CALL participation for 1.5 years results in the following:

• A 5-member content Literacy Leadership Team proficient in selecting and integrating research-based literacy strategies into their math, science, social studies, and ELA lessons and capable of coaching their department colleagues in doing the same.
• Core content teachers in the school proficient in selecting and integrating research-based literacy strategies into their math, science, social studies, and ELA lessons.
• A critical mass of teachers at the school comfortable with integrating research-based literacy strategies into their content lessons as models for their colleagues and able to lead future professional development and coaching activities.
• All teachers in the school aware of the importance of integrating literacy across the curriculum and exposed to selected research-based literacy strategies to integrate into their lessons, as well as aware of colleagues who can support their future content-literacy learning.
• An action plan for building and strengthening content literacy expertise across the entire school faculty and the local capacity for carrying out the action plan.

Awareness sessions begin in March 2012 to introduce the program to Literacy Leadership Team members via webinars and asynchronous online interactions.

Year 1 Aug/Sept 2012 (TBD) - Jun 2013

For 5-member leadership team (one teacher of math, science, social studies, ELA & a literacy team leader)

• Face-to-face: 4 Literacy Institute Days: Summer 2012 TBD
• Ongoing online asynchronous interaction in support of classroom instruction: approximately 3 hours weekly: includes regular readings, reflections, literacy strategy experimentation, lesson planning, lesson observations, and lesson study discussions
• Lesson observations: Each team member observes and gives feedback on literacy strategies integrated into 2 one-period peer lessons (and agrees to lesson observation in their own classrooms).
• School-based meetings: 2-3 two-hour cross-content team meetings, self-scheduled
• Periodic Conference Calls with Principals: max. 4 per school year
• Spring critical friends meeting: .5 day, venue TBD

Y1 includes late spring awareness-building sessions to prepare expanded Y2 team.

Year 2 Aug/Sept 2013 (TBD) - Jan 2014

For same 5-member leadership team and a second team of 2-4 department colleagues

• Face-to-face: 2-3 Literacy Institute Days: venue TBD
• Ongoing online interaction in support of classroom instruction: approximately 3 hours weekly: regular readings, reflections, literacy strategy experimentation, lesson planning, lesson observations, and lesson study discussions
• Lesson observations: Each participant observes and gives feedback on literacy strategies integrated into 2 one-period peer lessons (and agrees to lesson observation in their own classrooms).
• School-based meetings: 3-6 department team meetings, self-scheduled
• Webinars with broader faculty: 3-4 webinars to build capacity for school-wide implementation of literacy strategies. (max. 3 hours per person)
• Periodic Conference Calls with Principals: max. 4 per school year
• Culminating critical friends meeting: .5 day, venue TBD

NOTE: To satisfy our grantor, principals, team leaders, and teacher participants will need to complete online feedback forms at various times throughout the work.

• Substitute coverage for team members who are classroom teachers (4 teachers) to each attend two face-to-face Literacy Institute days scheduled during the school time in Y1 (two additional days scheduled as Saturday sessions).
  • NOTE: Scheduling for the Literacy Institute and Critical Friends days in Y1 and Y2 will be negotiated once the schools are selected.
• Variable: Stipends as per the local contract for Y1 Literacy Leadership Team members to participate in 1 or 2 web-based meetings during Spring 2012, if scheduled during non-school time.
• Variable: Stipends as per the local contract for Y1 and Y2 participants to attend cross-department or department meetings, and institutes, if scheduled during non-school time.
• Variable: Substitute coverage as needed each year to allow each participating teacher to observe 2 one-period peer lessons. (Coverage can be handled by volunteers, support staff/administrators, or scheduling observations during team member prep periods, if possible.)
• Variable: Substitute coverage as needed to allow each participating teacher to observe 2 one-period peer lessons. (Coverage can be handled by volunteers, support staff/administrators, or scheduling observations during team member prep periods, if possible.)

For additional details about the CALL, scheduling, and professional development services provided, including face-to-face institutes, regular online coaching and feedback, regular phone consults, web-based meetings and presentations, sustainability planning, etc. Contact Stephanie_Feger@brown.edu with questions.

For additional details about the CALL, contact Stephanie_Fegerbrown.edu