Lifelong learning = Lifelong change

Today's post is brought to you by Penny Antell.

Road to Revelation

Thank goodness we’re allowed to grow, learn, and change throughout our lives.  We’ve all met people who are very set in their ways and convinced their opinions and their thinking is the RIGHT and ONLY way.  Phew!  Sure glad I don’t need to live by such rigid beliefs.  Encouraging, living, and enjoying a lifelong education has allowed me to grow and change throughout my career.  As I reflect upon how I’ve grown and changed since I first began teaching, I am eternally grateful for the opportunities I've had.

Classrooms of the past

I used to think:   A quiet classroom where desks were in rows and children sat quietly reading and filling out worksheets was a place of learning.  This equated with good discipline, concentration and the development of study habits.

Collaboration

Now I know:  Collaboration and discussion are key to developing deeper thinking, challenging one anothers beliefs and forcing students to reflect upon what they have learned, what they believe, and why.  By bringing together differing thoughts, students are forced to return to the text, reread what has been interpreted, and refine their understandings.

For the Love of Books

I used to think:  We needed a list of titles that each classroom would be allowed to use as read-alouds with their students, or used for whole group instruction where each child would hold a copy of the same text to learn from.  We couldn’t have the same book read aloud in one grade and then expect that students would read it in a later grade for another purpose. That was absurd!

Now I know: There are many, many reasons to read and reread great books again and again.  I encourage teachers to pull out the classics to help students write like the great authors they’ve been reading.  I encourage teachers and students to return to the text to dig deeper into the meaning. There’s still more there.  Dig, find, what else is the author teaching you here?  Why?  How do you know?  

Lucy Calkins teaches us to stand on the shoulders of our favorite authors.  It is apparent when children have clasped their hands around the language Jane Yolen uses in her writing, or they’ve connected to the humor of Roald Dahl and Robert Munsch.  There are many, many purposes to reread good books.  It is like visiting with old friends. Each time you meet, you discover something new you hadn’t know previously.

Readers vary

I used to think:  That programs would address the needs of all the students in my classroom and if I followed the outlines and instructions within them, I was a meeting these needs successfully.  I thought my students would learn because I covered the materials.  I thought I was a good teacher if I made it through the entire teacher’s manual in one year. I thought that using worksheets was reinforcing student learning.

Now I know: Each child entering a classroom or school building is unique with very different needs.  Each child needs instruction pitched at their level, following their style of learning and matching their interests.  I know that teaching is the greatest challenge I will ever face. I know that to make a difference for each child I need to listen to him, hear what she wants to share and discover each child’s needs.  With this knowledge, I need to create lessons that meet each child and move him forward one lesson at a time.  I know that creating a bond with the students sitting in my classroom will make a difference in their commitment to learning and their desire to learn.

I used to wonder, did I make the right choice becoming an educator?  This job is so hard and takes so incredibly much time to do well.  Is this really how I want to spend the rest of my life?  Am I making a difference in the lives of others?  In society?

Know I know indeed, this is my life dream.  I see the look upon students faces when they know they learned something new today.  When each child embraces learning and is excited about the next new topic knowing they will benefit from attending school and working hard.  I know I’ve made a difference in the lives of the children and they’re better for it.

Education has taken many twists and turns over the past 24 years I’ve been involved in it and it feels the most tumultuous today: with the extreme politics involved, the lack of respect from the media and the public opinion presented, but still, we continue to invest in the children.  Still we make a difference in the world because as educators, we influence the future.

  

 Change - It happens

Who inspires/inspired me?

Today's post is brought to you by Penny Antell.

Who inspires/inspired me?

The list goes on and on. While I’m confident there is no way I will be able to name all who have inspired me, this represents an attempt to recognize those who have, over my career, influenced my journey.

It all began with my older sister, Jackie, who used to love to play school when we were children.  She required her students, aka siblings, to call out their names when an answer was known.  I consistently failed in her eyes since I refused, to raise my hand and yell out my own name before answering her probing questions.  She taught me to be fair, to make the rules and stick to them, and to love reading and writing as she shared her passion for these subjects with me.  How strange it is that she has become an accountant while I am the one teaching literacy.

Thanks to James Zeeb, my high school Accounting teacher who slipped a disk in his back many, many years ago while I was earning credit as a teaching assistant in his accounting classroom as a senior.  Having the opportunity to teach the Accounting classes while he was in traction at the hospital created the spark to teach.  Though this would not develop into a full flame until four years later as I initially understood this to mean I should be going on to school for accounting.  How silly.  Numbers have always caused me great grief.

