Reading Apprenticeship Across the Disciplines (RAAD): Blended Model

Research & Evidence

Reading Apprenticeship Across the Disciplines (RAAD)

The Cross-Disciplinary Blended Model: Live and online professional learning


RAAD teachers participated in Reading Apprenticeship professional learning in three ways:

  1. Traditional live (face-to-face) Institutes in the summer and winter (all subject areas).
  2. Online learning during the school year, with Instructure Canvas as the Learning Management System (LMS). Modules included community building through both asynchronous dialogue via the LMS and synchronous video conferences via Zoom.
  3. School team meetings with their colleagues at their school site.

This learning experience was designed to ground teachers in the Reading Apprenticeship framework, and then support their practice during the school year through online peer communities.

Professional learning calendar

Summer Opening Institute (live, 3 days)
Fall Online learning (2 hours per month)
Winter Winter Institute (live, 2 days)
Spring Online learning (2 hours per month)
All school Year Monthly school team meetings led by teacher leaders

The professional learning experience

Here’s how teachers experienced professional learning throughout the year:

I. Live Institute

School teams of three to six teachers attended live institutes with about 30 teachers from their region. Here they experienced immersion in disciplinary literacy and the Reading Apprenticeship Framework, and practiced new teaching routines. They left the institute with practical knowledge to begin integrating new literacy routines into their classrooms, as well as new strategies for supporting social emotional learning.

II. Online Learning

A. Reflecting on Practice in Small Learning Communities
Teachers met up in Zoom to inquire into their own practices, assess how their literacy practices may be changing, and understand the impact of those changes on student learning.

B. Text-based Discussion Forums
Teachers continued Reading Apprenticeship inquiry and reflection on their practice in asynchronous (independent and at teachers’ convenience) text-based conversations. These sessions were held on Canvas and guided by prompts.

III. Additional Local Support and Literacy Leadership Development

School Team Meetings Led by Teacher Leaders
Each participating school selected one teacher to participate in Reading Apprenticeship leadership training. These teacher leaders in turn convened their school teams for monthly meetings, classroom visits, student work analysis, and reflection on how their literacy practices were evolving given their different subject areas.