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"From 2012-2016, Sandi worked as a consultant to support our literacy program. In that capacity she coached teacher leaders, provided feedback, led literacy classroom walk-throughs, and supported my vision for the literacy culture at our school. She is organized, efficient, and willing to do whatever is needed to ensure success for all. Her instructional dedication, commitment, and initiative to inspire literacy at Gaithersburg Elementary School were evident during her visits and coaching conversations, and through the resources shared."
Literacy Leadership Academy
This is a four day academy for principals and teacher leaders
Day 1: Identify Effective Reading Instruction
Day 2: Share the Literacy Classroom Visit (LCV) Model
Day 3: Review and Analyze the Data from LCV; Review Enhanced LCV for the next round of data
Day 4: Create and Identify Resources for Professional Development
Goals of the Literacy Leadership Academy:
*Empower principals as literacy leaders, gaining a deeper understanding of quality literacy instruction.
*Identify and gain the ability to discuss key components of quality reading instruction, including observation tools and checklists.
*Create professional learning aligned to data from classroom visits
*Identify proven strategies to support and mentor teachers in continuous progress, moving across a continuous trajectory toward excellence and student success.
Creating a School-Wide Culture of Independent Readers
After determining strengths and needs by reviewing school/district data from assessments and teacher surveys, my team and I could provide professional development to enhance students' motivation and desire to read independently in school and at home. Such topics include: building stamina to read for up to 30 minutes daily, delivering book talks around books students want to read, creating effective classroom libraries, conferring with individual students daily, reading a variety of genres, and establishing quality book discussions.
Workshops related to literacy leadership, independent reading or student-led discussions can be provided for any school or district. Call or email to talk about your school or district needs. Some examples follow:
"When you work in a school like mine where 70% of the students come from poverty, and where class sizes are astronomical, you need all the help you can get to keep students engaged and learning! I have been working with Sandi Novak for several years, and this year my school was selected as a Reward School by the state of Minnesota for the fifth year in a row. The resources I have gained through my work with Sandi, and the skills my students have honed in creating meaningful discourse, have contributed greatly to our success."
Professional development should include learning opportunities for both school/district leaders as well as teachers. Leadership training may include: The importance of creating a whole school culture where students are encouraged to lead their own discussions; Determining qualities to look for in classrooms where students engage in powerful academic discourse; Conducting classroom visits to determine patterns of student voice in classrooms; Using whole school data to determine professional development needs and monitoring professional learning implementation.
Training for teachers may move them along the continuum of learning about strategies to get students to participate in discussion. Our goal is to have students engage in deep, rich discussions about important content while advancing their communication skills.
“I know what to look for now when I visit classrooms because I have access to the resources from the Literacy Classroom Visit Model. Our whole leadership team collects and discusses data from classrooms. We celebrate our successes and discuss what our next steps might be as a school community.”
Peter Otterson, Principal