Readers Take Charge

Gravity Goldberg MINDSETS & MOVES Strategies That Help Readers Take Charge Grades 1-8

It seems like forever ago I was an instructional literacy coach. Working with teachers and administrators to support effective instruction to meet the needs of all of our students was a whirlwind of activity. I had the opportunity to attend extensive professional development through the lens of Reading First. Whether you are in agreement or not of this initiative, it did start many meaningful conversations. Most importantly the equity question became an important topic of conversation. The dialogue to engage each of our learners on the road to becoming engaged readers continues with Gravity Goldberg’s book Mindset & Moves. 

I specifically used the word each learner versus every learner. Their meanings are similar but with clear differences. Each is referring to an individual, while every often refers to a group which you combine together as one. Goldberg is very passionate about empowering each of our students to “take charge” of their own learning. She clearly outlines how we can shift our classroom instruction towards reader’s ownership and it starts with instilling in each of our students the power of a growth mindset. 

Goldberg combines the work of John Hattie and Carol Dweck early on in her book. “Hattie’s research of what actually impacts student achievement supports the need for reader ownership. This is not just about making students feel good; this is also a way to ensure real, visible learning is going on. In order for real learning to occur readers benefit from ownership that allows them to take risk, struggle, and continue to develop grit within a classroom that supports students without robbing them of opportunities to struggle” (p.26). Students are also taught about how to reflect on their own reading process, set goals, monitor their learning, accept and ask for feedback, and collaborate.

To get started Goldberg coaches the reader through a series of instructional shifts for the classroom teacher. It begins with a bit of curiosity and changing your lens from that of a deficit mindset to one of an admirer. Noticing what exactly our students are doing, rather than what they have not yet mastered. Become a “Miner” and get to know your students reading practices. Knowing what they are doing you can act as a “Mirror” to provide specific feedback to celebrate what they are already doing and guiding them to the next step. When a greater understanding is needed for your students you become their “Model” to show how and what strategies authentic readers use to construct meaning with text. Finally as a “Mentor” you act as a guide to support students using new strategies on their own and transferring these with other types of text.

Your classroom-learning environment is key to “creating space for ownership” (p. 59). The photo tour of reading classroom examples Goldberg uses in chapter four is the books version of Pinterest. Not only does this display authentic student ownership examples, but also it is what a literacy coach would do to get a teacher excited about teaching reading. Modeling by example and generating meaningful conversations with fresh new perspectives on “building students’ agency and independence” (bc).   

Goldberg’s Mindset & Moves offers classroom teachers and literacy coaches a fresh perspective on teaching reading. The goal is not just to teach our students to be good readers, but how each of them can become owners of their own learning. 

Restorative Justice Practices

Dominique Smith, Douglas Fisher, & Nancy Frey BETTER THAN CARROTS OR STICKS — Restorative Practices for Positive Classroom Management 

This is technically my fifth year as a building principal. I feel grateful every day for the experiences that continue to teach me the effective practices of a learning leader. By far the most important understandings I am beginning to develop and implement are the restorative practices needed for students to truly be stewards of their own behavior. 

Dominque Smith, Douglas Fisher, and Nancy Frey have outlined a clear positive approach to creating a respectful learning environment in their book Better Than Carrots and Sticks, Restorative Practices for Positive Classroom Management. They outline two critical components of an effective learning environment, interpersonal skills to maintain healthy relationships, and high quality instruction for each student (p. 2). 

Focusing how the student has violated school rules and is now answerable for punishment has often been the traditional approach to discipline. A restorative approach focuses on the people and relationships that have been violated. Students are accountable for their actions in a more reflective way. Trained staff now approaches the offender with strategic questioning strategies to support their understanding the effects their actions had on others and how they can begin to repair any harm that has been done to their victims. Opportunities are given to the offenders to express their remorse and begin to make amends. "We believe that students should have a chance to learn from their mistakes and to restore any damaged relationships with others" (p. 3).

The big ah-ha for me was learning how does this Restorative Justice approach (RJ) work with our already successful School-Wide Positive Behavior Interventions and Supports (SWPBIS) system. What I learned is RJ practices and SWPBIS protocols are not "mutually exclusive initiatives" but complimentary.  Our PBIS team collects data and analyzes student behaviors to identify the stuck points that trigger problematic actions.  This data provides discussion topics for the whole class to problem solve in weekly community justice circles. Students and their teachers examine these problematic behaviors. Together they problem solve on how they can build a classroom culture of care and accountability where they can keep things right without harming others. 

The RJ approach supports the SWPBIS practices through ownership. Students are brought into the conversation and given a voice in the problem solving process. "Restorative practices represent a positive step forward in helping all students learn to resolve disagreements, take ownership of their behavior, and engage in acts of empathy and forgiveness" (p. 19). We have merged the SWPBIS and RJ and established SWPRD School Wide Positive Restorative Discipline practices to work towards a positive learning outcome for each of our students. 

Bottom line—we are working WITH our students to create and build a positive school climate by problem solving together behavioral issues that bring and cause harm to others. Each staff member carries with them a list of questions we ask students as conflicts occur. The purpose of these questions is to support student ownerships of the choices they make that can negatively impact others. Not to problem solve FOR them, but WITH them.  

