Teacher study groups are as diverse as the teachers who participate in them. They can be an informal, low-key coffee klatch designed to relieve the daily stress of teaching. They can be highly structured inquiry groups, with detailed expectations for participants. Most study groups are likely somewhere between these two extremes, with colleagues getting together regularly to discuss books, view videos, and support each other as they test out new literacy instruction strategies in their classrooms.

Here is where you will find advice from study group leaders who coordinate book groups, design workshop formats for groups, and develop structures for helping colleagues transfer the learning in study groups to the learning in their classrooms.

Music for Literacy Leaders It's remarkable what music can do to lift the mood in a professional development workshop, get kids happily moving between activities in a classroom, or spark reflection among colleagues. Once you begin to listen to songs with an ear toward professional uses, you'll soon see surprising connections everywhere. . . . more Literacy Chats: An Open Discussion Format (VIDEO) In my school, the teachers have monthly literacy chats to discuss current trends and issues that arise in our classrooms. These are informal discussions designed to help us build a supportive community as we all work to improve the ways we teach reading and writing. Our focus for this school year for all groups was to look at the workshop model in our literacy programs, with an emphasis on reading workshop. . . . more Study Groups, Instant Messaging, and Writing I am so out of the loop or should I say SITD (Still In The Dark) when it comes to IM (Instant Messaging). As I sit and write, I even have a cheat sheet next to me of the "Top 50 Most Commonly Used Text Terms." This list was slipped into my mailbox by a young teacher after our last study group, when she realized just how clueless I was about the language of IM. . . . more More Teaching Metaphors Recently there have been a slew of articles published at Choice Literacy focused on teaching metaphors. Bread-baking, wood-working, and piano playing were all conversation starters, drawing out-of-school passions into our understanding of our teaching lives. I continual to draw parallels between my learning and that of students and colleagues. Specifically, I have been paying attention to what literacy lessons I can learn when I approach something that is difficult for me. . . . more Conversation Turns: Recordkeeping and Analysis Tool One of the best ways I've found to deal with colleagues or students who talk too much during group discussions is to give them a task. I've found keeping a record of the conversation to be useful - not only for dealing with the problem of fair distribution of talk, but for tracking and assessing the quality of our conversations. . . . more Literacy Coach Confidential: My Colleague Talks Too Much! I lead professional development workshops and study groups at my school, and we have a new faculty member who is such a talker -- she's pleasant and bright, but so dominant I've begun to dread our faculty meetings. Attendance is down this year at study groups (they are voluntary, not required), and I know the lack of balance in conversations is a big part of it. Do you have any tactful suggestions of ways to get her to listen more and talk less? . . . more Connecting Language and Hope: A Study Group Activity For the past three months, a group of teachers and I have been exploring words in our classrooms. To help us clarify how language affects us, some teachers listened to the language of their students in both academic and social situations. Other teachers studied their own spoken language as an entrance into the words of the classroom. . . . more Root Metaphors for Teaching: Learning from our Passions To me, "breaking bread" together is the essence of community. The genuine conversations, the fond chat, the playful banter, that occur as people talk and eat seem to create different bonds. I love the word "companion" because it derives from the phrase "com pan" or "with bread," reflecting how we become friends as we share simple food together. When I'm baking bread or cooking for my students or family, I purposely slow down, and I'm very mindful and intentional about my creations. But until now, I haven't used the baking itself as a metaphor for my teaching. What skills and insights can I bring to my teaching that derive from the world of cooking? . . . more Rethinking Writing Centers - Winter Follow-Up During the 2006-2007 school year, I began a conversation with the literacy coaches in our network about classroom writing centers. I had noticed that most students were distracted by all of the "cool tools" in the writing centers and were doing very little, if any, actual writing. After a couple of brainstorming sessions with the coaches, we settled upon a two-pronged approach. . . . more Team Sharing of Writing Curriculum Innovations (TEMPLATE) Literacy coaches know that the most successful staff development provides lots of time for colleagues to share their teaching stories, questions, and ideas. Hearing what is happening in the classrooms down the