My grandmother, who upon discovering I was in college said, nearly every time I saw her, stick to it Penny, never give up this dream.  After graduation, seeing the proud smile upon her face inspired me to continue along my journey earning a Master’s degree in Reading.  Once again, the pride she felt exuded from her beaming face.  When I graduated with my Ed.S. degree in Administration, while just a proud as could be, she assured me I did not need to continue on this journey any farther.  I could rest now.  My grandmother has since passed on, but I have continued my journey and am currently on hold with my ABD at UALR in the area of Reading.  Thanks goes to my grandmother for her encouragement and belief in me.

Kathy Koch, the professor of my Reading Education courses.  Inspired me to reach each student I met.  See each child as an individual and discover how to reach them so they’ll choose to become the best they can be and will develop a love for learning.

Virgie Hartman, the other second classroom grade teacher at Lincoln Elementary - my first teaching job.  Thanks to you for all your words of wisdom and great patience as I grew in the position of teacher.  You were always there to calm my grandiose ideas and to encourage me to continually appreciate the statements students made, digging deeper to value the thinking behind their comments.

Mike Ford, Professor at UW Oshkosh.  What can I say?  Your love of literacy is contagious.  If not for the learning in your courses, I would not be where I am today.  Thanks for your writings, your research, and your “FUN” personality.  May you continue to support the educational endeavors of many more students throughout your career.

My many, many students.  Thanks to each and every child who has crossed my path.  You have taught me so much with each unique challenge I’ve faced, you’ve taught me how to help you by responding to specific instruction and sometimes to the lack of specificity allowing me to learn how to meet your needs.  Each individual challenge has caused me to dig deeper, search farther and continually learn to meet your needs. If you were not learning, I realized this meant I was not meeting your needs and it was my responsibility to continually search for just the right type of service to provide.  Where would I be without you to continually inspire me to learn, search, research, and apply my learning?

Linda Dorn and Carla Soffos - if it weren’t for the two of you, I would not have become involved in Literacy Coaching.  Your belief in others and continual, constant, driven desire to understand deeply the underpinnings of literacy, people, relationships, and theory have morphed into a movement we lovingly refer to as the Partnership in Comprehensive Literacy or the Comprehensive Literacy Model.  You’ve changed my life and the lives of my students through your great wisdom.

My Pastor, Greg Schmidt, you have challenged me in ways that have caused me to grow as a Christian.  This impacts all areas of my life leading to stronger relationships and far greater ethics.  Thank you for continually teaching me about God’s word.  You’ve inspired me to become a better person.

My family. You’ve continued to be patient and understanding through the many years of coursework I’ve attended and/or taught over the years.  You’ve endured hours of planning and preparing, you’ve participated in many experiments over the years and listened to story after story - hardships and laughs alike.  Each time you listen with attentive ears and eyes, you inspire me to listen to my students as closely and remind me to learn from each of them.

My husband.  Wow, without your support I could not have reached the level of learning nor professionalism I am currently experiencing.  You’ve been there during the hard times, fun times, sad times, and times of great success.  Thank you.

Each year I choose a theme for my Reading Team of teachers. My theme, coincidentally, this year was “Inspire, Be Inspired.”  We each need to go forward to inspire others who cross our paths by shining the light for others to follow or by allowing the light to create a path for them to lead with.  

The [Rolls] Roles of a Literacy Coach

Today's post is brought to you by Penny Antell.

The Rolls Roles of a Literacy Coach

Where does one begin, with no job description that can truly ever contain the tasks a literacy coach is involved in, the job becomes all encompassing.  This is awesome!  It allows me, as a coach to reach farther, stretch and learn in new ways, and forces me to think outside the box while problem solving with teaching staff. 

So, let’s begin with a few adjectives and verbs to define the roles of a literacy coach: supportive, flexible, creative, leader, listener, follower, cheerleader, friend, empathizer, data collector and analyzer, comforter, observer, teacher, learner, and guide. 

I would add to these terms baker and cook as well.  I find when I provide treats to my team, there is a comfort that comes along with this.  The comfort provided through sustenance for my teachers and therapy for me as I am preparing the rolls, muffins, cookies, granola, etc.

Coaching is truly a job of service and growth for all involved.  The quote “It takes a village to educate a child,” fits well in the realm of coaching.  Everyone has different strengths and areas that can be further developed which they bring to the table for discussion and learning.  The literacy coach has the opportunity to strengthen weaknesses through modeling in classrooms, meeting with teams of teachers to discuss data trends, celebrations and concerns, to open the door to talking about what best practice instruction involves, and introduce new learning. Through modeling, observing and guiding instruction, areas where confidence is lacking are strengthened and areas of strength are shored up to higher levels.    While working with teachers, coaches listen for the unspoken as well as to the clearly stated beliefs and values the teachers hold.  They build on this with each teacher through careful listening, and carefully selected language.  They build relationships with the staff developing trust through their interactions.  They celebrate successes and grieve losses together, but more than anything, coaches support, guide, lead and teach.  By teaching and guiding teachers, a larger audience is being impacted.  Coaches have the unique role of creating shift among a vast population by working with those who are working writing our future.

