My mother has served on the school board in the grade school district I attended as a child for many years. Far more years than anyone else on the board, actually. (She wasn’t on the board when I was a child, though. I think she first ran for, and was elected to, the board in 2000 or 2001.) In her many years on the school board, she has had the chance to attend the Joint Annual Conference of the Illinois Association of School Boards, the Illinois Association of School Administrators, and the Illinois Association of School Business Officials. (I have had the opportunity to attend with her as a guest for several years now and have blogged about my experiences.) This conference, often called either the Joint Annual Conference or the Triple-I Conference, is an amazing experience, with speakers and presenters and vendors who inspire and invigorate school leaders.
One of the years that my mom went to this conference without me. she got a copy of a book called What Every Superintendent and Principal Needs to Know by Jim Rosborg, Max McGee, and Jim Burgett. She didn’t read the book, but she gave it to me because she knew that school leadership was on my radar as a possible future option for me. (More on this at a later date.) I honestly don’t remember if she told me anything about the authors or not, but I think that Dr. Burgett was a keynote speaker at the conference and she was impressed by his message.
Jump ahead to a few months ago. I was listening to a podcast series on educational leadership and heard a two-part interview with Dr. Burgett, who mentioned writing this book. I found him to be a captivating speaker and was excited to read a book to which he was a major contributor. I could tell that he had had plenty of experience and developed a considerable amount of expertise in school leadership. I also vaguely remembered that I owned this book, so I dug it out and threw it onto my To Be Read pile at home.
This book isn’t bad; it just wasn’t great. I wasn’t excited to turn the page to see what other wit and wisdom and research and expertise the authors had to share. Much of it seemed commonplace; other points are outdated; others I vehemently disagree with (especially their take on standards needing to be entirely local). The advice was sound; I just don’t know if it was groundbreaking. Maybe it was when these gentlemen wrote this book. From the podcast interview, I got the impression that school leaders weren’t trained very well in the day-to-day operations of schools. So maybe I felt like this was commonplace because I have been blessed with great school leaders who model these practices.
There were some points in this book that struck a chord with me. One of them was a suggestion on how schools can be more active as community centers. As I read a chapter by Dr. Burgett, I had this idea: What if school districts partnered with local businesses to hold an annual job fair open to the public? The key would be that businesses would not have to pay to use space or tables; if they are interested, they are given space in the gym and potential applicants can meet with managers or HR personnel, fill out applications, even have on-site interviews. And, of course, there would be information booths about the district (including any adult education opportunities), transportation, housing, parks, service organisations, etc. I could see this as a way of promoting employment, connecting business and school leaders, and generally improving the quality of the community. And it would be all free of charge.
Another point that struck me was how Dr. Rosborg described the role of the school administrator:
“Your job success will be evaluated by such subjects as physical facilities and equipment; the effectiveness of teachers; the school’s curriculum; test scores; public relations; your effectiveness with the media, stakeholders, and politicians; collective bargaining; diversity; changing demographics; school safety; the perception of school discipline; and the monies available to fund programs. Add to this your need to have specific knowledge about transportation, special education, technology, buildings and grounds, food services, diversity issues, union organisations, health issues, and personnel…
“The good administrator helps teachers incorporate a significant range of strategies and a vast array of resources to help each individual child. The administrator helps develop a team spirit among the teachers. The goal is to create an attitude where the entire school exudes a zealous commitment to reach each and every child.”
I have struggled to come up with a good explanation of what it is I think my job as a school leader will be and why it is so important. Dr. Rosborg put it perfectly, though. Being a principal or a superintendent isn’t easy and it isn’t for the faint of heart, but that zealous commitment to reaching each and every child is what makes it all worth while!
Even though I wasn’t super impressed by this book, I am willing to give all three of these authors another chance, but I think I’ll seek out books written individually instead of collaboratively. I think all three authors have a great deal more to share that can influence others, including me, for good and I hope to tackle some of their other works in the future.
For now, though, I think it is time I take a break from the school leadership books and read something delightfully absurd. I’ll be back with another professional book soon enough, though!
