Summer Book Buzz

As an instructional coach, one of my responsibilities is to provide voluntary opportunities for teachers to study in groups during the school year and in the summer. This is one of my favorite coaching responsibilities. The studies take on a life of their own and usually go way beyond my expectations. Because the study is usually voluntary to some extent, teachers are more passionate learners and more confident as they become experts in a new content area or practice. Having a part in how they feel about themselves as confident teachers is pure joy!

In her book, Becoming A Literacy Leader, Jennifer Allen is guided by two goals when planning study groups: purposeful alignment and peer interaction. She states that, “…resources that are selected as offerings within the school are aligned to our district goals and that our professional development has everyone focused, interacting, and making meaning together.”

I agree with her goals, and I have had the opportunity to plan book study groups based on these goals. This past summer I received a healthy budget to purchase professional books for summer book studies. I chose the books based on teacher surveys, asking what they would like to study together, as well as aligning the choices with my district’s goals and philosophy.

Once the books arrived, I created a ‘Summer Book Buzz’ for teachers to read through and make an informed decision about the study in which they would like to participate. At a staff meeting teachers signed up for their study of choice, chose a facilitator, selected dates to meet, and created norms for their time together. One of the requests I made of teachers that chose to participate was to present something  from their study during a staff meeting in the upcoming school year. The groups presented engaging strategies, activities, and student work. Because the study groups were voluntary the teachers took ownership over their time together as well as what and how they chose to present. This was evident as I listened to the presentations at staff meetings and the many conversations teachers had with me. I considered the book study groups a success.

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As I read chapter 4 of Allen’s book, she affirmed much of my work planning and preparing for the book study groups. I also realized there is much I could add to my planning for the next time. Although having teachers present their studies gave me a form of evaluation, I can see that implementing a study group evaluation would provide valuable information for me as a coach and facilitator.

Allen’s suggested evaluation includes…
1. What was the greatest benefit of participation in this type of professional development format?
2. What changes may you make in your instruction as a result of attending this focus group?
3. Please rate this form of professional development on a scale of 1 to 5 (5 being the highest).
4. Comments:

Jennifer Allen closes this chapter by calling study groups a worthy investment. She states, “Study groups are what I am most passionate about as a literacy specialist. I believe in teachers and their ability to direct, reflect, and facilitate their own learning.” From my reading and my own experiences I would agree, and I plan to continue using book study groups in my practice while applying the valuable suggestions Allen provides in her book. Let the new school year and the study groups begin!

Leading as a Reading Principal

As an educator, I have always been passionate about literacy and have continued to seek out new learning.  My literacy thinking has been refined as I’ve read books by Regie Routman, Donalyn Miller, Boushey and Moser, Richard Allington, Fisher and Frey, and now Jennifer Allen. Becoming a Literacy Leader is a goldmine of a book for literacy specialists/instructional coaches, making me wish I could go back into a role to focus just on coaching literacy to apply my learning from Allen, but then I remember that I love my job as principal too!  Since I wear many hats as a principal and cannot go in depth to the type of literacy support that Allen and literacy coaches provide teachers, I want to share some of the visible ways that principals can be reading principals. My ideas shared are not my own, I’ve gained these from the authors I’ve mentioned above and others in my Professional Learning Network.

1. Be a reader and share it with students!  I love to share with students that I’m a reader. I get into classrooms the first week of school to read a book to kick-off the new school year and I also go back in after winter break to talk about reading resolutions.

2. Encourage teachers to share their reading lives with students. I post my reading sign in the library for students to see (what I’m reading and how many books I’ve read) and ask teachers to do something similar to model for students that they are readers too.

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One year I asked all teachers to identify 10 things about themselves as a reader and we filled a bulletin board with who we are as readers for students to see. 

