Hello, My Name is _______________: Heather

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 lay next to the chair.  I am a little frayed in areas, maybe lost a little color.  My stitches are loose in a few places, but I am still intact.  It has been an exciting adventure.  I survived years of being the bag of resources.  The bag of notes.  The bag of ideas.  And, I survived those years.  I am now near work tote retirement.  I can only hope I am lucky enough to be turned into a beach bag.

Looking back I have fond memories of living the life of a work tote.  In the factory rumor had it I might be used as a grocery bag, but gross food juice on me was less than appealing.  I also heard I could be a diaper bag- no thanks.  I was grateful when I was given as a work tote.   What could be wrong with carrying books?  

I was given to a woman who was about to leave the classroom.  She was a bottle of mixed emotions.  She absolutely loved teaching 8th grade literacy.  When she switched from teaching high school to middle school she was so excited.  Something about those middle school students hooked her.  She enjoyed diving into the world of young adult books with her students and sharing her passion for reading.  She loved coming up with new ideas to keep her students engaged in literacy, and most importantly she loved seeing the group of new faces that entered her classroom each year.  The bonds that developed over their nine months together were irreplaceable.  The excitement as they prepared to go to high school and the tears and nervousness on the last day of 8th grade were always milestones she embraced for the connections that developed between her and her students were unmistakable.  

As she finished her masters in reading she knew she wanted to be a literacy coach.  She loved working with other teachers.  She enjoyed sharing her ideas and listening to other teachers’ thoughts.  She hoped she could share her knowledge to help students in all subject areas.  An opportunity came up to be a literacy coach in her current building and another building.  This was what she wanted- a middle school literacy coach opportunity.  The opportunity was there and she had to go for it.  When she found out she got the job she was so excited. This was what she wanted  The nervousness, the fears, and the sadness of leaving the classroom were mixing in her bottle of happiness though .  But she knew this was what she wanted to do.  She wanted to make a difference in new ways.

And this was when she started filling me with books, notes, ideas, hopes, and goals.  This was where I started my job with her as she entered her new role as a literacy coach.   

Biography:

Heather Zimmerman is starting her first year as a literacy coach at the middle school level in the Oshkosh Area School District.  She taught sophomore English,  mass media, and journalism at the high school level for three years.  She then spent three years teaching eighth grade literacy.  Heather received her bachelors from UW-Green Bay and is currently finishing her masters at UW-Oshkosh.  She lives in Appleton with her husband, who is a principal.  They both feel strongly about the importance of a quality education so all children can succeed.  When they are not working they enjoy traveling and sporting events.  Heather also loves to find time to enjoy a good book, go to a yoga class, or complete one of her many sewing/crocheting/craft projects.

Hello, My Name is _______________: Lisa

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 _______________.

Who is this literacy coach who made herself at home in my office? I have no idea who she is, or when she arrived here, but I know this: I did not invite her. I want to be mad that she has taken over my space, especially because we are so different, but the truth of the matter is that I like her; she’s everything I am not.

She is bold—surprisingly bold. Her appearance, that I catch reflections of in my window, would not suggest she’s courageous, but sometimes I cannot believe the things that come out of her mouth! Since I have been getting to know this stranger, I can say that I think this boldness is a disguise for passion: passion about her work, passion about student learning, passion about professional development for teachers, passionate about literacy and it’s crucial place in our ever-changing world. I suppose, at times, bold thinking is needed to make necessary changes.

I wouldn’t dream of raising my voice at a meeting or shaking my head when I disagreed with a colleague. I’d listen and wear my stoic pants. I’d reveal my true feelings to Tracy when we talked after school, but I wouldn’t dream of publically disagreeing with anyone, and I certainly wouldn’t be taking an opposing view from my boss! This new coach, however, she seems to think she can advocate for kids and teachers in a daring way, because she has “right” on her side. She’s fascinating, but I do worry for her.

The new coach exudes such confidence. I want to believe she is capable of everything she envisions. She seems to operate in a way where I want to be on her side, to ride her train because I think I will be led to a land where the complications of teaching children to be literate fade away. She’s common sense. She speaks with authority, is articulate, and always thinking about how to develop teachers and leaders.

I wonder where she gets that confidence. She went through the same Masters’ program I did, she has had the same teaching experiences I have had, the same coaching experiences, so why is she so confident when I’m scared to go to my meeting with the 8^th grade teacher who I am going to need to tell that he must quit teaching Shakespeare?

