Professional Reading: When do we find the time?

For the first time in a while, I had an open schedule at school. Daily classroom visits were completed. An instructional walk was conducted. Absences and requisitions were approved. When these opportunities occur, I try to read professionally at school.

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When I first started reading professionally at school, I felt guilty. Would others think I was wasting time, believing I should be in classrooms and in the hallways whenever possible? I would close my door to avoid any judgment.

I’ve come to realize that reading professionally should be a top priority for literacy leaders. In order to be seen as credible in the eyes of our faculty, we have to be knowledgeable about teaching and learning. Reading professionally helps ensure that we are aware of new educational research that could positively impact students. Taking the time to learn from others through text models for everyone in the school how we should all spend our time.

Reading professionally doesn’t happen without forethought, communication, and intent. Here are some steps I have taken to make this part of my day a priority.

  • Subscribe to professional journals and magazines.

I use school funds to purchase subscriptions to Educational Leadership and Educational Update (ASCD), The Reading Teacher and Reading Research Quarterly (International Literacy Association), Literacy TodayLanguage Arts and Voices from the Middle (National Council of Teachers of English), Teaching Tolerance (Southern Poverty Law Center), and Principal (National Association of Elementary School Principals).

  • Schedule time for professional reading.

I’ve started putting this time on my calendar when I think of it. If it is written down, I am more likely to do it. That said, scheduling time for professional reading is less about making sure I am reading professionally, and more about communicating to my superintendent and my staff that this is a priority for me.

  • Set a goal and share what was learned.

Regie Routman at the Wisconsin State Reading Association Convention suggested that school leaders read one article a week and share a brief summary with staff. This can be communicated through a weekly newsletter or even email, with the article attached. By the end of the month, four articles have been shared out. This information can be a way to start a staff meeting, by asking teachers to share their insights from one of the articles.

  • Read professional books related to your goals.

I try to select texts that will have an immediate impact on my current professional goals and objectives. This is in contrast to picking up a book because it just came out and everyone is talking about it. I find that, in my limited time, I have to be selective about longer texts I choose to read. For example, I am halfway through The Together Leader by Maia Heyck-Merlin; my professional goal is to become more organized and efficient.

But how do I find the time?

I’ve been in situations where there is barely any time to go to the bathroom or have lunch, let alone scheduling the time to read professionally.

Not knowing anyone’s context, I have a few general suggestions. First, revisit your daily tasks. What should you be doing and what should you not? For the latter, find ways to reassign those tasks, find more efficient methods, or jettison altogether. Second, set no more than two priorities. I have two priorities this year: build trust and increase literacy knowledge. Anything else that comes my way I do my best to delegate, defer or dismiss. Finally, communicate with your supervisor about taking school time to professionally read. This gives you peace of mind when you open up that journal or book at school.

So what are you reading professionally? How do you find the time? Please share in the comments.

 

How might making lead to literacy? A #WSRA17 presentation

Matt Renwick

Today I facilitated a 1.5-hour session on makerspaces at the Wisconsin State Reading Association convention. The focus was on trying to answer the driving question:

How might making lead to literacy?

This was a true wondering. Although I had some suggestions and ideas, it was on the educators that attended to determine this. They are the kid and literacy experts.

Below are some pictures from the experience. Click here to access the agenda and click here to view the slides. As you can see, we had a lot of fun exploring the possibilities.

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Interested in learning more? I am hosting a one-day workshop at CESA 3 on July 18. The focus will be on how to use technology to increase student independence as learners.

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A Triangle of Trust: A Framework for the Principal-Coach-Teacher Partnership

As a principal new to a school, trust has been a priority in my first year. Trust is defined in a number of ways. It is doing what we say we will do. Trust involves speaking the truth while having the tact to say it thoughtfully. When literacy leaders hold others accountable, as well as helping others hold themselves accountable, trust can flourish. Building trust in the schoolhouse is a prerequisite for professional learning.

Once trust is built, it needs to be sustained. I am learning that a critical part of this work is having clarity about the purpose and goals of a school. Defining the expected outcomes for student learning in a given year and how a school will get to that point is important. Equally important is having time to discuss these goals at length as a faculty. This ensures everyone is on board and questions and concerns have been addressed.