Yes, it takes a community to teach a child the ways he should go.  Sometimes, as a coach, I represent each of these hands depending upon the setting/purpose of the current situation.  However, I could not do this job alone.  I need the community of learners at my side to learn and grow with me.  Together we make a difference and all roles are filled.

The Coach-Administrator Relationship

Today's post is brought to you by Penny Antell.

Principals are concerned about the atmosphere in their buildings as much as they are about the bottom line –test scores and school report cards.  In order to be an effective literacy coach, building a relationship with the leader of the school is important.  The principal needs the assurance that your views and plans with the classroom teachers are indeed worthy of the change that will be created.  They need to be able to trust in the coach’s plans and believe in the person the coach is.  In order for this to happen, they need to have an understanding of who the coach is. What they believe in.  How they will go about helping the classroom teacher improve his/her practice.  For the classroom teacher, with the principal’s support of the literacy coach, s/he will feel confident about creating changes within the classroom.  

Having a relationship with the principal allows the coach to highlight the great learning opportunities students have experienced within the classroom setting. Through the time spent together the coach is able to discover concerns and compliments the principal has about the building and staff within as well.  Together, the discussions afforded through weekly meetings strengthens the coaching situation.  Through creating relationships one is able to structure change in a positive forward manner.  

Fortunately, I’ve only lived through one situation in a school district where a leader came into the district and rather than honoring the building of relationships to allow for change to be embraced, plowed forward changing the way things are done.  As you can well imagine this was disastrous.  Once change is created in this manner, trust is difficult to rebuild.  

When first establishing oneself in the role of literacy coach, it is critical to insist upon a weekly session with the building principal to allow for discussion of the good, the bad, and the ugly portions of the position and to lay out or develop plans together to improve situations and strengthen the incredible learning opportunities occurring within the building.

Heed caution though. Move forward slowly.  Get to know the person who holds this role.  Listen to what is being shared by those under the principal’s leadership as well as the principal him/herself.  Attend these meetings with the positive effects flowing freely through praises for all that has happened.  The coach takes care not to judge or complain about teachers being worked with.  The coach is the teachers biggest cheer leader in the school.  If a problem solving conversation does need to take place this is done through suggestions for improvement – not bashing or complaining.  Attending a session with the principal in a negative mode will benefit no one.

As a coach, this weekly session with the principal can act as a catalyst for further change as the principal is able to take the information learned and use it to further boost the change that has begun by looking for opportunities to notice specific actions and comment in a supportive manner.  The principal also has the opportunity to watch for missing actions and call for these in a way that can create forward movement.

Building Relationships with Teachers

Today's post is brought to you by Penny Antell.

I cannot think of a single more important topic to discuss than relationship building in regards to coaching.  Without establishing a relationship, all attempts at improving practice will be unstable: accepted with a tentative ear.

http://www.itproductivitytools.com/articles/howtobeagoodlistener.html

As I begin to write about building relationships, I envision many components.  First I picture a listener.  Coaches MUST be good listeners.  They need to be present with the person they’re working with listening not only to the language that is being shared, but to what is beneath the language.  Coaches are always listening to hear the unstated message, the strengths, belief systems, and fears of the person speaking.  Listening to hear what matters most, what goals the person has and what is being left unstated?  Listening attentively honors the speaker making them aware you’re truly interested in what they have to say and what is occurring in their lives and classrooms.

http://blogs.falmouth.k12.ma.us/simplysuzy/2009/10/29/duck-rabbit-which-are-you/

Including our own interpretations of another person’s words is human nature.  Listening carefully and completely is just a first step. To assure understanding it is helpful for the coach to reflect upon what is shared in conversation. By stating this back to the speaker one can ensure assumptions have not been made. This is not done as parroting, but as an opportunity to indeed discover that what is stated is understood.  Is it a duck or is it a rabbit?  Find out – rephrase and/or ask for clarification.  Through this, the coach will more clearly define areas where s/he can impact the instruction within the teacher’s classroom and impact student learning.

http://www.extendedfamily.org/whoarewe.html

Approaching the coaching setting with an extended hand either physically or virtually encourages a relationship through the ease of workload and the possibility of increased positive outcomes within the job setting.  Assuring teachers that the coach is present to support classroom practice and to help improve student performance provides a sense of ease and assurance as well as tension for some.  To allow for the growth of a positive relationship, discovering areas the teacher is comfortable discussing and beginning to create action plans around these will allow for a foot into the door where the literacy coach is able to prove their ability to create shift and desirable outcomes.