Speaking of courageous conversations…this new coach is something else! I overheard her telling another literacy coach what she needed to improve upon. The nerve! I think someone has crossed a line. Although, as I ponder on my eavesdropping, it was the coach who asked the new coach for feedback. The coach told the new coach that she trusted her and that if she had any feedback to offer, she’d accept it. How did that happen? How did this new coach get another coach to ask for her HONEST feedback? How did she establish that kind of trust? How can it be emulated? I wonder if that was just a happy accident, or if this is a regular occurrence.

I would never be able to tell someone else how to do their job, especially my friends, people I’ve worked with for years. It seems so rude, even inappropriate, but she spoke in such a thoughtful, kind, respectful manner that the coach didn’t even seem upset. The coach took notes on what was said, the coach asked questions to the new gal, the coach thanked her for her honesty. They looked like a team, two peers having an important, critical conversation. They had a difficult conversation and parted friends, smiling and laughing…

That has never happened to me. I don’t want to risk any relationship by having the tough, honest conversation. I avoid those altogether. I can see how an honest conversation can take place without hurt feelings, having viewing this coaching session, but I’m not ready yet. Someday…maybe.

I’ve seen her in action, this new coach, leading a group of geometry teachers through the process of narrowing their vocabulary scrolls. She doesn’t know anything about geometry—trust me on this. And yet, she sits with this group of teachers, leading a process, where she cannot predict the outcome, nor the challenges that will come her way, yet she appears calm. No shaky hands, no nervous stumbling over words…

I can only hope to feel that calm when I am standing in front of my peers. When I’m in that situation, my left eye starts to twitch weeks before the presentation, I can’t sleep the night before, my stomach flips the day of, and I am generally a hot mess! Sweaty, fidgety, and continually tongue-tied when leading the professional development. I am lost in thoughts over what people think of me. Believe it or not, that is how I feel when things go well. When someone challenges me, I can feel the blood rushing to my cheeks, 50,000 thoughts run through my head, my chests pounds in my ears, I stammer out an answer, hoping to say the right thing—rarely, if ever responding intelligently. The worst part about this scenario is not that it happened, but that I replay that moment over and over, taking the question or comment personally, formulating a better response now that I am out of the spotlight, feeling angry about what I cannot change.

This new coach told me that she doesn’t take things personally. When people challenge her, she feels fine with a moment of silence, thinking about whether or not to respond; she feels no pressure or obligation to answer on the spot. She has learned to table the challenges she cannot, or isn’t ready to, address in the moment. She doesn’t go home and stew about what went wrong; she told me she reflects on what went well and not so well, and then thinks about how to problem-solve what went wrong. She believes that there may be a way to rework the problem when she has time to think without 20 sets of eyes on her. She assumes positive presupposition—people are asking or challenging simply because they do not understand; it’s about meaning-making, not embarrassing her. And…get this, she doesn’t worry about what people think of her because she knows she’s advocating for kids to be taught in meaningful ways—she has research, and an incredibly intelligent network of colleagues, on her side.

We’ve all been there. We’ve been told that we will need to share our space. I wasn’t overjoyed when this new literacy coach moved into my little corner of the world, but I can see I have a lot to learn from her. I hope I can reciprocate, after all, I provided plenty of mistakes for her to learn from over the years.

Biography

I joke that I cannot hold a job. In my 18 years in education I have had many opportunities. I’ve been a second grade teacher, a middle school teacher, an elementary reading specialist/Title I teacher, a middle school literacy coach, and a high school literacy coach. It’s been a fascinating journey—one in which, at some point I remember saying to myself, you need to settle into one role. All this moving is crazy! It’s good crazy because I learned a lot moving to new buildings and levels, but crazy none-the-less. Looking back, the journey seems to be a bit of a happy accident. All of these experiences were critical in preparing me for my current role, but I was unaware of the endpoint as I worked my way through the system. I am currently a K-12 literacy coordinator. In addition to my day job, I co-direct the Fox Valley Writing Project, providing professional development for teachers in the area. The work of the Project is much like coaching: it is exhausting and simultaneously energizing! I credit the FVWP for the development of my professional life--bursting with gratitude over all of the opportunities and learning National Writing Project has offered me. I am a National Board Certified Teacher in the area of reading: three year olds to adolescence. I credit the FVWP and UWO Reading Department for providing me with the knowledge, insights, and self-reflection abilities that the Boards require. This was an interesting endeavor, and one that I am glad I pursued. It was not a collaborative for me like it is for some people, but rather introspective and reflective. It required a very different type of writing than I prefer, but it was a good challenge at the time. Speaking of writing…I want to be a writer when I grow up. I’m a magnet for odd occurrences so I have a few memoirs in me. If only I had the time to write them… Who knows? Perhaps one day, I can add that to my list of credentials. A girl can dream.