hall or across town is generative--and prompts creative leaps to enliven our own inquiries and curricula. The January doldrums can be swept aside for fresh ideas. . . . more I Believe . . . Some Thoughts on Marathons and Sustained Professional Development in Schools I believe that professional learning communities such as teacher study groups are the key to sustainable instructional change. When teachers are given on-going opportunities over time to explore new ideas and time to process thinking among supportive colleagues sustainable change will occur. . . . more Collecting Literacy Stories Icebreaker (PRINT DOWNLOAD) Our literacy teachers have responsibilities for small-group literacy intervention as well as support to teachers through in-class co-teaching/modeling lessons and monthly professional development meetings. You will see that the prompts are structured to touch on many aspects of the role. You can download the template for the activity at this link . . . more Collaborative Team Meeting: Assessing and Planning Part II (VIDEO) We continue to share resources we've developed together - in this part of the meeting, we distribute copies of the "Strategies Group" template. This is a tool that can be used to cluster students in reading groups around common needs. . . . more Collaborative Team Meeting: Assessing and Planning Together (VIDEO) Collaborative team meetings take place every 9-10 days in our schools. In these meetings, teachers from one grade level, literacy coaches, and our principal meet together to discuss individual students, the curriculum, and goals. I want to share video from one team meeting early in the year. In September, three 4th grade teachers, a literacy coach, the principal and I sat down together in a collaborative team meeting to pore over the assessments of students from the previous year, comparing these notes to our ongoing fall assessments of individual students. . . . more Learning with Intensity - A Study Group Discussion Prompt "I came to our meeting this week dog-tired: preparing for Back to School Night, designing new curriculum, adjusting to changes in our schedule," Lena confided. "But after our discussion tonight, I'm leaving excited about extending these conversations into my classroom." Lena is one of the teachers in our weekly gathering of high school teachers across many disciplines who are all choosing to explore reading comprehension with their adolescent students. . . . more Conferring Notebook for Coaches (VIDEO with TEMPLATE) I am always on the hunt for new ways to reorganize the records I keep as a literacy coach. I want to be sure I have good records of encounters with colleagues, but I don't want to spend more time taking notes than I do collaborating with teachers. Recently I revised my coaching conferring notebook to mirror the notebooks I encourage teachers to use in their own classrooms as they keep track of conferences with students. The video below explains the components of the notebook . . . more Collecting Stories: Opening Activity and Icebreaker (PRINT DOWNLOAD) The "Collecting Stories" activity is a great way to launch a workshop or new study group on a topic. The one I designed here was used with participants in a workshop for teachers who were new to working with young English language learners. You can download a copy of the two-page template by clicking on this link . . . more Fostering More Curricular Collaboration in Teams: The Meeting Notes Form (TEMPLATE) It's hard to be a team leader as well as the youngest teacher on my team. It can be awkward attempting to implement new ways of doing things when everyone else has been teaching longer and has their own systems established. I felt surprisingly nervous! But as we sat together at our first staff meeting of the school year, I realized how silly I was being. . . . more Discussion Quote Collection As a leader . . . I have always endeavored to listen to what each and every person in a discussion had to say before venturing my own opinion. Oftentimes, my own opinion will simply represent a consensus of what I heard in the discussion. I always remember the axiom: a leader is like a shepherd. He stays behind the flock, letting the most nimble go out ahead, whereupon the others follow, not realizing that all along they are being directed from behind. Nelson Mandela . . . more Easing into Fall Literacy Coaching: Exploring Quotes on Reading Comprehension In September, I'll be starting work weekly with a group of high school teachers across many disciplines who are all choosing to explore reading comprehension with their adolescent students. I decided to start to prepare mentally by creating an "Opinion Exchange" around reading comprehension quotes. This way, I can both share a range of thoughts about what it means to understand what we read. I'll also learn more about the stories, histories, and attitudes this diverse group of teachers will bring to our work together this fall. . . . more Classroom Tours: Learning from Colleagues The viewpoint of an outsider was helpful as we set goals and determined next steps for improving the literacy and learning environment throughout the school. We decide to devote a staff meeting to the issue of