The Video

My Write to Draw

This is a video made by a boy who shares how he became a cartoonist, and how cartooning helped him become a writer.

I found the video on StoryCenter, a website dedicated to digital storytelling. It’s not just for kids, and it is an incredible resource with a story of its own. I wholeheartedly urge you to check it out, especially if you are teaching high school English and social studies.

Why did I choose this video, and how could it be used in a PD context?

It might not be readily apparent. However, there are a lot of thinking and talking points for educators in this short video.

• It could be used during a workshop on storytelling in language arts and social studies, as an example of student work representing the value of storytelling and authentic literacy tasks.
• It could be included in a workshop on the use of comics and graphic novels in reading and writing instruction.
• It could be a springboard for collaborative discussions and sharing of experiences on the topics of motivation and engagement.

Conversation Sparkers Inspired by the Video

Relevance and authenticity of oral, written, and digital storytelling. There is a link between oral and written history. There is a link between oral, written, and digital storytelling. When we encourage students to share their stories, we are showing them that literacy is about real life, and not just about your latest English assignment. We show them that people nurtured literacy in various ways since the ancient times as a way to communicate important ideas to each other. How can we bring relevance to literacy topics in our classrooms?

Comics and graphic novels are not inferior literacy materials for reluctant readers and writers. The boy tells us about his journey from drawing his first cartoon person to developing more detailed stories and other characters. He shares how others started reading his comics, and how he developed his craft as a writer and established his readership. Many struggling readers have their first rewarding reading experiences reading graphic novels. What can we learn from this?

• Literacy is not just about reading thick books and long, dense paragraphs. Literacy is also reading and creating graphic novels, and interpreting messages in other written materials and in various media, including digital and visual.
• How can we utilize comics and graphic novels in the classroom? We can discuss elements of fiction: setting, characterization, plot development, theme, etc. I draw cartoons in my classroom to teach grammar. What are some other ways we can use cartooning to teach literacy skills?

The role of motivation and engagement in inspiring change. In the beginning, the boy relates how a visit by a cartoonist changed his life (even though he was at first not interested in what the man had to say). This part illustrates the power and influence of sudden inspiration. Deep inside our students want to be motivated to do great and creative things. How can we help them by staging engaging and authentic literacy learning opportunities in our classrooms?

“In order to write, I have to draw.” The boy finished his video with this statement. We can have a whole discussion about what he meant when he said that. How many times have our students tried to tell us something about themselves, but maybe not in so many words? They tried telling us silently, with their body language, their attitude, and behavior. Think whether you have “heard” something like this:

• In order to learn, I need to not feel hungry, tired, worried, etc.
• In order to pay attention, I have to move.
• In order to read out loud, I need to know I won’t be ridiculed.
• In order to understand, I need a visual aid.
• In order to follow your lessons, I need you to know where I come from.
• In order to process, I have to slow down.
• In order to be more confident, I need encouragement.

The Next Step

Ask teachers to fill in the blanks the way they think their individual students would say it.

In order to ________, I need/have to _________.

For this to work, teachers have to think about their students’ diverse needs and literacy development. (To kick it up a notch, break out your poster-size diagram of Maslow’s hierarchy of needs, and your bullet list of literacy learning goals and outcomes. Or just improvise!)

This exercise can then lead into a meaningful session on any of the topics teachers discover as relevant as they consider their own classroom context and their students as unique individuals with complex needs.

Your Turn

You will need to put yourself in your students’ shoes. How well do you know them?

Fill in the blanks yourself. Try to hear their voice in your head.

In order to _______________, I need/have to ________________.

Please share some statements you came up with in the comments below!

Thanks!

Books

1. Summarization in Any Subject: 60 Innovative, Tech-Infused Strategies for Deeper Student Learning by Rick Wormeli and Dedra Stafford

This book is useful for language arts teachers as well as content area teachers. It offers a rationale for the practice of summarizing, practical tips and strategies to teach note taking, paraphrasing, and picking out most important information when summarizing. The writing style is humorous, personable, and reader-friendly, whicn makes it suitable for busy teachers.