It is without a doubt the most impactful practice for me to date on how to create a positive learning environment WITH our students. They become responsible for the actions that have hurt or harmed others.  “Rather than focus on punishment and isolation from the community, restorative justices focuses on meaningful accountability, which includes actively engaging in understanding what harms have been done, how to repair those harms, and identifying supports needed to make things right” (Sprague, J., 2012). 

Self-Directed Learners

Douglas Fisher & Nancy Frey BETTER LEARNING Through Structured Teaching --  A Framework for the Gradual Release of Responsibility

                                              

I was reluctant to re-read Douglas Fisher and Nancy Frey’s updated version of Better Learning Through Structured Teaching. I was already a huge advocate of the Framework for the Gradual Release of Responsibility; “I do it. We do it. You do it together. You do it alone.” Improving on this framework seemed highly unlikely in my opinion, but I caught myself demonstrating a fixed mindset with this rationale and plunged on. 

Until recently, I have always envisioned Fisher and Frey as such a stoic pair. They are focused, bring a sense of urgency, and are relentless about teaching and learning. Little did I know they have a tremendous sense of humor!  Just pages into the book, Nancy narrates an event that many of us who are newer to technology might recognize in ourselves.

In short, while out of town speaking at an important event, Doug loses his flip style cell phone. The two of them take a cab to the nearest Sprint store, where the savvy sales tech weaves his magic and talks Doug into the buying the latest Smart phone. The clerk assures him a busy person like himself will not only need the ability to make and take calls, but email, text, search the web, take photos, etc.

Although on the way back to the hotel, the phone rings and Nancy nor Doug knows how to answer their new Smart phone. No matter what button they select, Doug’s phone calls goes unanswered and his frustration mounts. “I think it’s broken.” Back in the cab they both go to the Sprint store, where the young sales tech proceeds to show them once more how to operate the device. 

Here is where the Framework for the Gradual Release of Responsibility ‘clicks’ for both Douglas and Nancy. “When learners experience difficulty and confusion, they need guided instruction, not more modeling.” Doug then turned to the sales tech and said, “I really don’t need another model, I need some guided instruction. Can I hold the phone while you talk me through the operation?” (p. 16). 

That is the whole point. Gradually releasing the responsibility for learning from the teacher to the student. We need to pass the baton from the teacher to the students so they can become self-directed owners of their own learning sooner rather than later. The updated version of Better Learning Through Structured Teaching emphasizes the need to prepare students all the way through the four essential and interrelated instructional phrases to be owners of their own learning. 

Fisher and Frey assure the reader this structured teaching process is not only engaging for our students, it expands their capacity for learning. Nancy couldn’t agree more. She also purchased a Smart phone that day. Together they learned to navigate the ‘newness’ of this technology and collaboratively mastered the device and practiced texting and calling each other.  I do it. You do it. We do it together. You do it alone.

"Constructing the Highway in Segments"

Larry Ainsworth COMMON FORMATIVE ASSESSMENTS 2.0 —How Teacher 

Teams Intentionally Align Standards, Instruction, and Assessment

                                                                       

Just recently, I was the on the other end of the classroom learning environment. As a student, I was expected to come prepared, listen, take notes, and assimilate the content. The subject was important and vital to the next steps in my learning trajectory. As I am nearing my end goal in education, I wanted this experience to be meaningful. It was not.

Week after week, the lectures continued with power point after power point. It was, and still is, a blur. What they wanted me to know and be able to do is still unknown to me. I thrive on being engaged in the learning process. I will read closely, talk to colleagues, and process through note taking, and reflect what I do, and can do better. I will forever be a leader who learns. 

Throughout the class, I continued to be frustrated, mad, and frankly didn’t do my best work week after week. As a near straight A student, to receive a B for my coursework was embarrassing. I know better, and take full responsibility. What I do matters, as John Hattie would say, and I didn’t do much of anything during these weeks of instruction. I also wondered how many students in our classrooms were having the same experiences.

I just recently completed Common Formative Assessments 2.0 by Larry Ainsworth. It reminded me of what a unit of instruction could look like and, even more important, feel like. When educators collaboratively implement the recommended design steps to “intentionally align standards, instruction, and assessment” one of the by-products is students demonstrating ownership of their own learning. It is no longer mystery learning to them, but meaningful experiences to support students reaching their outcome goals.

Another important outcome of this process is the teacher’s experience. No longer is their planning and preparation a solitary task but an on-going collaborative conversation they have with like colleagues. Together teachers become the scholars as they refine their student focused learning practices. This experience allows them to collectively “make more accurate inferences about student understanding so they can adjust instruction to improve student learning” (back cover). 

My next class starts in a few weeks. As a student, I WILL put forth better effort to be a better learner. As a building leader, I will also be mindful of creating a positive school culture where a deep understanding of this process is continually revisited. Our outcome goal will be to provide an equitable learning environment where ALL of our students have the opportunity to be engaged in their own learning. 