TIME

 

http://megworden.com/2013/01/25/there-is-always-enough-time

While we find ourselves rushing from one setting to another throughout our day, it is essential we take the time necessary to be in the moment with others.  Stop and listen.  Really listen.  Show the speaker you’re truly interested in what is being said and you’re there to help.  Rushing off, appearing too busy, or uninterested, will break down any relationship that has been started and shred opportunities to make a difference in the education of the students within the classroom and building.   There is nothing as important at the trust that is built between the coach and coachee.

INTEGRITY

http://www.tacoma.uw.edu/clsr/campaign-integrity

As a coach, employee, and person in general – maintain your integrity.  Without your integrity well established and known, you will not be able to create the change desired as trust will be lost.  Be kind, caring, and honest in all your actions.  Maintain confidentiality.

Bio: Penny Antell

Penny Antell, Ed.S. is the Literacy Coordinator K – 5 for the D.C. Everest School District.  She also serves as the District Literacy Coach.  Penny received her training through the Partnerships in Comprehensive Literacy Model with Dr. Linda Dorn and Carla Soffos.  Penny continues to service students through intervention part of each day.  She works with her Literacy Coaches, classroom teachers and principals forwarding literacy understandings across the district.  Penny is also co-chair of the Reading Specialist committee with the Wisconsin State Reading Association and fosters literacy across Marathon County with the Wausau Early Bird Rotary Club.  Penny values literacy for all ages. Her passion is prominently seen as she presents across the state and nation.  Penny enjoys spending time with her grandchildren, reading, biking, fishing, gardening, and yoga.

Hello, My Name is _______________: Penny

We are currently introducing ourselves via narrative writing inspired by a 1999 Ann Landers column. For more information, visit this post: Hello, My Name is _______________.

I sit here upon the shelf, gazing out at the students, hoping beyond hope that someone will get up from those desks in rows and browse the shelves where I reside.  Each day they return to the same big book to read the same story as their neighbor while my story remains untouched, unread. 

Wait, what is this, a new teacher has entered the room, she is conversing with the classroom teacher.  Did I hear that right, did she just suggest that students might enjoy having books they’ve self-selected in reading cubbies right at their desks to enjoy throughout the day.  Oh my, imagine.  Pick me!  Pick me!

Yes.  I see the teacher nodding her head, smiling, and asking questions.  I can hardly contain myself. If only I had the wherewithal to jump from this shelf and share my story.  A plan appears to be forming as the two walk about the room discussing what could happen in various locations.  I think perhaps the new teacher may have ideas to help all students learn to love to read and explore books, magazines, and other texts.  I can hardly wait to see what might happen here.

What’s this?  The teacher has returned.  She is carrying a large box of containers.  The classroom teacher is very excited about the gift.  Conversation is flying so quickly I cannot keep up.  Yes, indeed, these will be used for students to store books they choose.  I just know I’m going to be picked.  I have such a good story to tell.

That seems so long ago.  That new teacher has created a new life for my friends and me.  I knew the students would like me, but I was sure surprised when they chose to share my story with others encouraging them to read, write about, and talk about my story.  They have found many ways to share the information within my covers over these past few years.

It’s amazing how this teacher has changed reading instruction as a result of talking to this new teacher.  Students are thrilled to read, write, and talk about books now.  The classroom teacher asks the new teacher questions and is excited about her teaching.  Me, I’m showing some wear now, but am well loved.  Now, I see students stopping what they’re reading to write about my story, or the information they’ve learned in another book.  I see them excited to tell friends about what they’ve learned or asking questions to learn more.  The students are learning so very much and the excitement during literacy instruction is electric.  I’m sure glad that new teacher came into this classroom. 

My shelves are squishy now as many new books have been added as the years have passed.  My covers are tattered, a few pages torn, some dog-eared, and a few have smudges from dirty fingers, but I’m the happiest book ever as children have loved reading my story time and time again.

Biography:

Penny Antell, Ed.S. is the Literacy Coordinator K – 5 for the D.C. Everest School District.  She also serves as the District Literacy Coach.  Penny received her training through the Partnerships in Comprehensive Literacy Model with Dr. Linda Dorn and Carla Soffos.  Penny continues to service students through intervention part of each day.  She works with her Literacy Coaches, classroom teachers and principals forwarding literacy understandings across the district.  Penny is also co-chair of the Reading Specialist committee with the Wisconsin State Reading Association and fosters literacy across Marathon County with the Wausau Early Bird Rotary Club.  Penny values literacy for all ages. Her passion is prominently seen as she presents across the state and nation.  Penny enjoys spending time with her grandchildren, reading, biking, fishing, gardening, and yoga.