As an instructional coach, one of my responsibilities is to provide voluntary opportunities for teachers to study in groups during the school year and in the summer. This is one of my favorite coaching responsibilities. The studies take on a life of their own and usually go way beyond my expectations. Because the study is usually voluntary to some extent, teachers are more passionate learners and more confident as they become experts in a new content area or practice. Having a part in how they feel about themselves as confident teachers is pure joy!
In her book, Becoming A Literacy Leader, Jennifer Allen is guided by two goals when planning study groups: purposeful alignment and peer interaction. She states that, “…resources that are selected as offerings within the school are aligned to our district goals and that our professional development has everyone focused, interacting, and making meaning together.”
I agree with her goals, and I have had the opportunity to plan book study groups based on these goals. This past summer I received a healthy budget to purchase professional books for summer book studies. I chose the books based on teacher surveys, asking what they would like to study together, as well as aligning the choices with my district’s goals and philosophy.
Once the books arrived, I created a ‘Summer Book Buzz’ for teachers to read through and make an informed decision about the study in which they would like to participate. At a staff meeting teachers signed up for their study of choice, chose a facilitator, selected dates to meet, and created norms for their time together. One of the requests I made of teachers that chose to participate was to present something from their study during a staff meeting in the upcoming school year. The groups presented engaging strategies, activities, and student work. Because the study groups were voluntary the teachers took ownership over their time together as well as what and how they chose to present. This was evident as I listened to the presentations at staff meetings and the many conversations teachers had with me. I considered the book study groups a success.
As I read chapter 4 of Allen’s book, she affirmed much of my work planning and preparing for the book study groups. I also realized there is much I could add to my planning for the next time. Although having teachers present their studies gave me a form of evaluation, I can see that implementing a study group evaluation would provide valuable information for me as a coach and facilitator.
Allen’s suggested evaluation includes…
1. What was the greatest benefit of participation in this type of professional development format?
2. What changes may you make in your instruction as a result of attending this focus group?
3. Please rate this form of professional development on a scale of 1 to 5 (5 being the highest).
Jennifer Allen closes this chapter by calling study groups a worthy investment. She states, “Study groups are what I am most passionate about as a literacy specialist. I believe in teachers and their ability to direct, reflect, and facilitate their own learning.” From my reading and my own experiences I would agree, and I plan to continue using book study groups in my practice while applying the valuable suggestions Allen provides in her book. Let the new school year and the study groups begin!