Central Office

SaskReads Admin LOGO (web)-01

Literacy Coaches, Coordinators, Consultants, Support Professionals
PLANNING GUIDE

Prior to Student Arrival
Sept – Nov
Dec – Feb
Personnel
Ensure school administrators are aware of SaskReads Admin LOGO (web)-01 .
Literacy coaches contact new teachers.
Provide new staff with professional learning opportunities involving SaskReads LOGO-01.
Meet with school administrators to develop and review goals and to discuss supports.
Facilitate and provide professional learning sessions on SaskReads LOGO-01 .
Build teacher capacity through systematic modeling, co-teaching and feedback based on instructional approaches in SaskReads LOGO-01.
Build school administrators’ capacity in implementing SaskReads LOGO-01.

 

Provide coaching and professional learning on SaskReads LOGO-01 for any new staff that arrive mid-year.
 

 

Literacy Leadership
Become aware of the Education Sector Strategic Plan (ESSP).
Meet with the central office literacy leadership team to discuss system reading plan.
Reflect and set professional growth goals around literacy.
Work closely with school literacy leadership team to promote and support school improvement plan.
Ensure all resources have been purchased, received and distributed for use.
Collaborate with other support professionals to plan reading supports for students for upcoming year.
Develop and communicate professional learning for SaskReads LOGO-01 for the upcoming year, being mindful of the system calendar and priorities.
Plan and facilitate differentiate dprofessional learning sessions based on the needs of school administrators.
Provide relevant, meaningful, research based information and resources to teachers and school administrators.
Deliver support to teachers and school administrators as requested with respect to implementation of SaskReads LOGO-01 and SaskReads Admin LOGO (web)-01.
Central office personnel collaborate and align reading supports for students.
Reflect on professional growth goals around literacy.
Reflect on progress of division or First Nation education organization reading goal.
Participate with school administrators on what to look for in their learning walks using Instructional Walks Module.
Data & Student Improvement
Review previous year’s data.
Collaborate with literacy teams, as requested, to understand and use data to improve instruction and intervention.
Collaborate with administrators and student support service professionals to plan reading improvement supports aligned with division or First Nation education organization intervention plan for students for upcoming year.
Provide training in administering division or First Nation education organization reading assessment to create consistency in administration.
Review fall reading data and plan for appropriate interventions.
Follow up on school specific supports with administrators.
Support schools in analyzing school data and disaggregating the data for subpopulations (i.e., female, male, First Nation, Métis).
Determine classroom environmental modifications as needed for student learning (i.e., sound field systems, sensory strategies, reading spaces).
Central office personnel and school team review progress and plans for interventions and supports and adjust as needed.
Follow up on progress of students identified for intervention in the fall.
Follow up on school specific supports with school administrators.
March-May
Ongoing*
Personnel
Reflect on and review current division or First Nation education organization reading plan.
Report to central office staff on literacy data.
Review ESSP for upcoming year.
Consider how assessment results impact reading plans.
Facilitate and provide ongoing job-embedded coaching on Saskatchewan Reads.
Literacy Leadership
Coordinate and align provincial and division or First Nation education organization assessment plans.
Identify the resources and proposed budget needed to support the division or First Nation education organization reading plan.
Ensure plans are aligned with the division or First Nation education organization calendar.
Plan professional learning and coaching blocks for Saskatchewan Reads for the upcoming year and
communicate the plan to teachers and administrators.
Monitor impact of coaching and classroom modelling (i.e., using a teacher self-assessment).
Continue to provide professional learning opportunities as requested.
Monitor and review literacy plan and coaching model.
Plan and provide professional learning sessions on SaskReads LOGO-01 .
Provide differentiated reading support to school administrators based on their needs.
Acknowledge and provide feedback around the implementation of SaskReads LOGO-01.
 
Data & Student Improvement
Follow up on school specific supports with administrators.
Plan for necessary supports for the upcoming school year.
Plan specific literacy interventions for students identified for the upcoming school year.
Collaborate with administrators and student support service professionals to plan reading improvement supports aligned with division or First Nation education organization intervention plan for students.
Provide coaching to teachers and school teams to understand the use of data to improve instruction and student learning.
Celebrate growth in reading!
    *Ongoing – refers to leadership activities that are essential all year long.