I chose this book as a good resource for literacy coaches and teachers who want to discuss and try out engaging approaches to teaching summarizing. This is an important reading skill at all levels, especially in middle and high school content area. This can be a book for the whole staff to enjoy studying.

2. Whole Novels for the Whole Class by Ariel Sacks

This book is for teachers in grades 5-8. The methods recommended are tested and tried in the field, since the author herself shares her experience of implementing them with her students. Methods include not only how to use novels to teach comprehension strategies and basic literacy skills, but also how to look a novels as works of art and teach critical thinking skills and literature appreciation.

I chose this book as appropriate and useful for a book study that literacy coaches can organize in middle and high schools, for English and content area teachers alike.

3. Mosaics of Thought: The Power of Comprehension Strategy Instruction by Ellin Keene and Susan Zimmermann

This is a collection of stories describing classrooms of various teachers who use specific comprehension strategies to teach children how to think about their reading. A special twist is that the writers weave into each story an account of their own reading experience, connecting the way they think about reading (and the way they apply comprehension strategies to make sense of the text) to how kids approach their reading. Each chapter is dedicated to one strategy, and they include making connections between old and new (prior knowledge), determining importance, deep questioning, using sensory images, inferring, synthesizing, and problem-solving to support independent reading (fix-ups).

I chose this jargon-free and reader-friendly book as a good catalyst for discussions about effective comprehension strategies. Literacy coaches can organize PD sessions and training in comprehension instruction based on this book’s format and content.

4. Reading to Make a Difference: Using Literature to Help Students Speak Freely, Think Deeply, and Take Action by Lester Laminack and Katie Kelly

This book gives a rationale, an explanation, resources and examples of using diverse literature in the classroom–not as a repository of exotic foods, culture, and holidays, but as a vehicle for inspiring social action and for encouraging awareness of and appreciation for diversity. It’s literacy, social equity, and culturally responsive teaching all in one.

I chose this book because teachers need to reflect on how (and to what purpose) they use diverse materials in their instruction. Practical examples provide ideas to try out in the classroom, and literacy coaches can facilitate this through demonstration, observation, and discussion.

5. What School Could Be: Insights and Inspiration from Teachers across America by Ted Dintersmith

“An inspiring account of teachers in ordinary circumstances doing extraordinary things, showing us how to transform education” (from the book description). The author visited schools all over America and wrote how successful and innovative teaching, as well as deep and joyous learning is happening in regular classrooms everywhere. In his stories, he shows us how effective and innovative teachers “implement small changes that can make a difference”, preparing their students not only for college, but for life. He offers practical ideas and suggestions for a new vision of innovative and purpose-driven schools.

I chose this book as an inspirational read for the whole staff, especially as they discuss improvements and prepare to lay out a literacy plan for the upcoming school year. It challenges all to examine their own approach to teaching and learning in the 21ct century.

Bonus Book for Literacy Coaches

The Art of Coaching: Effective Strategies for School Transformation by Elena Aguilar

“This practical resource offers the foundational skills and tools needed by new coaching educators, as well as presenting an overview of the knowledge and theory base behind the practice” (from the book description). The approach the author uses is transformational coaching which focuses on equity and establishing student-centered learning environments.

I chose this book as a good resource for literacy coaches, but also for all other teachers who share in their literacy leadership through collaboration.

Websites

1. Teaching Channel

This resource is familiar to many teachers, but it is great for PD, too. Their archive is organized and searchable by district, topic, subject, and grade level. A topic of interest in the context of this post would be professional learning. Not only do they have videos (which are quick and engaging ways for busy teachers to get information), but they also have articles and printable resources. Signup is free.

2. Annenberg Learner

This website describes itself as “teacher resources and professional development across the curriculum.” Their video series and interactives are organized by subject and grade level, and they also include a facilitator guide for their workshops and courses. Their interactive workshops are especially valuable for PD. For example, each section of their interactive writing workshop for grades 3-5 provides opportunities for teachers to examine their practice and relevant literature, analyze videos of master teachers in action, extend their learning, put it into practice, and reflect on it.

