An interview with Dr. Susan Keehn, assistant professor of reading and consultant to the INSPIRE Project
Jimmy Kilpatrick
EducationNews.org

(second in a series)

Kilpatrick - Your comment no "Sage on the Stage" is such a powerful statement in light of NCLB and teacher preparation. Please share you experience behind the one-day presentation educators normally find verse what you are doing with the INSPIRE Project in Round Rock Independent School District, Texas.

Keehn - Also coined "Spray and Pray," the typical professional development consists of an "expert" presenting lots of information and teachers sitting as passive recipients of this information.  Rarely is there follow-up accountability for teachers to DO something with the new information.  Interaction between presenter and participants is also generally limited.   By contrast, the INSPIRED Project offers professional development in the teacher's own classroom with his/her own students.  This is extremely powerful!  Moreover, INSPIRED includes post-demonstration "debriefing" between teacher and consultant.  INSPIRED also provides the materials necessary for the teacher to implement the lesson(s)/strategies modeled.  The clear expectation is that the teacher, in turn, will try out the strategies modeled.  Additionally, the teacher and the consultant have electronic dialogue, as well as interactive journals, to further communicate re. successes, problems, questions, clarifications, etc.

Kilpatrick - How are the teachers responding with interaction model being used?

Keehn - They love it!   Watching an experienced educator work with one's own children/students is wonderful.

They observe things they probably would not otherwise notice about their students, and they have opportunity to see first-hand the adaptations made for individual children.  Also, because they receive materials (books, manipulatives and such) to be able to implement the strategies themselves, this puts resources directly into teacher's hands.

Kilpatrick - What re some of the components being addressed in teacher training and how is reflections by the teachers such a critical factor?

Keehn - Research consistently supports "reflection" as critical for effective teaching and growth as a teacher. Key components of INSPIRED professional development include:

* C lear articulation of goal(s) of the lessons

* C lear articulation of the research base (scientifically-based reading research) for the strategy modeled * Extensions for children ready for more challenge * Accommodations for students needing additional assistance * Connections and extensions across classroom centers * MODELING by the expert * MATERIALS provided to the teacher * Reflection by the teacher re. what she has learned/ insights gained * Communication between teacher & consultant (ongoing) re. what worked, questions, extensions
Kilpatrick - How are you using technology to reinforce the training?

Keehn - My primary use of technology is ongoing electronic communication (email) with the teachers with whom I work.

Kilpatrick - Districts around the country are looking for proven, replicated models to address the needs of 4 and 5 year old children. Will this be a model that adapted in various locations?

Keehn - Absolutely.

Kilpatrick - This three year project will be reporting the second year results this summer. With the outstanding results from the first year do you expect to see even higher performance by all student population? What would you say is the key area the teachers are doing to make such wonderful gains?

Keehn - I expect continued positive results.   I believe the key reason for the gains is that teachers are being very INTENTIONAL about addressing the aspects of the curriculum targeted by the grant---language and literacy learning.  Moreoever, they are held accountable for student achievement, with on-going monitoring of student growth.  As a result, the teacher is more aware of who needs addition support, which children require more help in which areas of development.

Kilpatrick - What area seems to be the most difficult for the teachers to address and how is the continual review of instructional methods being revised?

Keehn - The positive relationships between consultants and teachers allows for honest flow of information. I find that different teachers identify different "areas" as "most difficult."   That is why I regularly consult my teachers regarding what demonstrations would most benefit their learning.   When teachers have input into their own professional development, greater "ownership" results.
Kilpatrick - With you many year in the education field would you say Project INSPIRE is the must exciting project you have been involved in?

Keehn - Definitely the most comprehensive and powerful professional development I have experienced.

Susan  Keehn assistant professor of reading U of Texas at San Antonio. Dr. Keehn has numerous publications in professional journals and has made many presentations at both state and national conferences.  A former Texas Teacher of the Year, Dr. Keehn consults with school districts, works with teachers to improve instruction, and conducts demonstration lessons in classrooms.  Her particular areas of expertise include vocabulary/language acquisition, phonemic awareness and early literacy, and fluency.

###

In the coming weeks EducationNews readers will be hearing from the front-line teachers.

Previous coverage of INSPIRE Project

Department of Education: Early Reading First

(RRISD's Berkman, Bluebonnet, Robertson, Wells Branch & Voigt Elementary Schools plus Buddy Bear Child Learning Center, Nanny & Papa's Christian Learning Center, and Stepping Stone School and Child Development Center)
Contact: Dr. Catherine Davis , 512-464-5054