[NOTE: The following is a review I wrote for MiddleWeb, an online organisation all about teaching and learning in the middle grades, which they define as grades 4-8. I have written five reviews for them previously, all of which can be found here. This review will likely be on their website in the next two or three weeks. In the meantime, you can read it now.]
Dr. Jan Richardson’s Assess-Decide-Guide framework presented in The Next Step Forward in Guided Reading is one of the most important things I have read when it comes to literacy instruction. I wish this book had been available when I did my undergraduate work over a decade ago! Far too often, the professional texts that teachers are given about guided reading focus on the why and what but provide very little on the how. The video series that I have watched over the years show teachers with multiple adults in the room with a handful of students and a film crew. The videos are always shot after the students have been able to fully master the skills and routines, making me feel like a failure when I can’t get my 28 fourth graders to sit down and read in one place for 5 minutes, let alone 20! While the videos that Dr. Richardson links in her book still make me feel that way, I feel like the strategies that she suggests in her book will better help me reach that point.
The Next Step Forward in Guided Reading can be broken down into four sections, each described below. Unlike many professional texts I have read, this is a resource book that does not require you to read the previous sections to understand what is being discussed. In fact, this is very much set up so that you can go to the relevant pages, read what you need to know, and put the recommendations into practice right away!
The first part is an introduction to guided reading and is comprised of the Introduction and Chapter 1. In these first 25 pages, Dr. Richardson tells you everything you (probably) already know about guided reading: the what and the why of this very widely-accepted practice. If you aren’t familiar with it, though, this is a great overview and will help you get started.
The next section, which is by far the largest, comprising Chapters 2 through 6, presents strategies for teaching students at the different levels of reading ability (Pre-A, Early, Emergent, Transitional, Fluent). Each chapter provides a profile of typical reading and writing abilities of students at these different stages, but it is important to keep in mind that these are generalised descriptors are are not meant to be all inclusive and comprehensive! Jan Richards then gives suggests for useful formative assessments related to reading and writing so that you can best decide what to teach in your guided reading lessons.
These chapters are where you get down to the nuts and bolts of guided reading lessons, with sample lesson plans, explanations of each component, resource materials, and ways to differentiate for different student needs. At the end of the chapter is a brief FAQ with suggestions on how to tackle common problems and help students appropriately move from one phase to the next.
For a teacher, all you need to do is find the chapter relevant to your students and read that part closely, taking lots of notes and jotting down ideas for how to incorporate. Just remember that, even if most of your students are transitional readers, you will have students at different stages; this book will give you the strategies and structure you need to make sure you are meeting the instructional needs of all students. You should definitely use this information when collaborating with reading interventionists, special education teachers, and other specialists.
For a principal or other school leader, skimming through these chapters will give useful teaching strategies and points to look for when observing guided reading. These chapters will also help both teachers and administrators have meaningful, productive conversations about best practices in guided reading and what supports are needed to help students continue to progress.
While the lessons in Chapters 2 through 6 are purposefully designed to be just outlines, the next section of this book presents 29 detailed lesson modules that can be used to teach 12 core comprehension strategies. I could see using these as whole-class mini-lessons during the first half of the year, introducing one strategy each week to my intermediate students. I worry, however, that they may be too much for readers who are struggling with comprehension and would have to make sure that I use guided reading lessons to help them hone in on a few key strategies, even as I continue to introduce new strategies to students as a whole.
In all honesty, as an experienced teacher who has been in a building where guided reading has been the focus of professional development for over six years, the last section of this book, the Appendices, is the most useful part of this entire book, along with the teacher’s companion and the digital versions of all of the forms. The book itself is an explanation of how to do guided reading; the appendices give you the resources to do it well.
I am looking forward to digging deeper into this book as I discuss it with colleagues and make plans for implementing Dr. Richardson’s framework into our guided reading instruction so that all of our students can become successful readers, writers, and consumers of information.
[NOTE: The following is a review I wrote for MiddleWeb, an online organisation all about teaching and learning in the middle grades, which they define as grades 4-8. I have written four reviews for them previously, all of which can be found here. This review can be found on their website here]
Quick! Grab a pen or pencil or open up a new document on your computer. Ready? Good. Now, write down the name of every initiative you school or district has adopted since you started working there.