3. Intel® Education Teaching Tools and Resources

The founders of this website describe it as “created by educators, for educators, our resources are designed to help passionate teachers integrate technology effectively into their curriculum to engage students and help them reach their full potential.” Some courses are not free, but if you go to their Teach Elements, you will find free PD resources for effective technology integration to engage students in digital learning, such as project-based approaches, transitioning to blended learning, fostering collaboration in a digital classroom, as well as planning, managing, and developing student-centered assessment strategies. Instructional coaches can download a free facilitation toolkit with guides and other materials.

4. Education World

This website has resources for administrators and teachers, technology, PD, lesson plans, and printable templates. The PD archive tab on the left groups articles and resources by topic, including school improvement, school climate, community context, problem solving, and academic subjects. Their PD online courses are not free, but they do offer CEU hours for completion.

5. KQED Education

This website offers free resources for media literacy teaching and learning. There are free PD courses, classroom resources, and discussion platforms. Media literacy is often neglected in the classroom,which makes this a great resource both for teachers and students.

Your Turn

What are some books and/or websites that your school uses (or has used in the past) for professional development?

Please share your experiences in the comments below!

Thanks!

A lot has been said in research and professional literature about the need to establish a school-wide culture of literacy and appreciation for reading. I would also add that we need to instill a sense of the importance of writing in our students’ lives. If we want our students to value reading and writing, we need to show them we value these literacy activities, too. We need to model for our students how adults use and benefit from literacy skills daily. We need to practice what we preach.

In my post today, I would like to challenge all of us to envision a school where students are reminded daily that reading (and writing) matters.

How do we do that? We use our imagination and ask ourselves: “What if…?”

What if teachers did exactly what they asked their students to do? What if they…

• made time outside of school to read for pleasure daily
• read books alongside their students during silent reading time
• created book clubs and literature circles with their colleagues to discuss professional or other literature
• set aside 5 minutes at staff meetings to share about something they read
• shared with their students about books they are reading in creative engaging ways (posters, videos, book trailers, poems, jingles–yes, you can sing about it!)

• made time to write daily
• wrote alongside their students during creative writing time
• created a blog with their colleagues to discuss professional or other topics of interest
• shared their writing with students in creative ways (class blogs, or a class library of original work where everyone can check out and read each other’s writing )
• had a mailbox in the classroom where students can keep a correspondence with the teacher

What if principals initiated school-wide activities to promote reading and writing? What if they…

• created a display in their office that showcased the value of reading / writing
• visited classrooms to share about their favorite books
• kept a lively correspondence with the classes through a blog, or “Ask the Principal” column, or an old-fashioned mailbox in the main office
• organized school-wide “Read-a-thons” and “Write-a-thons” in the gym
• organized reading fairs modeled after science fairs (like this example)
• read aloud to individual classes, or over the loudspeaker, or in the cafeteria
• designed and/or designated reading (and writing) spaces all over the school
• invited classes for tea parties with author readings (they would dress up and pose as the author; they would have to do research and be ready to answer biographical and other questions about the author from the students)
• invited families and community members to participate in book talks or to exchange letters with students

What if students stopped viewing literacy activities as something to do in school for a grade? What if they…

• used blogs to share their book recommendations and writing
• created school newsletters (or broadcasts over the school’s PA system) to share about reading and writing adventures around the school
• created a school-wide (or classroom) publishing house to publish, advertise, and promote student work (from assigning literary agents, to discussing book jacket designs, to making promotional materials, to writing reviews, and organizing author talks around the school)
• created videos interviewing their teachers, family members, other adults, and peers about their reading habits and the books they read
• participated in designing school-wide literacy displays (quotes about reading, quotes from favorite books, author bios, testimonies from students, staff, family, and community members about the importance of reading)
• collaborated in planning literary events for families and community members
• rewrote books (book excerpts or poems) as plays and performed for various audiences
• gave reading assignments to teachers and created quizzes and other assessments for them
• gave writing assignments to teachers and critiqued their writing samples

Your Turn

What if someone asked you how to create a school-wide culture of literacy and appreciation for reading and writing?

