sharing comments.

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I liked hearing from other teachers (bilingual, Gen Ed, upper grades) how they are teaching lessons in My View, what their strategies are, etc. I have gained ideas of how to approach specific lessons, how to make certain lessons within My View more accessible to my students with special needs. There's no judgement and I feel safe asking questions, sharing comments.

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I feel that the time is focused and conversations allow for collaboration that to strengthens our practice to best support teachers and ultimately help our students to grow.

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I feel that the time is focused and conversations allow for collaboration that to strengthens our practice to best support teachers and ultimately help our students to grow.

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LIT meetings were valuable- check times next year not to conflict with other meetings (MTSS/RTA). Like the ideas presented, but more condensed versions, less/shorter break times would be helpful. After school meetings are difficult so kinda lay it all on next year. 

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LIT meetings were valuable- check times next year not to conflict with other meetings (MTSS/RTA). Like the ideas presented, but more condensed versions, less/shorter break times would be helpful. After school meetings are difficult so kinda lay it all on next year. 

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Follow up slides and emails were helpful to go back and reference if we couldn't make a meeting or needed a refresher.  Thank you for that

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Follow up slides and emails were helpful to go back and reference if we couldn't make a meeting or needed a refresher.  Thank you for that

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I've enjoyed coming to these meetings each monthly to collaborate with other colleagues. I took the focus areas (ex. peer centered discussions back) to the classrooms I worked with and focused on modeling these strategies for both the students and some peers. I feel like being part of this group has helped me to become more mindful as well.

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Because instruction time is limited, it really helped me pivot my focus to student centered learning and less explicit instruction.

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The discussions on equitable ELA instruction really hit home for me. I repeated the message that when we don't teach students at grade level we are doing the students a huge disservice. When we don't believe they are able to reach high expectations, how can we expect them to believe in themselves and persevere?

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The discussions on equitable ELA instruction really hit home for me. I repeated the message that when we don't teach students at grade level we are doing the students a huge disservice. When we don't believe they are able to reach high expectations, how can we expect them to believe in themselves and persevere?

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Still feel like I need some more support with evidence-based writing in the primary grades, especially with students who are emergent writers.

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I would love to have a shared folder/drive with resources that have worked with students. We could also share staff presentations and any other materials that we create.

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I would love to have a shared folder/drive with resources that have worked with students. We could also share staff presentations and any other materials that we create.

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I have learned a great deal from these monthly professional developments and not only have I grown as a literacy professional but have helped others as well as I turn-key.

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I agree with the reflection someone made about the beginning quote that emergent readers/writers are not low level thinkers. I think some people may think that students with special needs may be low level thinkers, which as a Special Ed teacher of 21 years, I have found to be untrue. I think the mindset of making all ELA curriculum equitably accessible to all students have forced me to be creative and think outside the box as I plan lessons for my students.

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I agree with the reflection someone made about the beginning quote that emergent readers/writers are not low level thinkers. I think some people may think that students with special needs may be low level thinkers, which as a Special Ed teacher of 21 years, I have found to be untrue. I think the mindset of making all ELA curriculum equitably accessible to all students have forced me to be creative and think outside the box as I plan lessons for my students.

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Providing approriate, actionable feedback has changed how I look at my student's authentic work.

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I think starting meetings after school at 5 p.m. for late schools would allow teachers to fully participate in the discussions of the PD and not just listen while driving home.

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I think starting meetings after school at 5 p.m. for late schools would allow teachers to fully participate in the discussions of the PD and not just listen while driving home.

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I think model classrooms in years past were prepared to have a wave of walkthroughs and the students were acclimated to frequent groups of educators coming in. When teachers really know their students, they know some years there are groups that would be thrown off by that level of distraction. I did hear this year from many teachers that the amount of walkthroughs was sometimes counter productive and increased the anxiety of teacher and/or students.

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I think model classrooms in years past were prepared to have a wave of walkthroughs and the students were acclimated to frequent groups of educators coming in. When teachers really know their students, they know some years there are groups that would be thrown off by that level of distraction. I did hear this year from many teachers that the amount of walkthroughs was sometimes counter productive and increased the anxiety of teacher and/or students.

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More examples of scaffolding the grade level learning with the unfinished learning.