Back in August, about two weeks before school started, I managed to get a corneal abrasion on my left eye when I smacked my face into the top of my car door and my sunglasses slipped and hit my eye. To make matters worse, it was over 24 hours before I was able to see an eye specialist who immediately identified the problem and had me begin a round of treatments that involved a corneal bandage (essentially a giant non-prescription contact lens), antibiotic eye drops, and moisturizing eye drops.
The next day, I went back in and was given a new bandage and a stronger antibiotic. The following day, a Saturday, I went in again, got yet another bandage for my cornea, and set an appointment for the coming Monday. That Sunday, I realised that the corneal bandage had fallen off over the night (a frighteningly easy thing to do when I have no vision in my left eye and it occasionally opens while I am asleep and darts around while in REM sleep), and I called the eye doctor’s personal number. He, being an outstanding individual, met me at the office about fifteen minutes after I called him and took care of me, even though I had interrupted dinner with his brother!
Eventually my eye healed and I thought all would be well.
And for about seven weeks, it was.
Until this morning.
I woke up to the sensation of sandpaper being scraped across my left eye. Not much fun, I can assure you! I applied some moisturising eye drops and continued preparing for my day. As I got to work, I realised that my eye was red, swollen, and burning: all signs of a corneal abrasion. I talked to my principal and we tried to arrange for a substitute for me, but no one was available.
So, what did I do?
I did what any teacher does: I made do. My students still needed to go to P.E. and Art. They still needed to read, write, and work on vocabulary. They still needed to learn about a social studies inquiry unit we are starting. They still needed to go to lunch. They still needed to review place value and how to represent numbers in base 10. They still needed an afternoon recess. They still needed to work on personal narratives. They still needed to listen to more of the book Wonder.
In short, they still needed to learn.
Which meant I still needed to teach.
Even though my eye was burning, my eyes were watering, and my head was in pain, I still taught. I pushed through the pain, relying almost entirely on adrenaline to keep me from collapsing.
And it worked. I taught, and my students learned.
Of course, as soon as school was over, I called my eye doctor, scheduled an immediate appointment, and he confirmed that my cornea was indeed scratched again. His sense is that my cornea never quite fully healed from August, so I may have to see a corneal specialist who will remove the entire cornea and work medical magic to make me all better.
At least the abrasion was on my blind left eye!
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.
I spent several weeks over the summer learning all about Eureka Math and preparing myself as much as possible to implement it in my classroom this year. My goal was to hit the ground running and take my students with me on the wild ride of learning math in a way that is not only aligned to our standards and our curriculum but is also more rigourous and focused that what students have seen before.
One of the supplemental resources I learned about was a free website (as an instructional technology specialist, two of my favourite words!) called Zearn. I played around with Zearn a bit over the summer and set up a student account for myself to see what it would look like. I was excited to be able to partner my students with this, especially since this site was designed to mirror what students are working on in Eureka Math. (I will not be dropping any of my other online learning sites, though; I love being able to give my students wide access to multiple ways to engage with and think about math!)
We did a test drive of Zearn as a class today. We had to use the computer lab due to our student network still being down (something our tech team has been working on for over a week now), but this did not seem to be a hindrance. The students were able to easily access their accounts and quickly figured out how to navigate the site. The best part was that the work they were doing online really supported exactly what we have been doing in class for the past several weeks!
One of the features I was most impressed by was the “Math Chat.” This features a video recording of a teacher explaining the concepts. Students then work through problems and, depending on how they do, are directly to subsequent videos that help further explain concepts. I firmly support the idea that students learn best from hearing similar messages from different voices.
I am really excited about this new resource and hope that students and families will add it to their math learning toolkits. Zearn will be a great way to supplement what I am teaching and giving students an opportunity to learn at their own rate while I am working with small groups.
[NOTE: The creators of Zearn were not contacted previous to the writing of this post, nor was I asked by them to write it. The content of this post is entirely of my own opinion and should not be considered to represent the official views or positions of my building or school district.]