Learn more about Ainsworth Common Formative Assessment 2.0 at:     http://www.corwin.com/pd/common-formative-assessment-2.0.html

Assessment Literacy

CORE Literacy Library ASSESSING READING: Multiple Measures

If you are currently working as an educator you might be familiar with: 

They incorporate new knowledge and implement cutting-edge ideas with scientifically based research on best practices.

Assessing Reading with Multiple Measures has been updated and revised for those who want to strategically improve their students reading achievement. This “indispensable resource” (back cover) can guide your next instructional steps. It is not only designed for assessing beginning readers, but for those readers who are not making adequate progress. Some of the highlights you can utilize right away include:

·      Assessment Sequence K-12 (Big Picture)

·      Phonics Screener (Diagnostic)

·      High Frequency Word Survey (Screening/Outcome)

·      Oral Reading Fluency (Indicator w/ Norms)

·      Vocabulary (Screening Comprehension)

·      Maze Comprehension (Reading Behaviors)

·      Problem Solving Sequence (If/Then Tools for Teachers)

·      Flowchart for Interventions (Assessment Driven Instruction)

CORE has also newly released Assessing Reading: Multiple Measures, 2nd Edition data entry forms. You can fill in and save these free PDF forms, allowing you to easily access the assessment results electronically. Here is the link to their website.  https://www.corelearn.com/Products/Publications/

School Leaders Guide to a REAL PLC

Richard DuFour & Rebecca DuFour THE SCHOOL LEADERS GUIDE TO PROFESSIONAL LEARNING COMMUNITIES AT WORK—Essentials for Principals

There have been a substantial amount of publications around the practices of a true professional learning community (PLC). I consider Richard and Rebecca DuFour the co-founders and front runners of these effective practices centered on student learning. The School Leader's guide to Professional Learning Communities at Work focuses specifically on the role of the building principal. It is a condensed read of less than 100 pages with links to on-line ready to use tools to move the thinking into collaborative conversations with staff.

Each chapter thoroughly and quickly reviews the commitments and responsibilities of a building principal to lead a PLC. The DuFours remind the reader, "It is not a meeting" or a "book club" (p.4). It is "an ethos that infuses every single aspect of a school's operation" (Hargreaves as citing in Sparks, 004, p. 48). My book is already worn and referenced for our focused work ahead as we implement year two of a school improvement turnaround grant.

The section in the DuFours’ School Leadership Guide is what I am most excited about.  This free on-line template is for the principal to use, "for the collective dialogue that takes place on a collaborative team after each common assessment” (p. 52). This is not only to ensure each student is learning, but you are using the "actual evidence of student learning" (p. 53) as the tool to facilitate the conversation of the essential learnings for the students, evaluation of the formative assessment, and to determine the instructional strategies’ effectiveness. Yay!

The DuFours conclude their book with this quote. "This is the role of the principal, a role that is daunting, but doable” (p. 89). I would add the role of the principal is also incredibly rewarding when you impact student learning and teacher effectiveness with shared ownership!

The Real Crisis in Education

David Hursh HIGH-STAKES TESTING AND THE DECLINE OF TEACHING AND LEARNING—The Real Crisis in Education

It's a mad, mad, world out there and everyone is fighting for a piece of the pie. Education is no exception. David Hursh's book High-Stakes Testing and the Decline of Teaching and Learning poses a strong argument for how education is becoming more complicated and political than previously imagined. Specifically, "we decreasingly think about democracy and our commitment to one another in terms of community and the common good, and instead conceptualize democracy as the individual rationally choosing within a competitive marketplace" (pg. 7).

Hursh is passionate about supporting the clarity of thought on how neoliberalism in education is doing more harm than good to our school systems. His "goal is to describe what is possible, to critique the increasing emphasis on markets, accountability, and high-stakes standardized testing, and to describe what we might do to reclaim education as a profession" (pg. 7). He uses in own experiences as a student and as a teacher in both public and private school to argue how schools should work and what students should be doing. He uses examples of what it looks like using schools in New York and Texas, and what it should not look like with reference to Chicago's inner city schools. Hursh continues to reference how our educational system is creating a society in our country that has now shifted to support a competitive global economy rather than collaborative supportive society.

Hursh revisits the No Child Left Behind (NCLB) Act, which he believes contributed to our neoliberalism educational system by created mandated state standards, testing requirements, and school accountability measures. Specifically, "Standardized testing is promoted as a means of assessing the quality of students, teachers, and schools, thus ensuring that all children are treated fairly" (pg. 85). "Furthermore, NCLB promotes the view that like other neoliberal reforms, we have no choice but to submit to the discipline of the market, rather than relying on process of deliberative democracy" (pg. 95). We all get to have the pie, but not select the flavor.

Although I don't agree with many of Hursh's views I applaud his unwavering efforts over the lifetime of his career. He states in the last chapter, "I want to reassert the possibility of a society and schools that support community welfare and the public good over corporate profit, and propose how we might work towards those goals" (pg. 122). He suggest alternatives to neoliberalism in education including, refusing to buy into adopting neoliberal reforms due to globalization and by allowing individual choice of where and how we receive our education. Hursh also address the importance of actively collaborating together when developing educational policies. This way all of our children receive an equitable piece of the pie.