Thank you to Sara Kajder for being our guest host tonight! It was a great chat! Follow the link below for the archive.
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.
Click below for the #LitLead archive on Designing Authentic Writing Experiences for Students. Thanks to all who joined the discussion! We hope to see you for our next chat on February 12 at 9 pm EST.
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 discuss 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!
CEL Associate Chair
Supervisor of English Language Arts, Grades 5 – 12
School District of the Chathams, NJ
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
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.
Supervisor of English
Mountain Lakes High School, NJ
*This blog was reblogged with permission by the writer. Thank you, Paul!
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.
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.
English and Communications Department Chair
Downers Grove North High School, IL
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.
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!
English and Communications Department Chair
Downers Grove North High School, IL
Reposted with permission from Chris’s blog.
To be perfectly honest, I joined the Conference on English Leadership (CEL) in 2012 because I wanted to go to Las Vegas where the NCTE Convention was going to take place in November. Now before you judge me, what you need to understand is that I didn’t want to go to Las Vegas to play the slots in Win City, or to marvel at Cirque Du Soleil, or to embark in any of the tawdry behavior that makes one pledge that whatever happens in Vegas, stays in Vegas. I wanted to go to Vegas for perhaps the nerdiest reason of all: I missed my West Coast colleagues and friends, who I erroneously assumed would be attending the conference. Joining CEL seemed to be a genius way to extend our time together at NCTE.
Of course, I use the word nerdy, lovingly. Teaching, at its finest, is a collaborative and cooperative endeavor; we grow exceedingly close to those with whom we work. In 2012 I had recently relocated from a small independent school in Oregon to a small independent school in New York. Although I grew up in New York and it has always been the place I call home, it was disorienting to return after having lived for a decade in other parts of the country. My return to New York was filled with the reunion of beloved family and friends who nurtured most aspects of my life, but anyone who has ever taught knows that your professional life at times becomes your entire life. And it was in my professional life in NY that I felt a bit out of step and alone. So attending the NCTE-CEL Annual Convention, seemed like the perfect chance to reconnect with old colleagues, the friends with whom I could reveal the dirty laundry, so to speak, of my curriculum and pedagogy and who could help me without judgment and without repercussion (when one works in a private school without the protections of tenure there is always a sense that one false move could be the end of your career). This was a brilliant plan to reunite with my Oregon friends in Vegas except for one tiny problem: I was the only one who could get funding to attend the conference. Thus, I went to Vegas, alone.*
Except this is what I learned in Vegas, when you join CEL, you are never alone.
What makes CEL so different from other organizations is that its annual convention is purposefully designed to be small. NCTE is a mammoth organization with a spectacular, but overwhelming conference with ballrooms bursting full of eager participants and a seemingly unlimited list of sessions occurring concurrently. Each special event requires an RSVP and a bit of pre-planning in terms of allocating additional funds. The CEL Convention was a welcome respite from the bustle of NCTE. With its endearing Hospitality Committee that immediately greets and identifies newcomers, someone has taken the time to seek you out and make sure that they get to know you beyond your name badge.
It is becoming increasingly rare for a convention to include meals within the cost of registration, but this is where CEL gets it right. Food is community, and at CEL, you have several opportunities to eat with the entire conference while listening to dynamic keynote speakers. This inclusive design encourages more quality conversations among participants because everyone has broken bread together and participated in the same keynote sessions. A particularly wonderful feature of the conference are the facilitated dinners where several veteran members of CEL each choose a restaurant and participants have the option of signing up to a join a group and either make new friends or reunite with others. One of the worst things about attending a conference for the first time can be a solo evening meal in a strange city far from your loved ones, but at that very first night of CEL you are instantly among friends.
CEL has a wonderful intergenerational quality and what perhaps most impresses me about the organization is its commitment to fostering leadership among its novice members. They offer an incredible Emerging Leaders Fellowship, which I was privileged to receive, that offers registration remission and two-year long support with an inspiring mentor. There is an active effort to recruit members from a variety of different types of institutions and across various geographical spaces. Moreover CEL’s embrace of educational technology extends the walls of the conference to a continuous thread of discussion during Thursday #litlead chats, curated #CEL conference tweets, and our blog. The inclusion of educational technologies allow us to not only connect with educators nationwide, but to better understand what’s going on in the classrooms that are physically close to you, sometimes even in your own building.