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3. Share your reading life with staff. With each new book I’m reading, I update my email signature to show it so each time I send an email, I’m also recommending a book! I have a few staff members who do this and I have gained new book ideas just from their email signatures.3.pngIn addition, my staff memo blog includes a widget to show the books I have read/logged on Goodreads this year.

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4. Talk about books with kids. I do this when I’m in classrooms during literacy or during the lunch room. I especially love getting kids talking at the lunch table because students need to hear their peers talk about books to be able to seek out book recommendations from others.  My oldest child is a hesitant reader. He can read, but he doesn’t like to unless he gets hooked on a book, but getting the hook is the struggle. A couple of years ago, I knew he would love The False Prince and I tried to get him to read it. Then one day out of nowhere he came home with a book he was so excited about that he heard his friends raving about so he started it. Guess what book it was?

55. Learn about literacy with your staff. Dave Burgess, author of Teach Like a Pirate (2012) asks the great metaphorical question “Are you a lifeguard or swimmer?” about whether or not you are walking the talk. He explains:“Lifeguards sit above the action and supervise the pool. Although he or she is focused, there is a distinct sense of separateness both physically and mentally. In contrast, a swimmer is out participating and an integral part of the action.” I have continued to learn right along with my teachers as we implemented Daily 5/CAFE, Lucy Calkins Units of Study for Writing and now moving into Units of Study for Reading. I even taught a summer school class to apply what I learned so I could be as supportive as possible for our teachers.

6. Ensure that classroom libraries have books for students to read. Gone are the days of the traditional basal that all students read (they weren’t all reading it!) or committing Readacide by having all reading the same chapter book together. We must ensure that classroom libraries have a wide variety of books that are of interest to students. What role do principals play in this? This means letting teachers budget for ordering additional books and letting them wait until they know their students as readers to make purchases later in the year to find books their readers will want. Supporting the librarian or IMC specialist to purchase books throughout the year so that when kids hear there’s a new book coming out they don’t have to wait until the next budget approval…they are waiting at the library the day they know the book is out eagerly hoping to be the first to check it out! 6.png

7. Continue to support teachers with professional learning. Provide your teachers with the opportunities to attend conferences, workshops, online webinars, or even purchase/share professional books, articles or blog posts.

8. Build up teacher leaders. Those teachers that got so excited about what they were reading and started applying it in their classroom? They have potential to be leaders in your building. Feed that hunger they have for growing as literacy experts. Let them lead a staff book study or present at a staff meeting/PD day. Cover another teacher’s class so they can observe in their classroom and learn from each other.

9. Encourage teachers to share book recommendations with each other. I love Allen’s examples in the book of having a place in the staff lounge for a teacher book swap (for personal reading) and a bulletin board for teachers to post read-aloud ideas for one another.

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Found on p. 13 of Becoming a Literacy Leader.

10. Make reading a fun part of your school culture. Support classrooms to have great places to read (not confined to a desk…you don’t do that at home when you’re enjoying a good book!) 8

Do crazy things to show that reading can be fun. During a Scholastic principals challenge, I read up high all day so kids could see (and I got a lot of great reading done) to enter our school in a contest to win books. Several classes even joined me throughout the day be reading on the floor for a while so I wasn’t alone all day during class time.

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Every once in a while I make a special weather announcement to inform the school that there’s a reading blizzard on the way so they have to stay prepared with a book no matter where they are during the day, because when it hits they will need to take cover with a book.  Then at a random time of the day, I make the announcement that the blizzard is here and they need to stop what they’re doing to read for 10 minutes. (This also helps build the habit to always have a book with you!)

I’d love to hear what other visible ways principals lead the reading culture!

Hosting Study-Groups for Teachers

“Thank you, Dana,” the fifth grade teacher said to me on the last day of our lunchtime study-group. “This has been really, really helpful.”

9780325043579.jpgWe had just finished our six-week long study-group centered around Christopher Lehman’s book Energize Research Reading and Writing. We had read, learned, talked and laughed our way through the book. The teachers were eagerly using the things we had read about in their classrooms already. By all accounts, our study-group was a success.

