Surrey Education Services’ Post

Do school administrators benefit from training for effective literacy instruction? This article by a school principal makes a convincing case for why administrators benefit from PD!

This is what a learning organization looks like, and this is how systems purposely improve practices.

School administrators would benefit from training in structured literacy. As instructional leaders, they should have a solid understanding in order to guide and support teachers.

Do school administrators benefit from training for effective literacy instruction? This article by a school principal makes a convincing case for why administrators benefit from PD!

Did you catch yesterday’s #edWebinar The Power of Purposeful Reading Practice Week: Strengthening Explicit Literacy Instruction Through Effective Practice? Thanks to Renaissance Learning!

Embracing change comes from the top and understanding the WHY is important for the implementation.

Ohio is revolutionizing reading instruction by mandating the use of core curriculum aligned with the science of reading. With about a third of schools already implementing approved programs, the state aims to enhance literacy outcomes significantly. Professional development and stipends provided to educators underscore Ohio's commitment to ensuring effective reading instruction across all schools. #OhioEducation #ScienceOfReading #LiteracyInstruction

In education, one important concept is LSRW, which stands for Listening, Speaking, Reading, and Writing. These four skills are key to a child's ability to learn language and literacy. The secret to helping children develop these skills is understanding. Understanding Listening: The first skill in LSRW is listening. Children learn new sounds, words, and language patterns by listening. As educators, we need to create environments where children are encouraged to listen carefully. We should also pay attention to their reactions to make sure they understand what they hear. Understanding Speaking: Speaking comes naturally after listening. When children feel understood, they are more likely to speak confidently. Educators need to listen patiently and show genuine interest in what children say. This helps children feel safe to practice speaking and improve their skills. Understanding Reading: Reading is not just about recognizing words; it's about understanding and connecting with the text. Educators should choose reading materials that are interesting and relevant to children’s lives. Discussing the content with students helps them connect personally with what they read, making reading fun and meaningful. Understanding Writing: Writing allows children to express their thoughts creatively. Educators should provide helpful feedback and encouragement, understanding that writing takes time to develop. Recognizing each child’s unique voice and style helps build their confidence and skills in writing. It's crucial for educators, parents, and caregivers to understand each child's individual needs and learning styles. This understanding helps us support and speed up their literacy growth. When children feel understood, they are more motivated to learn. As educators, let’s commit to understanding our students better to help them develop a love for language and learning that will last a lifetime. Happy Saturday #LiteracyDevelopment #Education #LSRW #ChildDevelopment #Educators #Teaching #Learning #ReflectivePractice #reflectivesaturdays

I'm hopeful that recent moves to bring Oregon teacher preparation up to speed on the science of reading will change the game for Oregon children's literacy achievement. But here's the thing ... the science of reading is backed by more than 50 years of research spanning academic fields like cognitive science, psychology, and education. So, why are we still where we are? In Oregon, only 30% of BIPOC students and less than 20% of students receiving special education services are reading at grade level. Will these changes to teacher training lead to more students reading proficiently? Have we even set a goal for this work? Given our tumultuous history with statewide reform, I want to flag two potential missteps: 1️⃣ Oregon schools are locally governed. How will we measure success with no teeth at the state level and a lackluster focus on program evaluation and follow-through? There is a path forward, but it isn't apparent to me. 2️⃣ Many states are already making moves to implement the science of reading training in EPPs and through school districts. However, the gap between training, high-quality instructional materials, and day-to-day teaching means we face an implementation challenge. How will the Oregon Department of Education ensure professional learning is tied to pedagogy and instructional quality? If we want to own this win in a decade (like Mississippi), we must commit to the theory of change and measures. Who is going to be at the table asking for those data? How do we know we are making progress? How do we know if we are reaching actual change in implementation and not having another "ribbon cutting ceremony" to celebrate a vision and not an outcome? It's time for Oregon education policies to include a long-term commitment to measuring our ROI. Families should be involved in truth-telling along the way. #literacyreform #righttoread #literacyandjusticeforall https://lnkd.in/gMcUbPgq

The UK curriculum is in the spotlight! Professor Becky Francis CBE is leading a review to shape the future of education. What changes would you like to see? More emphasis on creativity? Digital skills? Or perhaps a stronger focus on mental health and wellbeing? The below article by the Guardian has picked out a few key points of change: 📚 Fewer tests for Primary school children 📚 Less emphasis on grammar and phonics in Primary schools 📚 A broader curriculum 📚 Less content in GCSE's and fewer exams 📚 Decolonise the curriculum What are your thoughts and what changes would you like to see in the UK curriculum? #Education #Recruitment #Teachers #Curriculum #Change #Government #TheGuardian https://lnkd.in/e4ybgbAv