Hello, My Name is _______________: Julie

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 _______________.

A Passion for Learning

When I first walked into your kindergarten classroom, I was sure that the district had made the right choice in hiring you.  Even though you were a brand new teacher, you were always telling me about the latest professional resources you had read.  I was shocked to see how full your classroom library was, considering you were just starting out in your teaching career.  I began to wonder were that passion had come from.  It was apparent that you had a love of literacy – it seemed like everything you did in your classroom revolved around reading.

Since your classroom door was ALWAYS open I was able to observe you over the next few years, I noticed that you never seemed to let your coworkers or building morale deflate your high expectations for yourself as a learner or for your students.  You were always asking questions and never afraid to admit you didn’t have the answer.

Sometimes I would get tired hearing you talk about “what’s best for kids.”  I would watch you come in on weekends and take work home.  I would wonder how you did not get burned out.  I decided it must be a passion for learning.

I will never forget the day you resigned from teaching to stay home with your new baby.  I recall you telling me that you would be back soon…

Ten years later – YOU WERE!!! 

Though I must admit, you have aged a bit, there is something in your eyes that has remained.  I believe it to be that passion for learning.  After all those years, it is still there.

Now in your role as a District Literacy Coach, I find your bookshelves overflowing with professional resources.  Every time I pass you in the hall you tell me about this great new book and how I should read it.  The next day, your copy is on my desk.  I feel like your passion for learning is infectious.  Your colleagues seem to really trust you, sometimes enough to let you into their classrooms.  That is amazing!  I often hear other teachers ask you how you know so much.  You always reply by telling them “I am a learner and I love to read.”  It seems so simple, but I believe it is part of who you are.  I hope that you are proud of the professional you have become, but most of all I hope that as you continue to learn, your passion will remain.

Biography:

Julie Schwartzbauer is beginning her third year working for Appleton Area School District as a K-2 District Literacy Coach.  She completed her undergrad work at the University of Wisconsin Milwaukee.  She first received her Bachelor Degree in Psychology, knowing she always wanted to work with children.  Julie was later inspired by professor to pursue a career in teaching.   She received her Master’s Degree in Reading from the University of Wisconsin Oshkosh. After staying home to raise her family, Julie became employed by the Menasha Joint School District.  It was there that she received training in Reading Recovery and began working as a Literacy Coach.   Now in Appleton, Julie still remains a strong advocate for Reading Recovery.  She services 16 elementary schools as a Literacy Coach and loves supporting the staff.  She could not do it without her coaching partner and supportive administrators. When Julie does not have her nose in a professional resource, she is biking, hiking and watching her three children play soccer.  Her husband is her biggest cheerleader and best friend.

Hello, My Name is _______________: Carrie

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 _______________.

A really interesting thing has happened. A capable, passionate Literacy Specialist has moved into my classroom. I have a vague idea of where she came from (the bills for the graduate classes help remind me). The strangest part is that even though I don’t fully recognize her, everyone else in the entire building does…..the kids all know her by name, the janitor puts her wastebasket in the exact right spot, and the school secretary’s eyes light with excitement when she neatly puts in a request followed by a quick slip of chocolate. All I know is that I barely recognize my own classroom anymore. This Literacy Specialist has totally changed the way my room feels.

So here is where I think I need to make a confession. After watching this literacy chick in action, I don’t know if I was ever really qualified to be an English teacher at all. Don’t get me wrong; I have the correct licensure to teach, but I am an English major. Which basically means that I went to college, read a lot of books, wrote a lot of papers, attended a lot of discussions, may or may not have participated in a poetry slam or two, and left college with a dream that my love of literature would be so contagious that my students would be awestruck by the life-changing power of reading.

You know what I learned from this specialist in my classroom?

First, some middle and high school students don’t like to read?!?! So do you know what the specialist does? She finds a really, really great fit book for those kids. She reads all the time so she knows the newest books out there. She also keeps a list of the absolute tried and true best books ever. And when a kid says that they “don’t really like to read,” she walks them over to her shelf, pulls about four titles that she knows will hook them, and tells them about the books in a way that makes the kid pick one out and take it back to their desk and start to read it! Over the next few days, she is always sure to ask that kid about the book.  Even the students are surprised that she remembers what almost everyone is reading at any given time. By the look on her face, you can tell that this is her favorite part of her job.

