Moving In Unexpected Directions
Texas elementary uses exploratory research to map out an evaluation plan
By Learning Forward
October 2013
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Theory of Change for Improving Classroom Management During Guided Reading
1. Group of volunteer teachers drafts an Innovation Configuration (IC) map for classroom management during guided reading. Once teachers review the IC map, the group makes revisions based on their suggestions.
2. Each teacher self-assesses his or her classroom management during guided reading time based on the IC map. An administrator conducts a nonevaluative observation of each teacher’s guided reading instruction. The teacher and administrator meet to discuss the teacher’s classroom management practices in relation to the IC map and decide on possible support needed to build effective classroom management practices.
3. Teachers who need or want support in improving their classroom management practices engage in a book study of The Daily Five: Fostering Literacy Independence in the Elementary Grades (Boushey & Moser, 2006).
4. Teachers participating in this course receive coaching support and nonevaluative feedback focused on classroom management. Teachers observe management of literacy stations and independent reading in classrooms where these practices are effective.
5. Teachers’ classroom management practices during guided reading improve and become more consistent across classrooms.
6. As a result of improved classroom management, best practices in guided reading are consistently implemented, timing of guided reading lessons improves, and student engagement in guided reading instruction is strengthened.
7. Student achievement in reading improves.
Evaluation Questions
To what extent are teachers implementing classroom management standards to support self-directed student behavior during guided reading time?
In what ways do improved classroom management practices impact teacher implementation of guided reading standards, timing of guided reading lessons, and student engagement in guided reading?
How do improved classroom management practices affect the rate of student growth in reading?
References
Allington, R.L. (2002, June). What I’ve learned about effective reading instruction from a decade of studying exemplary elementary classroom teachers. Phi Delta Kappan, 83(10), 740-747.
Boushey, G. & Moser, J. (2006). The daily 5: Fostering literacy independence in the elementary grades. Portland, ME: Stenhouse Publishers.
Carspecken, P.F. (1996). Critical ethnography in education research: A theoretical and practical guide. New York, NY: Routledge.
Conzemius, A.E. & Morganti-Fisher, T. (2012). More than a SMART goal: Staying focused on student learning. Bloomington, IN: Solution Tree.
Fountas, I.C. & Pinnell, G.S. (2006). Teaching for comprehending and fluency: Thinking, talking, and writing about reading, K-8. Portsmouth, NH: Heinemann.
Fullan, M. (2010). Motion leadership: The skinny on becoming change savvy. Thousand Oaks, CA: Corwin Press.
Glaser, B.G. & Strauss, A. (1967). The discovery of grounded theory: Strategies for qualitative research. Mill Valley, CA: Sociology Press.
James, E.A., Milenkiewicz, M.T., & Bucknam, A. (2007). Participatory action research for educational leadership: Using data-driven decision making to improve schools. Thousand Oaks, CA: Sage.
Killion, J. (2003, Fall). 8 smooth steps: Solid footwork makes evaluation of staff development programs a song. JSD, 24(4), 14-26.
Killion, J. (2008). Assessing impact: Evaluating staff development. Thousand Oaks, CA: Corwin Press.
Reeves, D.B. (2010). Transforming professional development into student results. Alexandria, VA: ASCD.
Richardson, J. (2007, August/September). Clarify your vision with an Innovation Configuration map. Tools for Schools, 11(1), 1-7.
Learning Forward is the only professional association devoted exclusively to those who work in educator professional development. We help our members plan, implement, and measure high-quality professional learning so they can achieve success with their systems, schools, and students.
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