Unlocking Potential: A Scaffold for Enhancing Classroom Impact for Non-Certified Teachers
From February 7th to the 10th, I was able to present at the National ESEA Conference held in Portland, Oregon. As a presenter, I lead a workshop titled, "Unlocking Potential: A Scaffold for Enhancing Classroom Impact for Non-Certified Teachers," a topic that resonated profoundly with educational leaders and teachers grappling with the increasing presence of non-certified educators in classrooms nationwide. The presence of non-certified teachers, including substitutes and paraprofessionals, is increasingly common in our schools. Supporting these educators with scaffolds to effectively plan lessons aligned with grade-level standards while accessing high-quality instructional materials is paramount. Scaffolds are traditionally thought of for students but not necessarily for adult learners. Teaching and learning are hard enough with a college degree specialized in education but non-certified teachers, deserve support that allows them to feel a sense of belonging. In this blog, I will review the scaffolds I presented at the conference and will go into how to use them with non-certified teachers.
Scaffolds for Non-Certified Teachers:
Scaffolding is essential for non-certified teachers to develop a sense of belonging and proficiency in the profession. It involves providing temporary support or assistance as they engage in tasks beyond their current mastery level, gradually fading as teachers gain independence. Skills-Knowledge-Strategy (SKS) and Thinking-Writing-Reading-Listening-Speaking (TWRLS) are two scaffolds specifically developed for teachers to plan smarter, not harder. SKS and TWRLS align with the key principles for effective scaffolding as outlined by the Visible Learning research.
Clear Learning Goals: SKS facilitates the alignment of learning goals with grade-level expectations, ensuring clarity and coherence in instruction.
Gradual Release of Responsibility: SKS employs a three-phase approach, beginning with Connect, to guide non-certified teachers in understanding essential strategies for creating a positive classroom environment. Then moves teachers into using the scaffolds with district resources in the Empower module and transfers teachers to independence by having teachers reflect on the impact of SKS and TWRLS using student work samples.
Adjustment of Support: SKS offers flexible support, allowing for personalized adjustments based on individual teacher needs, site resources, and student readiness.
Feedback and Reflection: SKS and TWRLS provide opportunities for feedback and reflection, promoting metacognitive awareness and self-regulated learning.
Scaffold 1: Skills-Knowledge-Strategy (SKS) for Teacher Clarity
SKS serves as a scaffold for educators to determine grade-level expectations and guide non-certified teachers toward a common understanding of Teacher Clarity. Every standard is written using skills or verbs and content knowledge or nouns. For example, here is a 6th-grade standard for Reading Informational Text Standard 3: (6.RI.3): Analyze in detail how a key individual, event, or idea is introduced, illustrated, and developed in a text (e.g., through examples or anecdotes)
The 6th grade expected skill is: analyze (in detail how)
The expected knowledge is: a key individual, event, or idea is introduced, illustrated, and developed in a text
Now I need to identify a strategy. This can happen in several ways,
Identify how to find specific strategies found in the school's curriculum or resources. Here is one example by Heinemann.
Provide teachers with resources to find a strategy aligned with the grade level standard. Here is an example from a book on graphic organizers.
Use thinking maps as a resource. Even if you are not a Thinking Maps school, there are several resources online to support the non-certified teacher in identifying one of the eight maps as a strategy. Here is a resource online.
Caution: While numerous books offer a plethora of strategies, it's crucial to approach strategy selection with a clear focus on providing scaffolding for non-certified teachers to design purposeful and coherent lessons. Strategies serve as scaffolds for transferring learning effectively when learners possess declarative knowledge (knowing the concept), procedural knowledge (knowing the steps), and conditional knowledge (knowing when and why to apply the strategy). Further elaboration on this concept will be provided in the forthcoming blog.
When the teacher has the three parts of the SKS and can clearly state the learning target:
Students will (analyze) a key event developed in the text by (completing a Flow Map).
Here is a tool for coaching non-certified teachers to use SKS or a reflective tool for non-certified teachers to reinforce the use of SKS.
