#LitLead Preview 4.9.15 – Using Blogs to Amplify Educator Voice w/ @NatBlogCollab

The current national narrative on education is one littered with misperceptions, politically laced rants, and many voices not even directly involved in education.  While taking back that narrative can be a challenge, The National Blogging Collaborative (@natblogcollab)believes that writing and blogging is one way to enable and empower teacher leaders in this quest to reclaim the narrative…OUR narrative.  Blogging and co-blogging allow teachers the chance to share their experiences with the rest of the world, helping everyone see the truth about all the amazing things going on in classrooms across the country.  Additionally, blogging provides educational leaders with the opportunity to develop a collaborative culture built upon sharing the written word both within their school and across the country.  Through blogging teachers and leaders are able to not only share their success and seek help for their challenges, but they are able to learn from others in a safe and collaborative setting.  For all these reasons, The National Blogging Collaborative was created for teachers by teachers in an effort to provide free, one-on-one, writing coaches to educators who are looking to get started with blogging as well as those who have been blogging for years.  Simply put, we are here to help YOU share your your story.  So, join us as we talk about the power of blogging and co-bogging for teachers and leaders.

Please join the National Blogging Collaborative (@NatBlogCollab) on Thursday, April 9 at 9 p.m. EST as they co-host #LitLead on Twitter.  

#LitLead Preview 3.12.15 – Tech Tools for ELA Classrooms

Technology has become as integral a part of English classrooms.  English educators must integrate digital tools into their instruction in ways that are purposeful and authentic.  But with so many websites, apps and communication systems, how do teachers choose which digital options are best to meet a unit’s objectives? Please join three CEL members, Kate Baker, Oona Abrams and Matt Morone, on Thursday, March 12 at 9 p.m. EST as they co-host #LitLead on Twitter.

Here are some questions we’ll consider:

Q1 How have you evolved as an educator since integrating technology into your instruction?
Q2 What tech tools are most versatile in your classroom? How do you apply them?
Q3 What tools do you use that are scalable and allow for successful differentiation?
Q4 What tools would students use on their own if you didn’t use them in class? Why?
Q5 How have you “smashed” apps or tech tools together in your classroom?

Digital Reading – #LitLead Preview 2.12 @ 9pm ET

On Thursday, February 12 at 9 p.m. EST, CEL’s guest host, Sara Kajder (@skajder), will join us to discuss “Digital Reading.”  Here is a preview of the chat:
Sara Kajder

Sara Kajder

What it means to read; how we access, select, and hold onto texts; and the strategies we use for constructing and sharing our meaning making have been dramatically impacted and enabled by newer literacies and technologies. So, if reading in digital spaces is different, what are we doing to create instructional opportunities for students and teachers to explore practices now open/available?  Or, are we simply applying print reading strategies (and putting out other fires as they are burning a bit hotter?)  In this hour, we will talk about our own digital reading practices as well as the ways in which we might support students practices and meaning making in digital spaces.

Questions will include:
1.  What counts as “digital reading” in our curricula?  Is that only on-screen reading, or are there other attributes?
2.  We often ask teachers to model their active reading lives for students.  Does that need to include their digital reading practices?
2.  How are we cultivating digital libraries?
3.  What does “social reading” require/invite?
4.  What are the scaffolds needed as we help students navigate and annotate digital texts?
5.  Where and when do we open our digital reading work to include readers outside of the classroom?
6.  If you are a literacy leader, how are you providing PD and supporting teachers through this learning?
We look forward to learning from all of you!

#LitLead Preview for 1.8.2015 – Designing Authentic Writing Experiences for Students

On Thursday, January 8 at 9 p.m. EST, #LitLead will spend the hour considering how we design authentic writing experiences for students. In our educational culture where timed, on-demand writing is king (according to the powers-that-be), it is crucial that students also experience the real writing process and the thrill of composing pieces that reach a wider audience and matter deeply to them.  On Thursday night, #LitLead will discuss how we create these opportunities for our students and support teachers in these efforts.   Below is a sample of some of the questions we’ll discusScreen Shot 2015-01-07 at 10.12.46 PMs on January 8.