In Chapter 4 of the new edition of Becoming a Literacy Leader, Jennifer Allen explains how she uses study-groups to meet the professional learning needs of the teachers in her school district. Leading study groups has become one of my favorite parts of my job as an instructional coach since I get to be “hostess and party planner” (page 65) and participant.

Find a Core Resource

Of course, you will need a core resource to study. I usually choose a professional book that aligns with our district vision and curriculum, but you could also use videos or a collection of blog posts on a given topic as your core resource. On page 67 of her book, Jennifer Allen provides a sample of the study-group options she offered one school year. I really like the idea of offering a menu of possibilities for teachers at the beginning of the year. This would provide a lot of choice in topics and timing, so hopefully there would be something for everyone.

Determine a Predictable Structure

To me, this is the golden nugget in all of Jennifer Allen’s wisdom about facilitating study-groups for teachers. Find a predictable structure and stick with it. Just like the structure of a reading or writing workshop helps students learn, a predictable structure for your study-groups will help teachers learn. A predictable structure provides teachers the comfort of knowing what to expect each week, and it eases the planning process for you as well! The structure we used for our study-groups was:

  1. Discuss the real-life application of the day’s topic.
  2. Discuss text.
  3. Try it out!

This format worked really well for Energize Research Reading and Writing. For example, the day we studied Chapter Three on note-taking, our agenda looked like this:

  1. Discuss real-life application. (5 minutes)
    Are you a note-taker when you read? Why do we take notes?
  2. Discuss text. (15 minutes)
    The author presents four possible lessons for teaching your students to take notes. What were your reactions to these lessons?
  3. Try it out! (20 minutes)
    Try lesson titled, “Even Kindergarteners Are Taught, ‘Find the Main Idea'”.

This format allowed us to both discuss the text and give it a go ourselves each week. This format also provided an easy planning template for me. I would formulate two questions or prompts to guide our discussions, and then prepare the materials for the “Try It Out!” portion. Planning for a fifty-minute study group usually took me about twenty minutes.

In Chapter 4 of her book, Jennifer Allen describes the predictable structure she uses:

  • Discussion/Sharing
  • Video Clip
  • Reading Excerpt
  • Toolbox
  • Putting Ideas into Practice
  • Follow-Up Between Sessions

I appreciate that she provides a bit of time for teachers to dig into the reading a bit during the study-group. We always did all of our reading outside of school, and I did my best to send reminders ahead of time. Decide on a structure that fits you and your teachers, and use it consistently.

Facilitating study-groups is one of my favorite parts of my job as an instructional coach. The feedback I receive each time is overwhelmingly positive, and there is never a shortage of teachers signed up to attend. I recommend finding time in your schedule for at least one each quarter/trimester. Like Jennifer Allen wrote, study-groups are a “worthy investment.”

Struggling Mathers

This past year was my 26th in this business. I spent 11 of those as a middle school language arts and social studies teacher. I spent 5 years as an instructional coach. I taught alternative ed and GED for 2.5 years. All of my working life I’d been concerned with the input side of literacy – reading.  This year, I am teaching high school math.

I am a complete newbie at teaching high school Algebra. And I feel like it. I spend long hours poring over content trying to understand the most sensible route to making this abstract subject comprehensible and engaging for my freshmen. They were placed with me at the beginning of the second semester this past year to repeat semester 1 because they had failed it. I am certainly no expert and lean on my new peers in the math department for help.

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This is one reason why I am thankful to be reading Jennifer Allen’s book, Becoming A Literacy Leader. Specifically, she opens with her call to creating a climate where “creating ongoing opportunities for shared experiences and conversations among staff” is the way forward in navigating the myriad demands we face as teachers.