I’ve also noticed that this specialist has an amazing range of differentiated strategies. Did you know that some middle and high school students don’t know how to read?!?! I always thought that reading was about being able to say the words correctly, but this Literacy Specialist has a ton of strategies for fluency, vocabulary, and comprehension. She is skilled at assessing a student’s need and providing a specific, targeted intervention.  Her intervention groups are really powerful because no one is ever “given a life sentence.” Her groups are always changing the way they look and feel.

Finally, I noticed that the Literacy Specialist spends as much of her day with teachers as she does with students. Did you know that sometimes teachers are just as hard to keep quiet in large groups as kids?!!? The weird thing is that she wants the teachers to be talking in her meetings. While I would put students who are friends in opposite corners of the room, I notice that she puts teachers next to their friends ON PURPOSE. Her professional development always depends on interaction and participation. Most of the time, I’ve observed that she works as the facilitator rather than the leader.

This Literacy Specialist sure has given me a lot to think about lately. Being in the same classroom and all, we’ve been spending a lot of time together. I even noticed that she has started to answer to my name, which I think has confused my colleagues. In fact, the strangest thing happened to me the other day when I met a teacher in the hallway. She stopped me and asked me about a literacy strategy (as if I was the literacy expert). The thing is I think I had a suggestion…..I’m pretty sure she was looking for the Literacy Specialist who lives in my room, but I went with it anyway!

Biography:

Carrie is a Literacy Specialist for the School District of Mishicot. Her job role includes part classroom teacher, part interventionist, part literacy coach, which in her mind is the best of all worlds. Her work with literacy includes a unique passion for the incorporation of technology, which has led to numerous speaking opportunities around the state. In 2012, as a credit to the incredible literacy work of her district, Carrie was awarded the Herb Kohl Fellowship Teaching Award. Her three most powerful reading moments were: the day her high school English teacher introduced her to e.e. cummings, the first time she ever read Freak the Mighty with her seventh grade students, and watching her two young boys discover Charlotte’s Web this summer.

Hello, My Name is _______________: Andrea

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 _______________.

A very weird thing has happened  A strange woman has maneuvered her way into my professional cadre.  I have no idea who she is, where she came from, or how she got in.  I certainly didn’t invite her.  All I know is that she wasn’t there at the start of my career, and a few years later she was. She is the one who whisked me out of my classroom and into the office I currently occupy.

If you had noticed her fifteen years ago, you would have instantly recognized her lust for new learning and her admirable work ethic, but unfortunately, she was a follower.  Too nervous to speak up for herself and too fearful others would judge her if she took the lead in professional situations, but she always did what was asked of her.  She rarely said no.

A few years into her career, the woman developed a certain level of confidence, but it was misguided. She began to speak up, but about the wrong things.  She was still blindly following others, believing in what they preached even when her gut told her otherwise. Luckily, she was still eager to learn and she continued to do so. She began to recognize the error of her ways.

Eventually, this woman’s new learning led her down a new and uncharted path  Still a hard worker, she began to do crazy things--like lead. Back then, she wasn’t a great listener, and she may have been overeager when sharing ideas and newfound knowledge with her colleagues.  Her passion led to battles--battles of mindset and philosophy.  She also started to experience internal conflict about whether or not she should move on or stay.  

I’m still not sure how she got here or how she became a part of my life, but I finally began to appreciate her passion and her thirst for knowledge.  I also admired her desire to start listening and coaching.  Admittedly, many whom she had once followed were unwilling to accompany her on her journey because she was, after all, a stranger to them too.  But there were also those whom she believed she would have to persuade and was pleasantly surprised to find many of them standing right beside her.

Even though this woman and I bare a striking resemblance, I would be very interested in having more interaction with her 10 or 15 years from now and welcoming her into whatever office I am in at that time. I trust that her passion will remain, and that she will continue to hone her skills. Maybe the office will be the same one I’m in now, but with this woman’s history, I find that highly unlikely.

Biography:

Andrea Reichenberger is starting her second year as the Instructional Literacy Coach for Menasha High School in the Menasha Joint School District.   She taught English/Language Arts at Maplewood Middle School for 13 years after working as an elementary Library Media Specialist.  Andrea is very proud of the fact that she shares a birthday with Elvis, as she is a huge fan, but has yet to visit Graceland. Making the trip is on her bucket list.  She loves to read, shop, walk/jog (more walking then jogging), and watch clever television.  Andrea lives in Appleton with her husband and two tween daughters,who are also readers. Phew!