  • What does it mean to design “authentic writing experiences” for students? What makes them authentic?
  • What is your planning process for creating writing assignments? What factors are most important?
  • What authentic experiences do you create when asking students to do informative/explanatory writing?
  • How do you make a literary essay more authentic to students?
  • When writing opinions or arguments, what topic choices do you offer them? Why?
  • What authentic writing experiences do you provide students to show them how writing can help them think?
  • To be authentic, Ss need a wider audience than you.  Where do you publish/share student work?
  • How do you respond when someone asks if these writing experiences prepare students for standardized tests?
  • If you are a literacy leader, how do you support teachers with this work? What PD do you provide?

We hope you can join us at 9 p.m. EST on January 8th!

Heather Rocco
CEL Associate Chair
Supervisor of English Language Arts, Grades 5 – 12
School District of the Chathams, NJ

#LitLead Preview for 12.11.14 – Purposeful Professional Development

Whether administrator or teacher, professional development plays a crucial role in our growth as an educator.  On Thursday, December 11 at 9 p.m. EST, the Conference on English Leadership (CEL) invites you to participate in our #LitLead Twitter chat during which we will examine ways to plan and participate in purposeful professional development.  We’ll reflect on professional development sessions that changed us for the better and discuss how to effectively seek purposeful professional learning opportunities outside your school district.  We’ll discuss the planning process for designing professional learning experiences as well as the follow-up to ensure teachers are supported as they implement their learning.

Here is a preview of some of the questions we’ll discuss:

  • What are your “musts” for PD sessions? What must it offer/include/provide?
  • What are effective ways to decide what a department’s or school’s PD topics will be?
  • How can we create and/or participate in sustained PD (study same topic over time)?
  • If you plan PD, what process do you follow to prepare the sessions?
  • If you plan PD, how do you get buy-in from the attendees?
  • What are the most effective ways to engage attendees in the PD session?
  • If you present PD, how do you know attendees are learning?
  • If you attend off-site PD, how do you decide what workshop/conferences to attend?

We would love to hear your comments and questions, so please join in the chat for a few minutes or all sixty.  We look forward to learning with you!

Heather Rocco (@heatherrocco)
CEL Associate Chair
Supervisor of English Language Arts, Grades 5 – 12
School District of the Chathams, NJ

14 Takeaways from #CEL14

Paul Henry

Attending the Conference on English Leadership Convention in Washington, D.C. provided me a needed retreat. I was encouraged, challenged, and, most of all, inspired by those around me. In an effort to navigate my thoughts and hopefully take the next step, I want to briefly identify fourteen takeaways from CEL ’14. I must give credit to the presenters responsible for the thoughts. I learned from Doug Fisher, Nancy Frey, Sarah Wessling, Matt Marone, Oona Marie Abrams, Jim Burke, Heather Rocco, Chris Bronke, and more. Some of my thoughts were simply inhaled in the rich atmosphere of the convention, or ideas that blended and connected among multiple sessions. I very much enjoyed connecting more with colleagues from the North Jersey area and beyond.

Here are 14 from CEL14:

1. Students have a fundamental right to know what they are learning each day, why they are learning it, and how it will help them. We need to be clear about our purposes….and my purpose should never be to prepare them for another class or for college or for a test. (Doug Fisher and Nancy Frey)

2. As we guide students, we must guard against cultivating learned helplessness. Are we making students dependent upon us as teachers? A good question to ask each day: How did I prompt students to think for themselves and find answers to my questions and theirs? (Doug Fisher and Nancy Frey)

3. The ones working the hardest in the room are the ones learning. Make sure I’m not the only one learning. (Doug Fisher and Nancy Frey)

4. Am I simply performing texts or am I assisting students as they contend with a complex text? I want to put them in a position of tension with a text and help them work through it. (Doug Fisher and Nancy Frey)

5. Rigor doesn’t just mean difficulty. Rigor is better understood as complexity. Complexity is a measure of the thinking, action, or knowledge needed to complete a task. How many ways can a task be accomplished? Does it require multiple steps, multiple modes of thought and action? (Doug Fisher and Nancy Frey)

6. Precluding failure means teachers are doing all the work. We must give students permission to fail, to learn from failure. Students should be more afraid of mediocrity than they are of failure. The same applies to us as teachers! (Sarah Wessling)

