Inspect for Impact
Location
Morgan
Session Format
Presentation
Abstract
A current issue facing Georgia educators, particularly those who teach at the elementary level, centers on implementation of the recent Georgia Early Literacy Act. This sweeping legislation is the latest entry to a decades-long list of efforts made toward the singular goal of increasing the literacy rates of Georgia students. Many creative techniques have been used to address this challenge over the years, including a variety of intervention measures for students, extended instructional days, and educator professional learning (PL) on an array of literacy-related topics. While these approaches have been effective, they often have not included PL for a key group of school personnel – specials teachers. A first step toward effectively preparing these educators to use literacy techniques in their instruction is the identification of gaps in their literacy-related content and pedagogical knowledge. This session will introduce participants to a procedure for co-identifying these gaps with their specials teacher colleagues using a tool created by the presenters, and how the findings produced can be used to create targeted, individualized PL plans. Upon completion of this session, attendees will be better equipped to assist specials teachers in evaluating their own PL needs, toward the ultimate goal of increased student achievement.
Keywords
literacy, techniques, instructional gaps, professional learning needs, student achievement
Professional Bio
Ms. Vera Musgrove joined Kindezi in 2022 as the Director of Enrichment. She has taught physical education, health and dance in the elementary school setting and dance to students of all ages up to adults throughout the Atlanta area for over 15 years. As an educator, Ms. Musgrove has served as a department chair/team lead for three years, received various awards, was voted teacher of the year, served as a Go Team member, was a member of the Superintendent Advisory Board and completed the Instructional Leadership Development Program with the Atlanta Public Schools. She earned a bachelor’s degree in French with a Dance minor from Spelman College and a master's degree in Educational Leadership/Tier I Leadership Certification from Kennesaw State University. Currently, she is a graduate student at Columbus State University.
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Recommended Citation
Musgrove, Vera and Hart, Anna, "Inspect for Impact" (2024). Georgia Educational Research Association Conference. 15.
https://digitalcommons.georgiasouthern.edu/gera/2024/2024/15
Inspect for Impact
Morgan
A current issue facing Georgia educators, particularly those who teach at the elementary level, centers on implementation of the recent Georgia Early Literacy Act. This sweeping legislation is the latest entry to a decades-long list of efforts made toward the singular goal of increasing the literacy rates of Georgia students. Many creative techniques have been used to address this challenge over the years, including a variety of intervention measures for students, extended instructional days, and educator professional learning (PL) on an array of literacy-related topics. While these approaches have been effective, they often have not included PL for a key group of school personnel – specials teachers. A first step toward effectively preparing these educators to use literacy techniques in their instruction is the identification of gaps in their literacy-related content and pedagogical knowledge. This session will introduce participants to a procedure for co-identifying these gaps with their specials teacher colleagues using a tool created by the presenters, and how the findings produced can be used to create targeted, individualized PL plans. Upon completion of this session, attendees will be better equipped to assist specials teachers in evaluating their own PL needs, toward the ultimate goal of increased student achievement.