Scaffold 2: TWRLS for Engagement
TWRLS (Thinking, Writing, Reading, Listening, and Speaking) offers a comprehensive framework for planning engagement, catering to both receptive and productive skills. Given that the brain learns in two ways—receptively and productively—through reading and writing or listening and speaking, TWRLS serves as a scaffold for teachers to purposefully engage students' whole brains in accessing grade-level texts. Strategies for implementing TWRLS and integrating it with SKS (Skills Knowledge Strategy) are outlined, ensuring equitable access to grade-level curriculum for all students. By leveraging TWRLS and SKS together, educators can facilitate comprehensive language acquisition and skill development, promoting deeper understanding and application of grade-level content.
Reinforcing that less is more, one of the leaders in collaborative learning structures is Kagan. What if non-certified teachers only had to worry about selecting from five social-emotional strategies to be able to speak and listen about grade-level content knowledge? Here are the Essential 5 Kagan Structures to scaffold listening and speaking into every lesson.
Yes, while Kagan provides a scaffold for planning for listening and speaking, Thinking Maps provides a scaffold for reading and writing. Together, non-certified teachers could focus on just 13 strategies to plan effective instruction. Remember these are scaffolds and are NOT meant to replace your curriculum or your initiatives. They are meant to provide support for teachers to develop confidence and improve instruction while learning through your induction program, teacher preparation program, or mentoring support program.
SKS and TWRLS:
Let's revisit our approach to supporting non-certified teachers through the use of SKS and TWRLS, focusing on the 6th-grade standard for information text (6.RI.3): Analyze in detail how a key individual, event, or idea is introduced, illustrated, and developed in a text (e.g., through examples or anecdotes).
SKS (Skills Knowledge Strategy):
S (Skill): Analyze
K (Knowledge): A key individual, event, or idea is introduced, illustrated, and developed in a text.
S (Strategy): Flow Map
Learning Target: Students will analyze a key event developed in the text by completing a Flow Map.
The instructional sequence unfolds as follows:
Modeling with Teacher: The teacher models using the text from the curriculum to complete a Flow Map, demonstrating the analytical process to the students.
Student Practice: Students engage in individual practice, utilizing text details to complete their Flow Maps. This phase ensures that every student is actively Reading and Writing about the text, fostering comprehensive engagement.
Independent Application: Students independently use their Flow Maps to orally share the development of the event in a Timed Pair Share. This activity ensures that every student is actively Speaking and Listening about the text, promoting collaborative learning and verbal articulation of their analytical insights.
This coherent sequence not only aligns with the specified standard but also integrates the SKS framework to guide teachers and students in effectively navigating and comprehending the targeted text. The structured use of TWRLS and SKS ensures that learners are actively engaged in receptive (Reading and Writing) and productive (Speaking and Listening) skills, thereby promoting a holistic understanding of the grade-level content.
Actionable Advice or Takeaways:
Here are actionable steps for schools to support non-certified staff using SKS and TWRLS scaffolds, promoting effective instruction and a sense of belonging:
Professional Development Workshops:
Offer targeted professional development workshops or training sessions focused on introducing non-certified staff to the SKS and TWRLS frameworks. See the webinar offering below for non-certified teachers.
Provide hands-on guidance and examples of how to implement these scaffolds effectively in lesson planning and instruction.
Peer Mentoring and Coaching:
Establish a peer mentoring or coaching program where experienced educators serve as mentors to non-certified staff, guiding them in implementing SKS and TWRLS effectively.
Encourage collaborative lesson planning sessions and classroom observations to facilitate shared learning and professional growth.
Resource Sharing and Collaboration:
Create a platform or repository for sharing resources, lesson plans, and best practices related to SKS and TWRLS scaffolds.
Go to the Resources Page to access the handouts from the ESEA Conference
Encourage non-certified staff to collaborate with their peers, sharing insights, strategies, and successes in implementing these frameworks.
Foster a culture of collaboration and continuous improvement where educators feel empowered to experiment with new ideas and support one another in their professional development journey.
Implementing these steps enables schools to effectively support non-certified staff in utilizing SKS and TWRLS scaffolds, fostering effective instruction and ongoing professional growth. By leveraging these scaffolds, educators can create a supportive learning environment, enhance instructional skills, and collaborate to improve student outcomes. Scaffolding through SKS and TWRLS empowers non-certified teachers to deliver quality instruction aligned with grade-level standards as they familiarize themselves with school expectations and curriculum.
Interested in expanding your non-certified teachers' instructional skills and providing valuable learning opportunities?
Join our complimentary SKS webinar tailored for non-certified educators. Reserve your spot now to access valuable resources and enhance instructional effectiveness. Click here to register.