One of the most striking parts of my experience has been a fresh set of unbiased eyes on a traditional subject. All my years of literacy instruction have given me a different perspective on this whole math thing. I watch students “get it” when I sit with them one-on-one and we read a word problem out loud together. They start to make sense when I ask them a few good questions to help them reflect and verbalize what they know from the problem. As much as I leaned on my team, I believe I brought perspective to our conversations. 

It’s like “good” readers vs. struggling readers. You know. All those things we know those good readers are doing in their heads, like, predicting, connecting the text to things they know, making a movie of the action in their mind, reading for a specific purpose, scanning, skimming, re-reading… the list could go on. I am finding that struggling mathers are not doing the things that “good” mathers are doing.

That the difference between them often lies not in some innate ability, but a collection of habits that they don’t have yet and are not employing to help themselves. I find myself often modeling my thinking out loud for them. They apply few of the Standards For Mathematical Practice (which I am only just getting to now, as you can imagine).

This is only one example of how I am “seeing” and wrestling with literacy in math.

Just as Ms. Allen notes in chapter 2, as “learning to read should be a joyful experience,” so should learning to math. My attempt this summer while reading Jennifer’s book is to find parallels to help foster and lead in literacy in the math world. I know I have tons of math resources available to me – I’ve spent a lot of time reading them these past few months – but I want to specifically think about my context, my assignment, my kids and how I can help them navigate math help and instructional resources. I think Ms. Allen’s book is the perfect platform for developing the questions I want to ask in order to explore this further.

 

When professional learning isn’t your choice…

As teachers, we have all had times when we have been asked to participate in mandated professional learning. Before you read on, think about the last time you found yourself in this situation. How did you feel about being there? What elements worked for you and what rubbed you the wrong way?

For me, this type of learning reminds me of what our students must feel each day. I admit that I myself have not always been a huge fan of mandated professional development. It is ironic that planning and delivering this type of learning is now a regular part of my current position. Knowing that the feelings around this type of PD are not always talked about in a positive light, I was intrigued to read Chapter 3: “A Model for Required Professional Development” in Jennifer Allen’s book Becoming a Literacy Leader. I was genuinely curious to find out what might Jennifer offer to help me become a better facilitator for required learning sessions.

Right away I loved Jennifer’s honesty as she shared her moments of success and frustration. Anyone who has organized and led professional learning has had those moments where you clearly know you have failed. Jennifer begins with sharing some very challenging years that were not working for her. Paying attention to our mistakes and learning from them is important for all of us, regardless of our teaching context.

I began to think about my biggest fails from this past year. What did I learn? Probably the most important lesson I learned this year was to invest the time to learn the culture of the group. Not all groups work the same way and not all leaders want you to work with their staff in the same way. Asking questions and ensuring expectations are clear, helps things go more smoothly. Many times I am asked to introduce ideas and information that may challenge entrenched ways of thinking and working within schools. Another lesson I learned is to name this dissonance right at the beginning and open up space to disagree, in agreeable ways. My biggest learning continues to come from reflecting about the bumps in the road and what I could do differently next time.

In Chapter 3, Jennifer introduces us to three key ingredients she believes are essential when designing an agenda for mandatory professional development:

  • making meaning of content together
  • individualizing the learning
  • bridging theory and practice.

I loved her example of “My Life in Seven Stories”, but equally was a fan that she left room for me to contextualize these ideas and make them my own. When I thought about the three ingredients for professional development, I was able to immediately connect my own personal experiences with her framing.

Thinking about how groups can make meaning of new content together, I  realized how important good questions are for learning. Thinking in questions helps organize the main ideas and guide professional development but also leaves room for the learners to influence the direction and thus the learning. Framing professional learning through a series of questions signals to the participants that they will be actively making meaning together. Knowledge Building Circles are a great way to dig deep into important questions and make meaning of content together.