For example, our goal as a school is for at least 90% of our students to achieve proficiency in reading by the end of the year. Our professional learning plan in order to reach this goal involves professional literacy learning in a variety of forums, including an online video series, book studies, and instructional coaching.

Trust is developed, clarity is achieved: now the work can begin. In his book Unmistakable Impact, Jim Knight suggests a partnership approach to this work. “In a true partnership, one partner does not tell the other what to do; they discuss, dialogue, and then decide together” (29). What this looks like is different in every school. Yet I think we can apply any instructional coaching initiative to a broader frame. The mental model I offer here is one frame to consider when thinking about the principal-coach-teacher partnership.

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In a triangle of trust, each person is an essential part of the system. No one person is more important than another, although duties and responsibilities might look different in each role. Between each person is a specific focus that is relevant to the relationship (trust) and connected to the building goal (clarity).

  • Between the coach and the principal, the focus is on identifying opportunities for professional learning.
  • Between the principal and teacher, the focus is on setting high expectations for students achievement and growth.
  • Between the coach and teacher, the focus is on exploring possibilities for collaborative inquiry.

Next is an example in my school that describes this partnership approach to professional learning.

Between the coach and the principal

I get together with our instructional coach once a week to discuss current coaching cycles, student data and application of schoolwide literacy initiatives. We had concluded previously that some of our students were lagging in their reading fluency. The data supported this. The results were attributed to classrooms not allocating enough time for independent reading. It wasn’t necessarily the teachers’ fault; the current schedule is choppy, plus faculty had not received training in this area in the past. We discussed opportunities for professional learning while we prepared for the mid-year data meetings…

Between the principal and the teachers

Grade level teams met with the instructional coach, lead interventionist and me to look at student data and discuss placement of reading intervention at the mid-year point. During these discussions, the conversation inevitably ended up where teams were ready to consider new strategies to continue increasing reading fluency.

At this point, I would share an article on independent reading. It was accompanied with assessment tools that teachers could use when conferring with students. The expectation was clear. However, multiple pathways were offered in which teachers might better facilitate independent reading in their classrooms…

Between the teachers and the coach

While a few teachers connected with me after the meeting about more resources regarding independent reading, I realize that not every teacher is comfortable with this. Being a professional learner demands vulnerability and mistake making. This requires a safe setting. An effective instructional coach can provide this necessary environment.

One teacher reached out to our instructional coach, wanting to explore the tenets of independent reading. After a brief observation, it was decided that students need to first work on stamina and on selecting best fit books. The coach agreed to observe students while the teacher demonstrated for them these skills. Data over time, including tallies noting student engagement levels, showed that improvements were made. By directly seeing the impact that this coaching cycle had on student learning, the teacher came to see what was possible.

Frames have their limits. In this example, both the coach and the principal set the expectations for the building through the use of data and an identification of a better practice. Also, some teachers sought out the principal for guidance on independent reading. Yet within this framework, trust and clarity were a priority. These two critical elements are the foundation for professional learning in a school.

How to Create a Twitter List of Reliable Media Sources

Twitter has been the primary medium for sharing news regarding the presidential election and transition. This social media tool can be effective for gaining multiple perspectives on a topic or cause. The challenge with Twitter is in how to use it so the information you are receiving is reliable. How do we separate the wheat from the chaff?

My suggestion: Create a Twitter list. You don’t even have to follow people or organizations to put them on a list. Here’s how:

  • Select “lists” within the menu under your Twitter profile picture.

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  • Scroll down and select “Create New List”.

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  • Select a hashtag relevant to the topic of interest, such as #WomensMarch. Find people on Twitter who are reporting information and offering commentary (versus simply stating opinions on a topic).

Often journalists and news organizations will have a blue check next to their profile picture. This means they are verified Twitter accounts and have a broader audience on important topics.

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Once you find sources that are reliable for media coverage, select their profile and add them to a new list. You can create a new list when you start looking on Twitter. There is no need to follow them if you prefer not.