classroom environments, and we wanted to come up with a format that wouldn't be threatening to the staff, but at the same time would get everyone thinking about ways they might change their classroom libraries and other learning spaces. . . . more I Think, I Wonder, I Understand: Making Sense of the Work of Literacy Coaches The "I Think I Wonder I Know" protocol was completed with colleagues at the beginning and end of a semester-long course on literacy coaching. It is a variation on KWLs that I created; it is a little more "open" than KWL - I prefer the language of it. The chart doesn't read across with parallel concepts. It is more of a snapshot of the thinking of my students at the beginning and the end of the class. The first two columns were completed in early January and the last column was completed in late May. . . . more Summer Reading for Teachers I was intrigued by Franki Sibberson's idea for summer reading. Instead of giving her students a required summer reading list, she invites them to work on a "written plan for summer reading." Ideas for the plan come from sources such as peer recommendations, favorite series, and favorite authors. I think we, as reading teachers, can apply Franki's idea to our own summer reading. . . . more Memorable Students, Memorable Teachers: A Quick-Write Icebreaker for Teacher Workshops "Memorable Teachers, Memorable Students" is a simple quick-write reflective activity that is especially appropriate for summer or "getting to know you" events early in the year with study groups, teacher mentor programs, or back-to-school gatherings. We've used this activity as an ice-breaker, and because the writing demands are minimal, even colleagues who are reluctant writers are often happy to participate. . . . more The Anticipation Guide: A Tool for Study Group Leaders When I was a fifth grade teacher, a typical day ended with a hundred and one important details that needed my attention - planning for the next day's classes, calling parents to talk about a struggling student, gathering books from the library for our new inquiry project-the list seemed endless. Among these preoccupations, faculty meetings and workshops were near the bottom. On an afternoon when I was expected at a grade-level meeting to review benchmark papers, for example, I usually arrived distracted, disorganized, and, therefore, minimally involved in the process. What I needed was the professional development equivalent of that fabled black dress that took a woman from the office to a cocktail party without missing a beat... . . . more Playing with Group Observations: Reflections on Learning with New Teachers The new teacher group is winding down. Our next and last meeting will be in June. Leslie Lloyd, the group's co-leader and I find ourselves constantly reflecting and refining the group as we go along. I find each month we approach some aspect of the group from a slightly different angle. This month Leslie and I played around with the classroom observations. Each month participants talk about the value of being able to observe other teachers and the time taken to debrief as a group. This month we had new teachers Jeni and Jess observe together. . . . more Building the Reading Community Among Teachers The starting point for teaching reading is always our own lives as readers - tuning in to our processes as proficient readers, and then tapping that knowledge to help the children in our care develop new skills and strategies. One of the most important things I strive to do as a literacy coach is build self-awareness in my colleagues of their reading. . . . more New Teacher Conversations: Breaking Through Roadblocks and Sustaining Support At our final New Teacher Conversations meeting, we wanted to celebrate with the first-year teachers as well as look ahead to their second year. Knowing this was the last scheduled New Teacher Conversation meeting, we felt the need to equip them with strategies for issues that might crop up in their work and with confidence in the knowledge base that they already possess. . . . more Reading Workshop for Teachers: Understanding Our Own Learning (VIDEO) In this four-minute video from a monthly study group meeting of new teachers, Jennifer Allen and Leslie Lloyd take the group through a book preview and reading activity as part of the workshop. The discussion after the activity highlights the importance of becoming aware of our own processes as readers in order to understand the literacy of students. . . . more Notetaking Series, Part VI: Establishing a Routine Once you decide when you're going to keep more notes, you'll need to find ways to preserve that time. This is no small feat for teachers and literacy coaches. We want to capitalize on the teachable moments in our classrooms, which means it's often hard to stick to routines. And unfortunately, others rarely see teachers' time as our own. Administrators cavalierly interrupt class schedules with assemblies featuring a talking mouse droning on about dental hygiene; colleagues stop in for a quick cup of coffee during the time they know your students are in music class; a parent can only come in for a conference during a time outside the designated conference period. . . . more