The second ingredient Jennifer suggests is to design professional learning so people can individualize the learning. This can be tough with very large groups but by providing choice within the session, we can increase autonomy and engagement. Choice can be as simple as offering a collection of articles to choose from, a variety of tools to use, or even providing the opportunity for groups to make micro-decisions about how to structure a block of time. Jennifer’s suggestion to take what you learn and apply it yourself (p.54), reminded me that we want our learners to be actively engaged in doing the learning and not just hearing about the learning. If your session is about reading, ask your participants to read. Taking off the teacher hat and putting on the learner cap is important for internalizing and personalizing learning.

The third ingredient was a recent epiphany for me. I used to wonder why we even needed theory. Just tell me what to do! Now I understand that theory helps us understand the ‘why’ behind our choices. Jennifer suggests that the bridge between theory and practice can happen by giving teachers time to play with the strategies in the classroom (p. 54). I think an important part of this ingredient is also to scaffold teachers to be able to name and understand what theory might look like in their classrooms before they leave the professional development session. Embedded planning time to bridge theory and practice during professional development has become a regular fixture in my planning. A handy protocol for this is ‘Connect. Extend. Try’. At the end of PD sessions, I ask participants to think about how the new learning connects with what they already know, what extends or challenges their thinking, and what is one new thing they will commit to trying.

Having only finished Chapter 3 of this book, I am excited to continue reading to discover more practical and inspirational ideas about leading literacy. I know I will for sure be stealing Jennifer’s “My Life in Seven Stories” to use at some point with teacher writing groups this year!

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Please consider adding your ideas about key ingredients or some ‘tried and true’ ideas for professional learning in the comments. I’d also like to invite you to join our reading community as we read and discuss Becoming a Literacy Leader together.

Thanks for reading,

Heather

Online Book Study: Becoming a Literacy Leader by Jennifer Allen #litleaders

Teachers need to be leaders, and leaders need to know literacy.

– Regie Routman

One of the best moves I made as a teacher in my early years was moving grades.

I was hired to teach 5th and 6th grade in a multi-age elementary building. Due to enrollment, we needed a 3rd and 4th grade teacher for one year. Being the low man on the seniority totem pole, I felt obligated to volunteer for the move. My aspirations were to teach middle-level students, so this wasn’t a 100% agreeable move.

What I learned in my short time with younger students, what made it a great move, was that I realized I had not been teaching reading. Check that: I was teaching reading as a subject, but I had not been teaching readers. Or writers for that matter. Literacy was merely another subject in the school day. Teaching younger students helped me realize that I had to become a more responsive teacher for my students. I couldn’t break open a box of the same books for a novel study and expect them to become better readers. With these 3rd and 4th graders’ strengths and challenges more evident in the classroom, it became apparent to me that I needed to improve my practice.

I connected with a literacy specialist, who directed me to some essential resources, such as Strategies That Work by Stephanie Harvey and Anne Goudvis. When I did move back to the 5th and 6th grade level, my learning was just getting started. I discovered I Read It But I Don’t Get It by Cris Tovani, Yellow Brick Roads by Janet Allen, and Reviser’s Toolbox by Barry Lane. Through these resources, I found mentor texts and teaching ideas that helped me become a better teacher of readers and writers. Without that move, where I might be today is (thankfully) a mystery.

Becoming a Literacy Leader cover imageFifteen years later, I am now helping lead an online book study for the resource Becoming a Literacy Leader: Supporting Learning and Change by Jennifer Allen. I have not come full circle in my learning about literacy and leadership; this is just the next step in my professional journey. By bringing other literacy leaders into this blog, I believe it will become an even better site for professional reflection and idea-sharing. I know it will for me.

