Star Gazer Newsletter

Cohort 1 STAR Trainer Certification completers were interviewed upon their exit from the certification process to discuss what worked and what could be improved upon for future cohorts. Through these interviews, it was evident that many participants saw the certification process as having impacted their teaching practice. While all acknowledged that it was an intense process, the knowledge and skills acquired were unanimously identified as valued.

Beyond learning the requisite knowledge and skills to train STAR teachers, completers also recognized the greater impact that the certification process has had on them professionally. Many shared how the process of certification helped them to fine tune their craft as educators and enhance their overall instructional skills. Here are several comments shared by completers from Cohort 1 regarding how STAR Trainer Certification enhanced their knowledge and instructional quality in reading.

"I feel like I am a better teacher having been through STAR training two times (STAR teacher training and STAR certification). I am better at teaching my students and teaching STAR teachers. And I use the evidence-based practices outside of the STAR classroom."
– Cindy Ross from Georgia

"I use the explicit instruction model all the time. STAR has opened my eyes to my teaching practice."
– Tina Liston from Missouri

"The STAR training materials reinforced everything I learned as a reading specialist. All the materials are a great resource."
– Debbe Rigney Hayes from Illinois

"I use the framework for explicit instruction in ALL my instruction now. Even when I am simply tutoring a student in math I make sure to explain the process and significance of what he is doing, I demonstrate the process, explaining my thought process as I go, and I guide him through the process as he begins to master the skills. I did all of this before, sort of, but it was less direct, sometimes out of order, and sometimes I would skip a whole step because I was assuming too much."
– Chris Todd, Missouri

ASK OUR EXPERTS
A STAR Trainer from Minnesota asks the following question: As Minnesota proceeds through the second year of our STAR Project, we are finding that smaller programs are struggling to implement managed enrollment and reading routines. Our rural-based STAR teachers hold the knowledge and enthusiasm for STAR implementation, but are challenged by not having enough intermediate-level students who attend regularly for a "true" STAR class (a class dedicated to intermediate learners). Instead, much of their evidence-based reading instruction is occurring on a one-to-one or as needed basis. They report feeling more competent and confident as reading teachers, but reading routines are difficult to establish. What can be done to move STAR forward in these programs?

STAR Expert Advice: There is no minimum to the number of students in a STAR class. If a program doesn’t have enough of a student population from which to form larger classes or classes limited to intermediate readers, it can still provide robust reading instruction to the students it does have. The explicit instruction framework and classroom activities presented during STAR training can be adjusted for one-on-one work.

If the class is extremely small the teacher is probably going to have to plan one-on-one instruction. If the class can form groups with similar needs, then the teacher must plan to work with one group while others work independently. The more diverse the needs, the trickier and more time-consuming it gets for planning and delivering instruction. Using a volunteer aide/tutor can be helpful. Adding computer-assisted learning could help, too, as some students could work on the computer while others have their time with the teacher.

Programs that are moving to managed enrollment for the first time should consider starting with one or two classes and trying a shorter enrollment period (four weeks, for example). At the same time, consider having a drop-in tutoring site, online instruction, or a mini-class for students who are waiting for the next enrollment date. The interim period could be used for diagnostic reading assessment, orientation, career exploration activities, a mini-class on study tips, etc. Starting small reduces the risk and allows programs to make adjustments over time.

In future issues of The STAR Gazer, implementers will have the opportunity to submit questions to our experts. If you have a question that you would like clarified, please submit it to projectstar@dtihq.com.