What do your schools do (or have done in the past) to further this important mission of promoting literacy and to increase family and community participation?

Please share your ideas and thoughts in the comments below!

Thanks!

Many teachers have experienced a situation where they sat through a professional development session thinking:

• This session is boring, and the person is lecturing too much.
• How is this going to help me with [insert specific classroom concern]?
• I don’t have time to pore over all this theory-talk. I want to learn what I need to do to be more effective and how to do it right.

In some ways, adult learners are just like children learners.

• They don’t want to be lectured.
• They want to be motivated and engaged, not bored.
• They want to learn about things they find worthwhile and relevant to their own personal life.
• They want to be able to apply their learning in real life situations.
• They are reluctant to admit they don’t know something, and they can be self-conscious and sensitive to criticism from their peers.

In some ways, adult learners are quite different from children learners.

• They have greater life experience and multiple (larger and more complex) frames of reference that affect how they filter, acquire, and process new learning.
• They have high expectations in terms of content and the person delivering it.
• They have busy lives and multiple obligations that prioritize immediate action and don’t always leave enough time for prolonged study and reflection.

Lyons and Pinnell (2001) mention that adults are “flexible learners” and “generally motivated to learn” (p. 3). In my opinion, this is debatable and not always true.

• Some adults are not as flexible, and can be rather set in their ways. As teachers of children, we know what it’s like to work with reluctant learners. As literacy leaders working with adults, we should be prepared to work with less flexible people by providing solid rationales for the approaches and techniques we use, and by being encouraging and non-judgmental when easing them into using new methods and technologies.
• Some adults are not as motivated to learn and can view professional development as a chore, rather than as an opportunity and, indeed, a necessity. We need to work on influencing and changing the mindset of such adults by showing them the value of lifelong learning for their students and for their personal and professional growth. For many adults, “to change or to try something new means to risk failure” (Guskey, 2002, p. 386). Teachers are afraid of failing when trying new approaches or methods, because it is so intricately connected to their own students’ failure. However, if we show them connections between the effectiveness of new learning and their students’ improvement, they will be more likely to try.

Basic considerations for High Quality Professional Development

Just like high quality classroom teachers, those charged with the task of organizing professional development have to take into consideration the adult participants’ learner identities, characteristics, and needs, as well as the learning context. Because the adult participants are teachers, we also have to consider their teacher identities, characteristics, and needs, as well as the teaching context.

• their professional self-concept (how they view their own effectiveness as a teacher)
• their teaching qualifications and experiences
• their classroom and student context and needs

Goals of High Quality Professional Development

High quality PD in the area of literacy should be effective and yield positive results, which means, it should meet its goals. According to Lyons and Pinnell (2001), the goals of effective PD for both staff developers and teachers are

to acquire deep conceptual understanding about the reading and writing processes, about how students and adults learn, and about how to create opportunities for them to learn effectively” (p. 4)

These goals give us a hint about the content of PD as well, since it should address the theory and practice of learning and teaching reading and writing. Moreover, the topics and activities in effective PD should be “related to real school-classroom situations” and existing teacher and school needs (Bayar, 2014, p. 323).

Elements of High Quality Professional Development

In accordance with the principles of constructivist-based teaching (Lyons & Pinnell, 2001, p. 4-5) and research in the field, successful PD should incorporate:

Safe environment for sharing successes and failures, concerns, questions, and ideas. Teachers are more likely to voice their needs and concerns if they know that they will not be judged or receive negative evaluation for their performance. Although there is always an existing pressure to improve, it is “necessary to initiate change” and it should be manifested positively as “encouragement, motivation, and occasional pressure that many practitioners require to persist in the challenging tasks” (Guskey, 2002, p. 388).

