Principal “Look For’s” Communication:
Teachers,
Here are the “Look For’s” that I expect to see in your classroom. Please notice that I have attached the previous “Look For’s” pages, as this is a continuation and growth process. Therefore, all of the “Look For’s” need to be visible and ongoing.
NOTE: Examples (identify only a few new “Look For’s” from your observations each month):
Sound spelling cards are posted in the correct order, within easy reach, and visible for students. Must be
completed by ___________________.
Partner reading and responses will be occurring in every room. Post these partnerships and change as
necessary.
Prefixes and suffixes are to be posted in grades 1, 2 and 3. Add as you introduce new ones.
Pick up and delivery of students for groups needs to be on time. Use a timer if it will help you become
more prompt.
Plan and communicate with team teachers what materials must be carried from room to room for walk to
read.
Students should not be sent to the hallway to work during the reading block. Students cannot learn if
they are not in your classroom. Closely monitor bathroom release.
Quick, smooth and clean transitions need to be occurring.
Add multiple opportunities for students to practice skills in whole group and small group instruction.
(daily in all subject areas)
Give immediate positive praise to students when they are doing what you are asking, this can be whole
group and individual.
Provide more opportunities for students to practice by reducing the amount of teacher talk. Use a consistent signal to gain the attention of the class.
Lines of practice should be used during benchmark and strategic small group instruction.
Please keep your data notebooks on your desk. This way they are easily accessible to the coach and
principal. I should be able to see them in the same place in every room. (your desk) I have included today a cover sheet and spine sheet for your data notebooks. Please put these in place today.
Vocabulary words from each story need to be posted. I would like you to use the Santa Maria Bonita
website www.smbsd.org and you may need to add in others. (ongoing)
Sound/Spelling cards are displayed in your classroom. Now you need to refer to them as you are
teaching, “This is the /ar/ sound like the artist card.” (ongoing)
Follow the lesson maps. Have them out, visible, and accessible. Don’t hesitate to refer to them mid-lesson, this is your guide. (ongoing)
We have been working very hard on multiple opportunities for students to respond. Now you need to
work on students responding in full sentences “A time when I was excited was...” This will take some practice and coaching from the teacher. Needs to occur throughout daylong curriculum.
Use a variety of ways for students to read, include: choral, CLOZE, popcorn (or jump), whisper, and
partner. Providing a variety keeps students on task and engaged. (ongoing)
Thank you!
(principal’s name)
© 2007 by the Oregon Reading First Center
Center on Teaching and Learning
Reflecting on “Look For’s”:
1. Work with your group to write a list of three “Look For’s” that are based on your observations from this morning: 2. 3. 4. 5.
How will you communicate your own building “Look For’s” with your staff?
How and how often will you refer to your own building “Look For’s”?
How will you measure whether the “Look For’s” are followed?
How will you communicate with your coach the support that your teachers will need to implement the “Look For’s”?
6. Begin to generate some “Look For’s” for your own building:
© 2007 by the Oregon Reading First Center
Center on Teaching and Learning
© 2007 by the Oregon Reading First Center
Center on Teaching and Learning
Non-Negotiables (some examples)
1. We will teach the grade level core program and intervention programs as designed and in their entirety.
2. We agree to create and adhere to the pacing plans for our core and intervention program. If we anticipate a change in the pacing plan, we will arrive on a solution and plan of action in conjunction with the coach.
3. We will attend and fully participate in all professional development offered to us and plan with grade level teammates to implement information learned at professional development.
4. We agree to ask all questions, seek clarification, express concerns and find solutions to the issues or concerns that might inhibit our best teaching of reading.
5. We agree to make significant instructional decisions, alterations and plans in collaboration with our grade level teammates and site literacy leadership.
6. We agree to follow the group norms and meeting procedures during our grade level team meetings. We also agree to implement agreed upon “next steps” immediately following the grade level meetings.
7. We agree to engage in regular coaching with the reading coach (pre-conference, observation/demonstration/analysis, debriefing, observing other teachers, hosting teachers in my room) and implement suggestions and new insights.
8. We agree to teach the full reading block and differentiated block daily from August 23, 2006 to June 4, 2007.
9. We agree to utilize our instructional aides and support personnel to provide daily instruction and teaching directly to students during their time in our classrooms. 10. We agree to administer and report the assessment results for the Theme Skills Tests for each unit and DIBELS progress monitoring tests and input the scores into the database within 3 days of test administration.
© 2007 by the Oregon Reading First Center
Center on Teaching and Learning
Reflecting on the Non-Negotiables
1. Have you clearly outlined non-negotiables for your system? What are they?
2. How did you communicate them?
3. What currently exists to hold personnel accountable for following the non-negotiables?
4. How do you measure whether the non-negotiables are followed?
5. How and how often do you refer to and review the non-negotiables?
6. If you could revise what you have in place, what revisions would you make?
7. Begin to generate a list of non-negotiables (or refine your current non-negotiables):
8. How do you move beyond “just adhering” to the non-negotiables?
© 2007 by the Oregon Reading First Center
Center on Teaching and Learning
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