Office of Curriculum, Technology, & Assessment

Overview: For the past nine years, Patricia Sanchez has been a first grade teacher, reading specialist, a Reading Recovery teacher and workshop presenter. Her interests in early literacy include parent training, writing workshops, and guided reading. She is presently an Educational Specialist working on PRIMER at Education Service Center, Region 20, in San Antonio, Texas.

The most powerful feature of schools in terms of developing children as readers and writers is the quality of classroom instruction. PRIMER (Primary Reading Instruction and Models for Early Reading) seeks to provide teachers professional development to enhance reading instruction and impact student performance. PRIMER B, a web-based model, focuses on best teaching practices in literacy and utilizes current and emergent technologies to share resources. Please join us as we share PRIMER B components.

NSDC Standards for Staff Development

Context Standards
Staff development that improves the learning of all students:

• Organizes adults into learning communities whose goals are aligned with those of the school and district. (Learning Communities)

• Requires skillful school and district leaders who guide continuous instructional improvement. (Leadership)

• Requires resources to support adult learning and collaboration. (Resources)

Process Standards
Staff development that improves the learning of all students:

• Uses disaggregated student data to determine adult learning priorities, monitor progress, and help sustain continuous improvement. (Data-Driven)

• Uses multiple sources of information to guide improvement and demonstrate its impact. (Evaluation)

• Prepares educators to apply research to decision making. (Research-Based)

• Uses learning strategies appropriate to the intended goal. (Design)

• Applies knowledge about human learning and change. (Learning)

• Provides educators with the knowledge and skills to collaborate. (Collaboration)

Content Standards
Staff development that improves the learning of all students:

• Prepares educators to understand and appreciate all students, create safe, orderly and supportive learning environments, and hold high expectations for their academic achievement. (Equity)

• Deepens educators' content knowledge, provides them with research-based instructional strategies to assist students in meeting rigorous academic standards, and prepares them to use various types of classroom assessments appropriately. (Quality Teaching)

• Provides educators with knowledge and skills to involve families and other stakeholders appropriately. (Family Involvement)

NOTE: Each site must audio mute upon connecting to the session to prevent voice activated moving of the cameras from site to site.

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