Active participation. Teachers want to shorten their learning progression and move on to being active participants in learning, and rightfully so. They already have rich acquired knowledge and experiences they can activate to navigate and propel their own learning. There is evidence that teachers would appreciate greater involvement in planning and design of PD opportunities (Bayar, 2014, p. 323), which would allow them to exercise their leadership skills and acquire a greater sense of ownership in their learning.

Small group discussions. Sharing of knowledge and experience is best realized in small groups of individuals who have similar concerns or goals. Talking through issues, brainstorming solutions, and collaborating on problem-solving helps make connections to teachers’ own practice and classroom situations.

Demonstration, observation, application, collaboration. Demonstrating new methods or approaches does not have to be reserved for literacy specialists only. Every teacher has areas of expertise and areas where they need improvement. Staff should be encouraged to share their teaching capital with others and to learn from each other. Observing each other is one way to learn and give feedback. Likewise, teachers need to be able to see how their colleagues are applying new learning, and to compare notes on their experiences. It is not enough to present a new method, provisions should be made for teachers to observe their colleagues in action. Teachers should not be expected to learn and practice in isolation, but through constant interaction with their professional peers.

Long-term goals and follow-through with feedback and results evaluation. Many times, PD is presented and perceived as a one-and-done experience that adds CEU hours to our teacher licences. However, research shows that short term goals “tend to lack the depth necessary to have a lasting impact on teaching skills” (Bayar, 2014, p. 324). PD should be viewed as a continuous process that results in improved students outcomes. Staff developers should encourage teachers to apply new learning, make note of student outcomes, and share and analyze samples of student work and results with their colleagues. Time and space should be allotted for such sharing and for providing feedback to colleagues. Student data, empirical evidence, and feedback should be used to make adjustments to further learning opportunities and PD sessions.

References:

Bayar, A. (2014). The components of effective professional development activities in terms of teachers’ perspective. International Online Journal of Educational Sciences, 6 (2), 319-327. DOI: http://dx.doi.org/10.15345/iojes.2014.02.006

Guskey, T. R. (2002). Professional development and teacher change. Teachers and Teaching: theory and practice, 8 (3), 381-391. doi: 10.1080/13540600210000051 2

Lyons, C. A. & Pinnell, G. S. (2001). Systems of change in literacy education. A guide to professional development. Portsmouth, NH: Heinemann.

No single literacy program can address every possible need of students and teachers in a particular local setting. That is why this discussion will focus on literacy plans as frameworks for literacy learning that are context-driven and, therefore, more effective than any particular literacy program. Schools need literacy action plans to “guide decision making around instruction, programming, and resource allocation” (Irving, Meltzer, & Dukes, 2007). The goal of a literacy plan is to effect positive change that leads to improvement of literacy outcomes for all students.

What makes a high quality school-wide or district-wide literacy program? A quality literacy program should be comprehensive, meaning, it should cover all aspects of literacy development. At the elementary level, this means addressing the foundational skills of phonemic awareness, phonics, vocabulary, fluency, and comprehension instruction, as well as writing. At the middle and high school levels, comprehensive literacy programs should address disciplinary literacy and domain-specific pedagogy practices (Shearer, Carr, & Vogt, 2019, p. 224), as well as 21st century literacies (Shearer, Carr, & Vogt, 2019, p. 228), with the “emphasis on student motivation, engagement, and achievement” (Irving, Meltzer, & Dukes, 2007).

What should be included? Based on the literacy plans I reviewed, they should include clearly defined goals and outcomes, as well as action steps to achieve them. The examples of action plan goals provided by Irving, Meltzer, and Dukes (2007), offer a template to record the timeline for accomplishing the goal, people responsible for implementing a particular action step, resources needed, as well as documents and assessments that will be used as evidence of progress and success in reaching a particular goal.