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  • Start reading your Twitter list.

The easiest way is to select the list within your Twitter account and read the feed. When posts are retweeted within the feed by those you’ve listed, this can be an opportunity to add more reliable media sources to your list.

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If you read on an tablet or smartphone, I suggest downloading Flipboard to read your Reliable Media Sources list. This free application offers a more visually appealing way to read tweets. You can still access Twitter through Flipboard.

If all of this is too much, you can also simply follow my reliable media sources list. Click here to follow. One caution: Avoid reading these list feeds constantly. News reports can become all consuming, even when the sources are valid. We need to live in the real world so that we have some grounding in reality and be a part of our communities.

In an age where the credibility of the press is openly questioned, it is more important than ever to know how to navigate the information available and decide which sources are most reliable. Fake news does exist. Yet it is up to the reader to determine what sources can be counted upon for facts. A more informed public is the best way to combat misinformation.

The Plot Against America (A Book Review)

Plot_against_usa.jpgFor some time I have wanted to read The Plot Against America by Phillip Roth (Vintage, 2004). It taps into my interest in “What if” scenarios and historical fiction.

I have avoided purchasing it until recently. This past summer, I was walking in the used book section of the Barnes & Noble in Middleton, WI when I spotted it. For $1 I couldn’t go wrong.

Did I find the book or did the book find me? The premise of the novel is Charles Lindbergh is elected president, denying Franklin D. Roosevelt a third term. The famous aviator arrives at the White House on a singular promise: to avoid going to war with Germany. His isolationist platform is in contrast to FDR’s growing concerns regarding anti-semitism spreading across Europe. Lindbergh’s affinity for the Nazi party comes to light more and more as the story progresses. This piece of fiction is based on the events of this time, told through the author’s perspective as a Jewish child growing up in New Jersey. It almost reads like a memoir with all of the details.

The Plot Against America sat on my bedside or in my bookshelf for quite a while. The Trump campaign for president raised my concerns as the summer wore one. His accomplishments corresponded with my interest. Trump takes the lead in the Republican primary race – I read the first chapter. He wins the nomination – I read the next chapter. The more we learned about Trump’s affiliation with Russia, the more I was starting to see parallels as I became engrossed in the novel.

Consider:

  • In the book: Lindbergh is a celebrity with no experience in political office. In real life: Trump is a celebrity with no experience in political office.
  • In the book: Lindbergh seeks a peace agreement with the Nazi party. In real life: Trump suggests lifting sanctions on Russia and praising their leadership.
  • In the book: Lindbergh surrounds himself with cabinet members sympathetic to the Nazi cause, including industry titan Henry Ford. In real life: Trump surrounds himself with potential cabinet members sympathetic to Putin’s Russia, including oil magnate Rex Tillerson.
  • In the book: Lindbergh creates a program in which Jews are encouraged to relocate to another part of the country in hopes of breaking up Jewish communities. In real life: Trump advocates for a Muslim registry and to ban people of this religion from coming to America.

I won’t go on to avoid spoilers. What I can say is there are even more disturbing parallels between Roth’s work and what is currently happening later in the novel. I think if I would have read this book even a year ago, it would not have had the same impact on me as it does now. Context matters. After finishing the book, I continue to think about the first line in an excellent New Yorker article by Evan Osnos, who made similar comparisons between Trump’s rise and a biography set in Communist China.

What is the precise moment, in the life of a country, when tyranny takes hold? It rarely happens in an instant; it arrives like twilight, and, at first, the eyes adjust.

This may be what is happening right now. New ways of acting are becoming normal. That’s why The Plot Against America is one of the most frightening books I have ever read, and this is coming from a connoisseur of Stephen King.

The prophetic qualities of this book are disturbing. My biggest worry: Characters in the story started to accept their current situation as reality, even rationalizing behaviors to avoid dealing with the facts that were right in front of their noses.

So why did I read this book? Obviously I didn’t want to merely escape – maybe to understand? George Will, former staunch Republican who recently disavowed his party in lieu of Trump’s rise, made an insightful comment in a speech, which I do my best to recall.