The Power of Layered Coaching I have to admit I did not anticipate the power of these peer observations. Each month the new teachers enthusiastically return to the group eager to share new ideas gathered from their classroom observations in hopes of implementing them in their own rooms. Many of the new teachers have stated that the time given to observe other teachers is truly a gift. Others have said that the built-in time to observe is one of the best components of the new teacher support system. . . . more Notetaking Series Part III: "Raw" and "Cooked" Notes Sometimes I learn the most when I am uncomfortable, unsure, and attempting new things. As you use new tools to observe and note events in your classroom, you may gain new learning and insights. But your first days and hours of taking notes may cause moments of discomfort and uncertainty. In fact, if your notes are to improve, chances are you have to seek out that discomfort by pushing yourself to reconsider what you write about. . . . more Two or Three Things I Know for Sure: A Teacher Workshop Activity The title of this teacher workshop activity comes from Dorothy Alison's memoir Two or Three Things I Know for Sure, and the quote from Alison about her Aunt Dot that inspired the title: "Lord, girl, there's only two or three things I know for sure." She put her head back, grinned, and made a small impatient noise. Her eyes glittered as bright as a sun reflecting off the scales of a cottonmouth's back. She spat once and shrugged. "Only two or three things. That's right," she said. "Of course it's never the same things, and I'm never as sure as I'd like to be." . . . more How Study Groups Are Like Self-Cleaning Ovens One of our favorite inventions ever is the self-cleaning oven. Set a timer, lock the oven door, and a few hours later - voila! You have a clean oven, and can feel virtuous about it, even though it required almost no effort on your part. Study groups can be like self-cleaning ovens - put a few key elements in place, and they can almost run themselves. We used to spend hours looking for the perfect activity or icebreaker for groups, but over time we've found that a standard format with regular components works best for us. . . . more January New Teacher Group Update: When Life Happens It was noontime when I received a call from my daycare provider, Sandy. She told me that my daughter, Samantha was coughing a lot. I had an important meeting scheduled for the afternoon with several district principals, literacy specialists and the superintendent. I decided that I would still go to my meeting and just put a call in to my doctor. . . . . . more Opinion Exchange (E-GUIDE) An "Opinion Exchange" is a wonderful activity for a study group session or faculty meeting to explore beliefs and build community around an area of interest. The activity also fosters awareness of diversity in the group and multiple points of view in a non-threatening way... . . . more Gifts for Friends Who are Readers I have become one of those aunts that give books as gifts. I love the books that I choose for the children of friends and relatives. I find many excuses to buy books for the children in my life. But I just recently decided to add my adult friends to my book shopping list at holiday time. My friends are all busy people. They make time to read, but I know that if I give them a book that I've read and loved, they will feel obligated to read it. I am giving them an excuse to give themselves time to read a really good book. What better gift is there than that? . . . more Keeping It Simple: Reflections on the December New Teachers Study Group I sit reflecting on last week's new teacher group. It's December and we have met together monthly since the start of school in September. The monthly agendas have taken on a predictable pattern and we are starting to build relationships within the group. The uncomfortable silences have been replaced with chatter about books we are reading... . . . more Opinion Exchange: A Workshop Activity for Study Groups In our November new teacher meeting, we framed the following "Opinion Exchange" around the theme of staying committed to what we believe in. We created a list of quotes from a range of educators, as well as a list of questions to form a kind of "scavenger hunt" of response to these quotes. Participants read the quotes, and then moved through the room talking about reactions to the quotes and gathering different opinions... . . . more Literacy Room for Teachers Tour (VIDEO) In this four-minute video tour, Jennifer Allen describes how she arranges and displays materials in the "literacy room," the space she has created in her grades 3-5 school as a hub for her professional development work with colleagues... . . . more Teacher Study Group: Writing Focus (VIDEO) In this video of a teacher study group, Jennifer Allen leads a group of grades 3-5 teachers as they launch their monthly meeting in October. Jen follows her own guidelines for launching a successful study group... . . . more Launching Teacher Study Groups: Guidelines and Resources Teacher study groups are becoming more popular in schools, fueled in part by the surge of interest in adult book clubs in the U.S. over