Likewise, districts and schools should promote a shared vision, culture, and practices regarding literacy. This entails articulating instructional models and approaches, types of assessments along with a rationale, support structures for intervention, provisions for teacher support and improvement, and staff development goals in the areas of student learning as well as professional learning. Local literacy plans can include other areas of need, based on the local context. For example, Proctor Public Schools district has a provision for continued DBT training for teachers and staff to address behavior supports, while Bloomington Public Schools had a section delineating Student Support Systems for ELLs.

What is most important? It is essential that literacy plans should drive action. In other words, they need to be clear and outline concrete steps toward improvement, focusing on “curriculum implementation and improving instruction” (Irving, Meltzer, & Dukes, 2007). There is no point in having an eloquently articulated and formulated plan that no one will even want to read, let alone ever use, because it is impractical and too complicated to decipher.

Likewise, it is important to realize that the literacy professional is “not the only leader in the process” (Shearer, Carr, & Vogt, 2019, p. 240), but a member of a larger collaborative team where everyone is equally responsible for building team capacity, establishing an atmosphere of shared responsibility and consensus on important issues, and creating “networks of expertise” (Shearer, Carr, & Vogt, 2019, p. 242) through coteaching, modeling, and colearning alongside other professionals and experts in the field of education.

References:

Irving, J. L., Meltzer, J., & Dukes, M. S. (2007). Chapter 5: Develop and implement a schoolwide literacy action plan. In Taking action on adolescent literacy: An implementation guide for literacy leaders. Retrieved from http://www.ascd.org/publications/books/107034/chapters/Develop-and-Implement-a-Schoolwide-Literacy-Action-Plan.aspx

Shearer, B. A., Carr, D. B., & Vogt, M. (2019). Reading specialists and literacy coaches in the real world (4th ed.). Long Grove, IL: Waveland Press.

Federal Legislation

We can now identify three defining moments in federal legislation concerning reforms in educational policies in US.

First, there was Elementary and Secondary Education Act (ESEA) in 1965, which aimed to support greater educational equity and to close the achievement gap by providing federal funding for schools with underserved populations, including low-income, ELLs, and immigrant students.

In 2002, No Child Left Behind (NCLB) law was enacted which increased the demands for school accountability through statewide testing, adequate yearly progress (AYP) reports, and penalties for schools that did not meet their AYP goals. Although the law was designed to level the playing field for the disadvantaged students, schools most adversely affected by penalties were so-called Title I schools, with a disproportionate number of low-income students.

In 2015, ESEA was reauthorized as Every Student Succeeds Act (ESSA), promoting further equity and prioritizing the expansion of educational opportunity and improvement of student outcomes, with a special focus on protecting the interests of disadvantaged and high-needs students. While allowing for certain flexibility at state level, ESSA mandates influence state legislation by requiring states to come up with accountability systems for all public schools to improve student achievement, and by requiring states to provide the public with annual report cards, identifying schools that need support and improvement.

MN State Legislature

According to literacy goals articulated in the 2018 MN Statutes, every child (including ELLs) is expected to be reading at or above grade level by the end of grade 3 (120b.12, Subd. 1).

Schools are required to identify and evaluate students’ areas of academic need related to literacy, to notify and inform parents about their student’s assessments, progress, needs, and available supports, and to provide adequate interventions (Subd. 2 & 3).

At district level, the legislature mandates that schools use student data to identify staff development needs and provide training to increase instructional effectiveness of licensed teachers (Subd. 4).

Furthermore, each school district is required to adopt a local literacy plan to enable every child to read proficiently no later than the end of grade 3, including programs and processes related to assessment, data use, interventions, staff development, and parent communication (Subd. 4a).

Sources:

https://www.revisor.mn.gov/statutes/cite/120b.12

https://www.ed.gov/essa?src=policy

How should data from assessments be used to inform teaching and learning?