Need more time? Go ahead, I’ll wait.
All finished? Okay. Now, circle all of the ones that you can prove are improving student learning and growth. How many initiatives did you list? Five? Ten? Twenty? More? How many did you circle? One? Two? Zero?
If there is anything that school leaders and policymakers are frustratingly good at doing, it is coming up with new initiatives for classrooms, schools, and districts. Whether the initiatives are focused on academics, behavior, instruction, culture, family engagement, teacher quality, or any number of possibilities, there is not a school in the nation that doesn’t have at least one new initiative put into place every year. But what do we do after we initiate the initiative? How do we know if it is actually making a difference? Are we even bothering to check? Or do we just start something new and keep doing it mechanically, thinking to ourselves that this, too, shall pass? Has the Shiny New Thing become so commonplace that we don’t even care if it works or not?
Dr. Nikki C. Woodson, an educational leader, and James W. Frakes, a business consultant who has spent much of his career working with the manufacturing industry, both believe that the problem with initiatives is not the initiatives themselves, but the lack of intentionality and monitoring. In their book, Is It Working in Your Middle School?, they provide a simple framework for identifying appropriate initiatives and monitoring them with consistency so that teachers, leaders, and other stakeholders can separate the wheat from the chaff and put into place programs, policies, and practices that will lead to meaningful, lasting changes in your school.
While focusing on middle schools, the authors are quick to note that their framework, based on proven quality assurance processes, can be used in any school setting and, indeed, in any organization that wants to know if what they are doing is actually making a difference. Their process will help anyone with an interest in improving their school to identify all of the current initiatives, or programs in place, eliminate the ones that have no discernible purpose, set S.M.A.R.T. goals, identifying quantifiable strategies, assess the efficacy of the strategies, monitor for success, and plan for next steps to the school improvement process truly continuous. To help the reader through the process, Woodson and Frakes provide templates for reflection, goal setting, planning, and monitoring which can be either copied from the book or downloaded for free through a website given. They also use a case study to model how their framework has been used to change a middle school’s approach to improvement plan goals.
Classrooms, schools, and districts are constantly adapting as they try to keep up with the latest research, best practices, and the ever-changing landscape of education in the 21st century. These adaptations are not, in and of themselves, a bad thing; they can push a school to grow and improvement. Growth and improvement will only happen, though, if teachers and leaders work together to monitor the changes and keep asking each other two simple questions: Is it working? How do we know? If you are concerned that the programs you are using in your classroom, school, and/or district are not making a difference in student achievement but are not sure how to prove it, or you are convinced that your programs are working but need evidence to justify continuing them, this is the book for you! You may not be able to stem the tide of Shiny New Things coming your way, but you will be able to show which ones are making a difference in the lives of your students and which ones are just passing fads.
My class schedule has been fairly consistent through the year. Students knew what we were going to do throughout the day each day because I made a point to make sure we kept it that way. But as we approached the end of the semester, I knew it was time to switch it up a bit.
At the same time, my fourth grade partner and I wanted to try a new approach to guided reading / reading workshop. We put all of our students’ literacy data into a spreadsheet, organised them by different criteria and created new groups that combined students from both classrooms. We ended up wth nine groups. She takes four of them and I take the remaining five. We decided to place our literacy block in the morning after our specials (fine arts, library, and/or physical education), moving mathematics to the afternoon.
Today was the second day with this new schedule. Not only did I switch my mathing and reading workshops, I also switched students. The transition has been remarkably smooth so far! The students have readily accepted this new format and are excited to be with some of their friends from the other classroom for part of the day each day. We will be periodically reviewing the data we are collecting to see what changes should be made to groups and changing groups to allow us both to work with all of the students throughout the semester.
Having mathing workshop in the afternoon has also been an interesting change. I feel like we are not quite as pressed for time, even though we are using the same amount of time as we have before. The students seem to appreciate having a different pacing for the day. We will still be doing our inquiry workshop in the morning, too, of course, but mathing in the afternoon allows more flexibility and it means the entire afternoon is not just literacy.
All in all, I am liking how we have switched things up. Of course, this was just day two, but I am nothing if not eternally optimistic about the future!