7. Matt Marone provided an excellent example of students studying non-fiction in a way that matters. An earlier session spoke to the belief that a text, closely studied, should prompt action; it should want to make us want to DO something. Matt’s work with his students was an amazing example of truly authentic outcome of his students’ research and study. Though there is not space here to go into all the details, I was reminded of the importance and the potential rewards of having students read, write, listen, and speak with real purpose. No “letters to the board of education” here. (Matt Marone)

8. As we teach writing, we should often ask students, “Are you a better writer after having written this essay?” We should ask this question early and often. In what ways are they improving? Are they aware of their weaknesses and their areas of growth? Does our feedback about one essay inform their approach to the next? (Oona Marie Abrams)

9. Students should lead writing conferences. Based upon their own reflections about their progress, they should identify the things that are working and the things they are struggling with. (Oona Marie Abrams)

10. Effective leaders and teachers disrupt embedded (ineffective) practices. Disruption or interruptions is difficult and sometimes painful, but it leads to growth. (Jim Burke)

11. I am proud to be in a profession where I feel like I’ll never get it completely right. We are always revising, always growing, always learning. (Jim Burke)

12. Being positive in a negative situation is not naiviete–it’s leadership. (Heather Rocco and Chris Bronke)

13. We need to embrace fear and encourage others to embrace fear. Stepping outside our comfort zone is the only path to growth. (Heather Rocco and Chris Bronke)

14. My final takeaway is the lasting knowledge that I am surrounded by inspiring colleagues who are doing brave things for all the right reasons. I am encouraged and challenged to continue to collaborate and build professional relationships that will benefit my students and teachers. Thank you to all who played a role in CEL14 and I look forward to collaborating in the future.

Paul Henry
Supervisor of English
Mountain Lakes High School, NJ

*This blog was reblogged with permission by the writer.  Thank you, Paul!

Collaborative Leadership: #LitLead Preview 10.9.14

Chris Bronke

Chris Bronke

Educational leadership can be a lonely and difficult journey filled with constant change, complex issues and unreasonable expectations. However, leaders must be ready to accept these challenges with enthusiasm so that they create a professional culture that encourages and supports teachers as they design dynamic learning experiences for students. By leading through collaboration, leaders can motivate and empower educators so they can produce successful results and enact changes otherwise thought impossible. So what holds the key to unlocking the power of effective leadership?   Collaboration.

Heather Rocco

Heather Rocco

This Thursday, October 9 at 9 p.m. EST join Chris Bronke and Heather Rocco as they host a #LitLead conversation on how to use collaboration as a means for personal and departmental professional development to keep moving themselves and their teachers forward in their educational practices.


1.  What are the ideal conditions for collaboration amongst teachers and leaders?
2.  If you do not have those conditions, how do you promote collaboration?
3.  In what ways do you and/or your school leaders model effective collaboration?
4.  What issues/efforts lend themselves most effectively to collaboration?
5.  How can leaders promote a culture of collaboration amongst teachers?
6.  Share an example of an effective collaborative effort in which you participated.
7.  Why is it important for leaders to collaborate with other leaders?
8.  What are your best ideas to promote leaders-to-leaders collaborations?


You should also plan to attend the CEL Annual Convention at National Harbor this November 23 – 25 where Chris and Heather will be featured speakers on this topic!  The convention keynote speakers include Doug Fisher, Nancy Frey, Sarah Brown Wessling, Jim Burke, Kylene Beers and Bob Probst. The breakout sessions feature presenters who will discuss how they use collaboration in their classrooms, departments and schools. The convention fee of $165 for CEL members ($190 for NCTE members) includes three meals and two networking receptions as well. While we encourage you to attend the NCTE Convention that immediately precedes the CEL Convention, you are not required to attend both.


We hope to see you on Thursday at 9 p.m. and at CEL’s Annual Convention next month!


Heather Rocco
Supervisor of English Language Arts & Literacy, grades 5 – 12
School District of the Chathams, NJ
Christopher Bronke
English and Communications Department Chair
Downers Grove North High School, IL

To Blog or Not to Blog?