The publisher, Stenhouse, has been gracious in providing a copy of Allen’s book for the contributors. Each educator/writer comes with a different background and level of expertise. Some teach and some lead in the formal sense, but we all lead and learn. We will be responding to this book on this space for the next two months. Subscribers and visitors to this blog are encouraged to read the book along with us. Here is our very loose reading schedule:

June 26-July 2: Chapter 1
July 3-9: Chapter 2
July 10-16: Chapter 3
July 17-23: Chapter 4
July 24-30: Chapter 5
July 31-Aug 6: Chapter 6
Aug 7-13: Chapter 7
Aug 14-20: Chapter 8
Aug 21-27: Chapter 9
Aug 28-Sept 3: Chapter 10 + 11

The lessons I learned from my teaching days have carried through to today. As an elementary principal, I have to be the model for everyone in the building and continue to learn. Based on the recommendations of other professionals, Jennifer’s book will be an essential guide for me as I prepare for the upcoming school year. Not that I will agree 100% regarding everything stated in the text. (I am already thinking about a contrary post regarding rubrics and writing assessment.) Productive disagreement is important when considering new ideas.

Whether you are also reading this book or you will follow along with these posts through July and August, I encourage you to also participate, even disagree, through the comments of each post. We become a smarter profession through this work.

 

What I’m Reading – June 2017

What I’ve Read

Evil at Heart (Archie Sheridan & Gretchen Lowell, #3) by Chelsea Cain

This psychological thriller series is hard to put down. The flawed characters, plot twists, and Portland, OR setting make for an engaging read.

Walking Trees: Portraits of Teachers and Children in the Culture of Schools by Ralph Fletcher

Very few books take an unfiltered look into the reality of schools and leaders making efforts to improve education. Fletcher’s memoir is funny, honest and, at times, tragic.

Nothing But the Truth by Avi 

Near the end of this book, as the two main characters (teacher, student) realized that no good resolution was going to come from their situation, I thought about Wayne Dyer’s precept from Wonder by R.J. Palacio:

“When given the choice between being right and being kind, choose kind.” 

I was introduced to this book by a thoughtful middle-level English teacher. She was guiding the students to think deeply about rights vs. responsibilities in a democracy. I would have enjoyed being a student in her class! Nothing But the Truth is a strong text for facilitating smart discussions.

Bold Moves for Schools: How We Create Remarkable Learning Environments by Heidi Hayes Jacobs, Marie Hubley Alcock

This book provides an essential vision and pathway for what schools should strive to become in this century.

Not Quite Narwhal by Jessie Sima

Wow, what a perfect book for helping kids (and adults?) understand that not everyone fits into a simple category. Definitely a text that could precede a conversation on empathy, gender, and/or acceptance. 

Bob, Not Bob!: *to be read as though you have the worst cold ever by Liz Garton Scanlon, Audrey Vernick, Matthew Cordell (illustrator)

You must read this aloud as if you have a cold. It’s a picture book that begs to be shared with others. I’m sure kids will clamor to reread the text and emulate the funny dialogue that leads to a satisfying ending. 

Truck: A Love Story by Michael Perry

A great follow-up to the author’s first memoir on small town life. If Population: 485 told the story of New Auburn, WI through the eyes of Michael Perry, then Truck: A Love Story shares the story of Michael Perry through the collective lens of his northern Wisconsin township. Perry provides more humor and self-deprecation as he provides a close examination of his two parallel endeavors: fixing up an old truck that’s been sitting in his yard and finally finding his partner in life.

The War of Art: Break Through the Blocks & Win Your Inner Creative Battles by Steven Pressfield

In a funk with your creative work? Pick up Pressfield’s short guide to battling your artistic block. He personifies all of our excuses reasons for not pursuing our passion projects as “The Resistance”. How we attack this common occurrence is the topic of this practical resource. 

It’s Not About the Coffee: Leadership Principles from a Life at Starbucks by Howard Behar

This short memoir is focused on one thing: When it comes to running an organization, it’s about the people. Whether we sell coffee or any other service or product, our priority should be the people we serve and those we serve with. Behar restates this philosophy a hundred different ways, which can be either affirming or redundant for the reader. For me, I appreciated hearing from a business leader that advocates for people over product, especially in today’s world. 

