Moving from Teacher-Centered to Learner-Driven Instruction

in Third Grade Reading at Benson Elementary School

Sarah Cowell
Johnston Principal Leadership Academy

INTRODUCTION & CONTEXT PLAN OF ACTION FEEDBACK & RESULTS

Benson Elementary is a restart, Title I school located in Educator Feedback
Activity 1: Professional development for
a rural area just outside the town of Benson, North All three third grade reading teachers:
all third grade reading teachers on:
Carolina. ● “strongly agreed” with the statement, “Overall, I think using Learner
● Learner Profile Surveys Profile Surveys will help me better serve my students.”
Since 2015, grade level proficiency on the third grade ● Data Analysis of Learner Profile Surveys ● noted increased student engagement when implementing the
Reading EOG has declined significantly at Benson ● High-Yield Instructional Strategies high-yield strategies.
● said they planned to continue implementing the high-yield
Elementary. As of November 2019, approximately 50% strategies moving forward.
of the third grade students were not proficient in
Activity 2: Teachers will give a digital When asked to provide the “biggest takeaway from the Learner
reading, according to iStation assessments. Based on Profile professional development”, one third grade teacher said:
Learner Profile Survey to all students and My assumptions for what works best for the students and their
initial classroom observations, third grade reading
analyze the data to determine which learning isn't always what they need. Their input is a priority
classes were teacher-centered and workbook-driven. when determining how to instruct them and help them learn best.
high-yield strategies might best meet the
Research indicates that one of the most important needs of their students.
Classroom Observations Assessment Data
predictors of graduating from high school is reading
● High levels of student engagement As of March 2020, 55% of third
proficiently by the end of third grade (The Children’s ● More student-talk than teacher-talk
Activity 3: Third grade reading teachers grade students were not
Reading Foundation, 2020). ● All students participating during every proficient in reading according
will implement at least one high-yield high-yield strategy implementation to iStation assessments, which
strategy each week starting in January observed is 5% more than in November.

PROBLEM STATEMENT 2020.

Third grade reading classes at Benson Elementary are RECOMMENDATIONS

more teacher-centered than student-centered, and lack
DATA SOURCES
All students should complete a digital Learner Profile Survey
the consistent use of engaging, high-yield instructional at the beginning of the year and again at various points
strategies that appeal to diverse learning styles. ● Professional Development Feedback Survey
throughout the year to determine changes in learning needs
● Weekly Strategy Tracker and preferences.
● Teacher Interviews (Pre and Post) Student responses from Learner Profile Surveys should be
LOGIC MODEL ● Classroom Observations analyzed and instruction should be tailored to meet students’
● iStation Monthly Reading Assessments needs, when appropriate.
All third grade reading teachers should intentionally plan for
and implement high-yield strategies aligned to the district
DESIRED OUTCOMES reading curriculum upon getting to know their students at the
beginning of the school year.

REFLECTION
In completing my Problem of Practice, I learned how to craft a problem
Increase third grade Increase student Improve reading statement, create a plan of action, and gather both qualitative and
teachers’ capacity with engagement performance quantitative data. Through this process, I learned that teachers and staff are
regard to Learner most willing to participate in professional development and implement new
Profile Surveys and instructional strategies when they receive ongoing support and feedback.
While the implementation of high-yield strategies did not equate to better
high-yield instructional
test scores, as measured by iStation, the strategies did increase student
strategies engagement through higher levels of thinking and collaboration, which most
likely created more meaningful learning experiences for students. If schools
“Every student deserves a great had not closed due to COVID-19, I would have conducted follow-up
interviews with students to gain insight on their perceptions of completing
education, not by chance, but by design.” the high-yield activities. In addition, I would have analyzed the NWEA MAP
Reading benchmark scores for third grade to have another assessment
-Dr. Douglas Fisher data source.