I have recently been thinking about the amount of time I spend working on my writing. For each blog I publish, pages of scribbles, nonsense, rubbish, and incoherent ramblings are produced. I go through multiple revisions, each draft more perfectly crafted (or at least I think) in one area while still frustratingly weak in another. I ask others to preview pieces and provide feedback on the work (sometimes painfully so), and finally, I am able to hit “publish” on the piece–only to read it and realize I still don’t like this word or that sentence.

While many people may call this the textbook definition of insanity, I call it the perfect balance of painful struggle and blissful excitement. However, a colleague and I were talking about blogging the other day, and he admitted he just didn’t see the purpose, wondering why, in a time when our jobs already have us booked beyond anything that remotely resembles a “40-hour work week”, I would go out of my way to work more writing this blog. In that moment, I stumbled to clearly articulate why I do this, but I knew that writing about it would help me crystallize my belief in the power of blogging. So, consider this my meta-blog…the blog to help me realize why I blog.

Chris Bronke

Chris Bronke

1. Because I don’t know what I don’t know until I write about it
When I really stop and think about it, my somewhat new obsession with my own writing (and therefore blogging) came from attending a workshop given by Penny Kittle which focused on strategies for getting students to write more, more creatively, and with greater style. In this workshop, she argued that we write simply because it helps us learn, to uncover things we didn’t know–it is a vehicle to self discovery. She is right. I could write pages and pages about all that I have learned about myself since I began writing frequently upon the returning from that workshop. Words are our we think; it is that simple. So, as Penny did to me in that workshop, I encourage you to explore your words, your thinking, and yourself–write more!

2. Because I have a lot to say (for better or worse)
While I am not always sure if people really want to hear what I have to say, that is the great thing about a blog; no one is forcing anyone to read what I (or any blogger) write. However, in writing all that I have over the last year for this blog (as well as all that didn’t make it to this blog), I have learned that my thoughts on education are important, that they do matter, and that people do want to hear them. More importantly, people in education want to hear your voice, too. We are blessed to live in a world that provides us with so many ways to share our voice; don’t miss out on the opportunity to share in writing–blog!

3. Because teachers need to do a better job of self-promoting
Be default, teachers are selfless; they give their all rarely looking for or expecting anything in return; it is a beautiful sacrifice and one that shines a light on the true people teachers are. However, in a time in which that light is being darkened by a cloud of media misinformation, political agendas, and an over dependence on standardized test scores to determine success, teachers must fight back–refocus that light on to all amazing ways we help kids. My blog has become very personal; it’s a confusing juxtaposition insomuch as the writing, in and of itself, has become more reflective, more personal, all the while the amount of people reading and commenting on it has steadily increased since I started blogging. However, it is through this increased audience that I feel I have found a voice in self-promotion, and most importantly not just for myself, but for the profession as a whole. Will you join me in sharing the good word of all teachers do for kids?

4. Because it makes me a better model for my students
I love teaching writing. I always have and always will; however, I have become exponentially better at it– more honest, more real–since I started blogging. Why? Because I am going through the same worries with word choice, the same struggles with syntax, and the same consternation over commas. Because I am concurrently engaged in a never-ending battle for non-existent perfection that taunts and haunts us…all while rewarding us in ways few other endeavors can. Simply put, writing for my blog makes my students and I equals. It isn’t teacher and student; it isn’t “trained” writer and novice; it is a community of learners equally struggling to make our words dance, to create a joyous cadence with our sentences, and to allow our emotions to permeate the page and our readers’ hearts. Will you join me in being a writing model for your students?

5. Because it is fun
One of my favorite quotes from anything I have ever read is so beautiful in its poetic simplicity: “Words, words, words” (Shakespeare, II. ii). Here we see Hamlet both having fun with Polonius while also expressing the unspeakable power of language. It is just that simple: playing with language is fun. Writing is a “1.21 gigawat” trip back to the future. It forces us to reconsider our believes, reexamine our ideals, and defend our thoughts. But more than anything, writing gives us a pathway to play, to have fun…a chance to be a kid again, using language to do that back flip off of the swing set, to race down the monkey bars, or skin our knee falling off our bike. So, the next time you are having a bad day, frustrated by the mundane and seemingly pointless bureaucracy of education, take a few minutes and WRITE! Because it is fun!

Christopher Bronke
English and Communications Department Chair
Downers Grove North High School, IL

Reposted with permission from Chris’s blog.