the last decade. In study groups, teachers typically work together with a facilitator to explore a topic of interest in-depth -- reading and discussing a book about the issue, trying out new practices in classrooms, and returning each week or month for more conversation... . . . more Assessment and Curriculum Mapping (VIDEO) In this three-part video from a new teacher study group for grades 3-5 teachers, Jennifer Allen demonstrates how teachers can use assessment data to develop instructional plans for individual students and create curriculum maps for an entire class of students at the same time. . . . more Reflective Observation: Helping Teachers Observe, Analyze, and Guide (TEMPLATE) Our new teacher support group includes monthly observations of peers, with time scheduled following the observations for group discussion and analysis of what everyone saw. I wanted to develop some observation tools the teachers could use that wouldn't intimidate the observer OR the teacher being observed... . . . more The Dark Side of Girl Talk: How Female Conversation Patterns Can Inhibit School Change Much of our talk in schools with female colleagues is rooted in playground lessons from girlhood. How we do (and don't) create environments where female teachers can learn and grow together has a direct effect on the ways we think about gender and learning in our own classrooms. . . . more Charting the Course: A Yearlong Professional Development Plan for New Teachers (SCHEDULE) My first task in thinking through how to work with new teachers was to design a professional development plan for the entire year. Only then could I be sure the group would receive both the content . . . more Above the Fold: Creating Individual Professional Development Plans (E-GUIDE) This eGuide includes a six-step process for creating individual professional development plans. The process can be completed by teachers or administrators working alone to devise these plans. But ideally, the steps should be completed with a partner or group of colleagues. The more everyone in the school community knows about the learning agenda of their peers, the better. . . . more Literacy Coach Confidential: Some Study Group Participants Aren't Reading the Book There is a term that was recently coined to describe what your group is experiencing. Welcome to the world of bullcrit -- where people feel free to critique movies they haven't viewed, albums they haven't heard...and books they haven't read. . . . more The Dog Ate My Study Group Plans! Four Instant (and Fun and Reflective) No-Prep Teacher Workshops (E-GUIDE) If you're leading a workshop today and you've got nothing prepared, here are some activities guaranteed to interest virtually any group of colleagues and spark some lively discussion. These are the ones we pull out in those rare situations when (for whatever reason) we haven't had time to prepare anything... . . . more Puzzle Kids: Observing and Analyzing Challenging Students (E-GUIDE) Puzzle kids. Students on the bubble. Children in danger of falling through the cracks. Every teacher can instantly think of students who fit these terms, and can just as quickly identify one or two or three in his or her classroom. They are the students we worry and wonder about, and never seem to have enough time to ponder... . . . more Organizing a Literacy Resource Room for Teachers (PHOTO ESSAY) When I moved from a position as a classroom teacher to a new role as a literacy specialist and coach, the one thing I asked for above all else was a room of my own for collaborating with colleagues, displaying resources, and leading study groups. There wasn't much available, so what I had to work with was a large, bare basement room... . . . more Planning a New Teachers' Professional Development Program The monthly professional development days are designed to provide a safe and supportive environment for new teachers to share challenges, ask questions, and look at how the literacy curriculum fits within the big picture of a school year... . . . more Literacy Coach Confidential: What Can I Do About Poor Attendance at My Study Group? I lead a study group once a month for interested colleagues after school, and attendance is pathetic. What am I doing wrong? . . . more Literacy Coach Confidential: Teachers Resent Me - What Can I Do? I was hired at a time when budgets are down. Class size is up, money for everything from field trips to new books is nonexistent. My salary isn't paid from those accounts, but it doesn't seem to matter to my colleagues. How can I gain the teachers' support, so I can help them? . . . more Boosting Attendance at Study Groups Many study group leaders find themselves facing two demographic challenges in coordinating study groups that meet before or after school. Middle-aged faculty are often in the "sandwich" generation, . . . more Conversations with Beginning Teachers: A Research-Based Model of Support Fourteen new teachers surround us at the conference table this morning at 8:20 am. Steve, a "temporary" first-year teacher breaks the ice by sharing his new diet that's working well: caffeine and sleep deprivation, with 8th-grade lunch duty thrown in for exercise. Others laugh and nod. . . . more