Harry Potter and the Goblet of Fire (Harry Potter, #4)
by J.K. Rowling, Mary GrandPré (Illustrator)

Just finished reading this to my son. It’s my second time reading it. All I can say is: wow, what a story. J.R.R. Tolkien and George R.R. Martin have nothing on J.K. Rowling. If you’ve only seen the movie, do yourself a favor and read the book. Read the whole series. Rowling gives us some of the best writing of our times.

 

What I’m Reading

The Things They Carried by Tim O’Brien 

From the Goodreads summary: 

They carried malaria tablets, love letters, 28-pound mine detectors, dope, illustrated bibles, each other. And if they made it home alive, they carried unrelenting images of a nightmarish war that history is only beginning to absorb. Since its first publication, The Things They Carried has become an unparalleled Vietnam testament, a classic work of American literature, and a profound study of men at war that illuminates the capacity, and the limits, of the human heart and soul.

The Things They Carried depicts the men of Alpha Company: Jimmy Cross, Henry Dobbins, Rat Kiley, Mitchell Sanders, Norman Bowker, Kiowa, and the character Tim O’Brien, who has survived his tour in Vietnam to become a father and writer at the age of forty-three.

Rethinking Rubrics in Writing Instruction by Maja Wilson

From the Goodreads summary:

Though you may sense a disconnect between student-centered teaching and rubric-based assessment, you may still use rubrics for convenience or for want of better alternatives. Rethinking Rubrics in Writing Assessment gives you the impetus to make a change, demonstrating how rubrics can hurt kids and replace professional decision making with an inauthentic pigeonholing that stamps standardization onto a notably nonstandard process. With an emphasis on thoughtful planning and teaching, Wilson shows you how to reconsider writing assessment so that it aligns more closely with high-quality instruction and avoids the potentially damaging effects of rubrics.

  

What I Plan to Read Next

Magic and Loss: The Internet as Art by Virginia Heffernan

Textbook Amy Krouse Rosenthal by Amy Krouse Rosenthal

Janesville: An American Story by Amy Goldstein

 

Thinking About Assessment…

My son’s first swim meet was tonight. After his five events, he told me he wanted to get to practice tomorrow for two reasons: to see how he and his teammates did and to swim some more.

The best assessments create a desire to want to improve and learn more. I post my books here not to show what I know, but because it’s important for me to go back over my reading list, see what I’ve read, and make plans to read for the future. Maybe someone will comment on what I’ve read, share their response to the same text, and offer another title that relates to this book. Maybe I’ll do the same.

I think you can learn a lot about someone by looking at what they read. If I were to look at my list from the outside and not as myself, I might think: 

• This guy reads a lot.

• He either has kids or works with kids.

• If he reads a nonfiction text, he is likely to pick up fiction next.

• Learning for life is important to him.

This reading list and my responses to the books I read offer a lot of information about who I am as a reader. A teacher would not need to give me a multiple choice quiz to assess whether I comprehended the texts or not. It’s as clear as day in my brief reactions. Maybe a more important assessment point is the fact that I am currently reading and that I have books that I want to read next. Seems important to me anyway.

In one of the books I am currently reading, Rethinking Rubrics in Writing Instruction, Maja Wilson offers a convincing argument about how traditional assessment practices can impact our instruction. It’s one of the best educational resources I’ve read. There are many memorable lines, and I’ll share one here I feel is pertinent.

Encouraged by the performance levels on the rubric to rank students against an external standard, our readings of student work are based firmly in a deficit model. We look for mistakes, inconsistencies, and unclear thinking to justify which square in the matrix we will circle. (pg. 30)

Assessment in literacy should have no room for competition. There are no winners, no losers. Reading and writing should be a community experience. We celebrate our friends’ successes and help them improve in areas of growth. In a classroom that promotes connectedness and democracy, our peers’ strengths are to our benefit. My reading list is evidence of my life as a reader, as well as a member of a community of readers.