This November will mark my third CEL Convention. Where I am excited to learn how to become a more effective and empathetic leader in our collaborative world, what I am, secretly, most excited about is connecting with my CEL colleagues, who in a very short space of time, have become old friends.
Gina Sipley (@gsipley)
Instructor of Reading and Basic Education
Nassau Community College
I am consistently pleased by and proud of the Leyden High School English department’s collaborative energy. We write objectives together. We exchange lesson frameworks and email classroom activities. We share unit and reading calendars. We co-write quizzes, tests, study guides, and rubrics. When I think about what happens at our best Wednesday morning meetings, I conjure up an image of committed and competent educators huddled around tables, purposefully planning, problem-solving, and producing.
But after three days attending the CEL Summer Institute on Critical Issues: Assessment, I have to admit that the image no longer materializes with the same nobility. The excellent character and competence of my faculty remains intact, as does the quality of the work being produced. What’s changed is that the CEL institute has thrown an important absence into sharp relief.
When my colleagues and I collaborate, we focus primarily on teaching artifacts, the learning materials we develop and create. We need to shift our energies to work with learning artifacts: responses, essays, and projects that students have submitted as evidence of their learning. As chairperson, I need to direct my colleagues to devote more of their collaborative time to the second (and more important) half of the teaching and learning cycle.
To be fair, it’s not that we ignore this part. We regularly look at large sets of exam data together in order to identify troublesome test questions and guide revisions. And I know my teachers interrogate their students’ performance constantly and in various ways. They also adjust their instruction accordingly. Thus, I know solid formative assessment is taking place.
Yet we’ve been operating under this paradigm: we review summative assessment data together but monitor and respond to formative assessment evidence alone.
Unfortunately, the cut scores on data reports rarely foster sincere discussion. Because they are reductive in nature, teachers usually respond reductively: “The students bombed this question, we need to revise it.”
Reviewing student work is different. At the CEL institute, we talked about the inherent value in conducting a collaborative examination of student artifacts. Among other benefits, it may allow teachers to form norms for grading and expectations, discover or share best practices, illustrate how students progress as they move through the program, and monitor whether or not the tasks assigned yield products that reflect the department’s published goals or values.
The call to look at student work together is just one way that the CEL Institute reinforced the importance of teacher decision making in assessment matters, a highlight of the NCTE position statement on formative assessment. While I understand and appreciate the power of data to inform instruction, I sometimes worry that “the numbers” are presumed to be superior to the careful, informed observations of a well-trained, caring professional. There’s room for both, and I hope to assert the power of the latter in the coming year by requiring my teachers to endow their students’ work with the bagel crumbs and coffee stains of their coworkers.
In addition to the singular takeaway above, I’d also like to share some thoughts about the conference as a whole.
The three day institute provided invaluable networking opportunities. Because CEL specifically attracts disciplinary leaders, I found myself working with colleagues whose concerns were identical, not just similar or related, to my own. Moreover, each and every one of the CEL organizers and facilitators demonstrated his or her commitment to English leadership and experience-driven expertise in an approachable and effortless manner. I left the conference with contact information for exponentially more peers and role models than I had previously.
All these feel-goods were accomplished because the institute included a purposeful and practical structure, rather than a routine series of whiplash-inducing lectures on loosely-related topics. The keynote speakers and sponsors remained squarely focused on issues of assessment, and for the majority of the time, participants were in small groups exploring different strands related to assessment.
I chose to work with others in the Curriculum Program strand, investigating the role of assessment in an organization’s scope and sequence. In that context, I had the opportunity present my unique plans and goals for the English department at my district through a consultancy protocol discussion. It was powerful to listen–and not respond–while others with a direct knowledge of my position and the ELA content offered concerns and troubleshooting about my unique and timely problem.
Given the tremendous, personal gains I made in these three short days, I’m excited to continue working with CEL and its members in the future. And I wholeheartedly encourage others to take advantage of this powerful learning network.
John Rossi (@JRossiLeyden)
English Department Chairperson
Leyden High School, IL