If I were in charge of the world, every college student would major in history.

George knows his history, as does Phillip Roth. Fiction is not fact, but it doesn’t make it any less true. Being widely read and knowledgeable is a good thing, maybe the best thing, in today’s world of fake news and partisanship. In light of tomorrow’s inauguration, I hope everyone picks up a book they’ve been meaning to read and become better for it.

Student Goal Setting in the Classroom

Matt Renwick

Below is my response for Larry Ferlazzo’s Classroom Q & A for Education Week. You can view all of the responses by clicking here. Enjoy!

Used smartly and with intent, goal setting can be a game changer in engaging our students in their own learning process. Writing down goals makes them concrete. Sharing goals with peers, teachers, and family members puts more accountability on oneself. Including others in setting the goals provides a support system to help achieve them. Others become invested in their success. When students finally do achieve what they set out to accomplish, everyone celebrates.

So how can we use goal setting with our students? I believe the first step in this process is asking students what they are interested in as well as their needs. In one 2nd grade classroom, one teacher I know (my wife) asked her students questions regarding their interests and needs…

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Do no Harm

When used casually, AR helps students’ reading abilities grow. When used thoughtfully and with proven techniques, it leads to tremendous gains and a lifelong love of reading. – Getting Results with Accelerated Reader, Renaissance Learning

I am currently reading aloud Millions by Frank Cottrell Boyce to my 10 year old son. It is an interesting “what if” story: the main character and his older brother find a bag of money thrown off of a train in England. The problem is that England’s currency is soon transitioning from pounds to the euro. To add a wrinkle to the narrative, the main character’s mother recently passed away. To add another wrinkle, the main character can speak to deceased saints canonized within the Catholic Church. This story is nothing if not interesting and hard to predict.

Reading aloud to my son sometimes leads to conversations about other books. For instance, I asked him about a fantasy series that also seemed to stretch one’s imagination. I thought it was right up his alley. Yet he declined. Pressed to explain why, my son finally admitted that he didn’t want to read that series because he failed an Accelerated Reader quiz after reading the first book. Here is our conversation:

Me: “When did you read the book in that series?”

Son: “Back at my older school.”

Me: “Why did you take a quiz on it?”

Son: “Because we had to take at least one quiz every month.”

Me: “Did you not understand the book?”

Son: “I thought I did. It was hard, but I liked it.”

This is an educational fail. When an assessment such as Accelerated Reader causes a student to not want to read, this should be a cause for concern. To be clear, Accelerated Reader is an assessment tool designed to measure reading comprehension. Yet it is not a valid tool for driving instruction. What Works Clearinghouse, a source for existing research on educational programming, found Accelerated Reader to have “mixed effects on comprehension and no discernible effects on reading fluency for beginning readers.” In other words, if a school were to implement Accelerated Reader, they should expect to find results that were not reliable, with the possibility of no impact on student learning. Consider this as you ponder other approaches to promoting independent reading.

It should also be noted that none of the studies listed took a look at the long term effects of using Accelerated Reader on independent reading. That would make for an interesting study.

I realize that it makes simple sense to quiz a student about their comprehension after reading a book. Why not? The problem is, when a student sees the results of said quiz, they appear to attribute their success or failure to their abilities as a reader. Never mind that the text might have been boring and only selected because of points, that the test questions were poorly written, that the teacher had prescribed the text to be read and tested without any input from the student, or that the test results would be used toward an arbitrary reading goal such as points. Any one of these situations may have skewed the results. In addition, why view not passing an AR quiz as a failure? It might be an opportunity to help the student unpack their reading experience in a constructive way.

What I would say is to take a step back from independent reading, and to appreciate it as a whole. What are we trying to do with this practice? Independent reading, as the phrase conveys, means to develop a habit of and love for lifelong, successful reading. This means the appropriate skills, strategies and dispositions should be developed with and by students. Any assessment that results in a student not wanting to read more interferes with that process and causes more problems than benefits. The Hippocratic Oath in medicine states “Do no harm”. Sounds like wisdom education should heed as well.

Suggestion for further reading: My Memory of The Giver by Dylan Teut