Without a doubt, data should be used to transform our teaching practices, so that we can effectively boost achievement of all students. According to Schmoker (2009), in the age of data-driven decision making “teachers have learned that data help us identify priorities for improvement” (p. 71). However, he also notes that fixating on data from standardized tests hinders instructional improvement since, in order to raise scores, teachers abandon “authentic teaching and learning” in favor of test-prep activities, a long-term practice that lead to an “unpleasant discovery [that s]chools and even whole states could make steady gains on standardized tests without offering students intellectually challenging tasks” (Schmoker, 2009, p. 72).

This finding, naturally, raises questions not only about the purpose of classroom instruction, but also about the purpose of our assessments and what we hope to gain from the data we collect.

Clearly, we cannot rely only on one type of data to inform teaching and learning. Besides academic data about students’ achievement and progress that can be gathered through formative (informal) and summative (formal) assessments, we need to consider non-academic factors that affect learning, such as “the home, community, the student’s identity, and the school and the classroom” (Shearer, Carr, & Vogt, 2019, p. 113).

How should data be shared with parents?

Shearer, Carr, and Vogt (2019) advocate that “all stakeholders, including teachers and families, must have an equal voice in dimensions related to testing,” as the complexity of literacy processes requires that assessments capture that which is “important about reading and writing” (p. 127). It goes without saying that, when sharing data with families, teachers should interpret it with a focus on vital aspects of their child’s literacy profile, identifying their strengths, weaknesses, needs, learning goals, and any necessary interventions. Whether they are sharing test scores, portfolio samples, or observation notes, teachers should explain how these assessments reflect the student’s developing literacy skills with a view toward their importance and authentic application in the real world.

How should teachers use data to inform their teaching practices?

Both sets of student-level data, academic and non-academic, should be regarded in terms of how well they are accommodated by the classroom context. Shearer, Carr, and Vogt (2019) refer to this as context matching (p. 113), which can be restated as finding the right fit between a particular student and the instructional practices of a particular teacher. (For example, does instruction adequately address a student’s weaknesses and capitalize on his/her strengths? Is instruction relevant and does it take into consideration students’ experiences and life outside of school, their cultural and socio-economic backgrounds?) Only then can teachers have a complete and adequate understanding of the effects of their instruction on the learner, in order to make necessary adjustments and modifications.

Researchers from the Institute of Education Sciences (IES) recommend that teachers “use data from multiple sources to set goals, make curricular and instructional choices, and allocate instructional time” (Hamilton et al., 2009, p. 8). They also advise teachers to teach students to examine their own data and set goals for learning, which further reinforces the need for including multiple perspectives into classroom-level instructional decisions.

What does it look like when assessment is used effectively?

Hamilton et al. (2009) state that “effective data use at the classroom level is more likely to emerge when it is supported by a data-informed school and district culture” (p. 8). In such educational environments, shared expectations and practices related to data use address teachers’ instructional needs and goals, while considering students’ literacy development and achievement in an authentic and comprehensive manner. In other words, when assessment is used effectively, teachers willingly collaborate on data collection and interpretation, seeing it “not as one more thing they have to do, but as a means to support them in instruction” (Shearer, Car, & Vogt, 2019, p. 131). This, in turn, benefits all students, as it prompts teachers to go beyond discrete data, to closely examine their beliefs, preferences, and possible biases regarding data and instruction, their approaches to assessment, as well as their teaching practices.

References:

Hamilton, L., Halverson, R. Jackson, S., Mandinach, E., Supovitz, J., & Wayman, J. (2009). Using student achievement data to support instructional decision making (NCEE 2009-4067) Washington, DC. National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. Retrieved from http://ies.ed.gov/ncee/wwc/publications/practiceguides/

Schmoker, M. (2009). Measuring what matters. Educational Leadership, 66(4), 70-74.

Shearer, B. A., Carr, D. B., & Vogt, M. (2019). Reading specialists and literacy coaches in the real world (4th ed.). Long Grove, IL: Waveland Press.

There are quite a few differing notions attached to the label “leader,” and the word itself invokes a variety of images, some of which may be:

• an authoritative leader who uses expertise pull the community together, to set goals, and to carve out a path to reach them
• a charismatic leader who inspires and motivates others with passion and a clear vision
• a servant leader who takes stock of and takes care of everyone’s needs
• a mentor leader who models and guides others as they grow into leaders themselves.

In a K-12 school setting, a literacy leader can assume the characteristics of any or all of the above listed leader profiles.

In fact, when we look at the operative words in the descriptions of the six models of literacy coaching for reading professionals (Shearer, Carr, & Vogt, 2019, p.51-52), we find verbs such as: support, confer with, assist/help, participate, consult, lead, model, coteach, coordinate, engage, mentor, focus (on improvement), negotiate (goals), observe (lesson) and provide (feedback), maintain (a non-judgmental) attitude).

Why would a school need an authoritative K-12 literacy leader? As Brenda Shearer notes, in many schools teachers tend to “close [their] door and do [their] own thing” (Shearer, Carr, & Vogt, 2019, p. 69). In reality, these teachers are relying only on their own devices, experience, and expertise. There is subtle irony in the fact that a teacher’s job is inherently one of intense interaction, yet they work in isolation from their peers. What they are missing is the communication, collaboration, and support of other adult professionals in their field to push their own growth and development, so they can, in turn, help their own students to develop and grow. A strong and competent leader can pull people together into a cohesive team, using his/her skills of communication as well as expertise in the literacy field to create a collaborative and productive environment wherein people can pool in their human resources of experience and knowledge to set common goals and to engineer a reasonable and sustainable path to reach them.

Why would a school need a charismatic K-12 literacy leader? Many teachers are busy, stressed, and overworked. Some are on the verge of burnout on account of the complex demands of their profession. A leader with a passion for learning and teaching and a vision for literacy success can invigorate an entire learning community to reflect on their own professional vision and philosophy as educators. Such a leader can remind all of the lofty and responsible task of raising a new generation of literate citizens, while encouraging them by offering a forum and opportunity to discuss solutions in a safe and respectful environment.

Why would a school need a servant-type K-12 literacy leader? Teachers are often left out of important conversations regarding school reform and educational policy and change. This is unfortunate, because they are the ones who have primary contact with the students which directly impacts students’ learning experience and achievement. While discussing various student needs and how to accommodate them, one can quickly dismiss the needs of teachers themselves, which can include, but not be limited to: professional development, specialized training, help with identifying struggling students, support in various aspects of instruction and classroom management, self-care advice, etc. A servant leader who with empathy listens to everyone’s concerns would be attuned to their needs and work together alongside all stakeholders to create a system of support that would ensure that all involved are validated and taken care of.

Why would a school need a mentor-type K-12 literacy leader? Inasmuch as literacy instruction and learning comprises multiple skills and knowledge, it is impossible for any one classroom teacher, administrator, or specialist to know everything there is to know about it. A mentor who is an expert in the literacy field can fill in the gaps by researching and pointing teachers to relevant resources, coteaching and observing in order to model, share, and discuss best practices and strategies, supervise implementation of innovative methods and approaches, etc.

If we were to make a composite model of a consummate literacy leader based on my four profiles and the six coaching models cited above, the traits that this individual would have to possess would include: vast knowledge and expertise, gift of strategic planning and organization, cooperativeness, diplomacy, excellent communication and mediation skills, empathy, ability and desire to put others’ needs before one’s own interests, patience, humility, good sense of humor, and more.

It is a tall order. However, just as the role of literacy leader emerged because people realized one person cannot know it all or do it all, so also are literacy leaders helped and supported by their professional learning communities, where they get to further develop and hone the above necessary traits.

Their vital importance is in pulling everyone together into the big picture and making everyone’s needs and contributions important — those of the students, their parents and families, teachers, administrators, and all individuals and organizations who value literacy as a critical competency in our local and global communities.

Reference:

Shearer, B. A., Carr, D. B., & Vogt, M. (2019). Reading specialists and literacy coaches in the real world (4th ed.). Long Grove, IL: Waveland Press.