Hello, My Name is _______________: Jaimie

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 _______________.

Young Woman Puts a New Spin on Things

      

A very peculiar thing has happened. A young, inexperienced woman has taken on a huge leadership role in my building.  I have no idea what she is thinking, how she got hired, or if she even knows what she’s doing for that matter.  All I know is that she has a lot to learn.

In the five years that she has been teaching, I do know her as a hard worker who is very passionate about anything that she does. She works hard to get her job done and is always looking for ways to be better at what she does.  Others would describe her as having a positive, charismatic personality, a desire to collaborate and seek out new learning opportunities, and as having a love and devotion to her profession. However, being a young teacher, I know she lacks experience and confidence.  She is somewhat afraid of making mistakes, wants to be a rule-follower, is concerned about what others think, and tends to take on more than she can handle at times. I wonder how she thinks, after only five years of teaching, that she can lead an elementary school of veteran teachers in the area of literacy.

I do know that after three years of teaching, her sincere desire to learn, led her to pursue a Master’s Degree in Literacy Education.  Through this program, the knowledge about literacy came.  Everything she learned was applicable to her current teaching position as a first grade teacher and she was able to authentically utilize most things she learned about literacy development and best practices. She was happy with what she learned about literacy and felt like it made her a much better teacher.  She assumed being a classroom teacher was her destiny and that was where she belonged. She had never pictured herself anywhere else, especially not in a leadership role. So what sparked her interest in applying for a Literacy Coaching position? Did she have the credentials?  Was she, again, taking on more than she could handle?  That was for time to tell.

The first two years of her position as a literacy coach flew by, with new district initiatives, coaching trainings, and on the job training.  I’m sure it was a whirlwind.  As year two started to wind down, I had some time to reflect with her.  I realized that she may not have known everything, may not have had years of experience, but she had a willingness and a desire.  She learned through time and process that challenges, change, and discomfort are what help us grow.  She understands that learning is a process and we certainly cannot do it alone. Every person has something to bring to the table and we can all learn from each other.  Collaboration has been the key to her survival and the center of her work.  She has learned that having the flexibility to listen, be patient, try new things, and learn from her mistakes push her to be better at what she does.  I know she has learned a lot over the past few years and I welcome her newfound confidence.

Biography

Jaimie Howe is in her third year as a Literacy Coach at Roosevelt Elementary School in the Eau Claire Area School District.   She has taught four-year old kindergarten, kindergarten and first grade. All of which have been in Eau Claire at Roosevelt Elementary. She received her bachelor’s degree from UW-Stout in Menomonie, WI and her Master’s Degree in Literacy Education from Saint Mary’s University of Minnesota.  She lives in Menomonie, WI with her husband and two young boys.  When Jaimie is not taking on new learning opportunities, she enjoys running, scrapbooking, watching her husband’s many softball tournaments, and reading to her two boys.

Hello, My Name is _______________: Bobbi

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 _______________.

As part of a reflective exercise, a group of fantastic coaches from around the state got together and had a two-day learning retreat. One of the stimuli for our written reflections was an Ann Lander’s piece about an unwelcome visitor settling in to a woman’s home.  Turns out, the unwelcome visitor was just old age.  Although I could definitely write about getting older, my reflection below has taken a spin on the Lander’s column, and I am speaking from the perspective of my much wiser self to the me that has grown and changed in the role of literacy coach and literacy activist for the Madison Metropolitan School District.

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http://www.retroyoutube.com/2008/10/retro-youtube-that-girl-marlo-thomas.html

When you walked into your new position, you reminded me of Marlo Thomas in the 1960’s show “That Girl” – bright eyed, face full of wonder, body flouncing and humming with palpable energy. For those of you who are too young, and I am sure there are many, you have to watch the link I have included in order to get an accurate visual in your head. Let us forward to the present once again and revisit the current Marlo, err… Literacy Coach, entering not the crazy world of New Yorkers, but the even crazier world of education.  Having been in education for 22 years, I am sure I understand why you, a classroom teacher turned Literacy coach, expected group hugs, open-armed welcomes, and a “let’s do it for the kids” attitude. That’s not quite what happened, was it?

Luckily, you are a reflective person and spent a lot of time hashing over your first few coaching gigs, and decided that coaching is WAY more complicated than you first thought.  Not only is it complicated, you also learned that to be a successful coach, you need the following traits: knowledge, patience, methodical organizational skills, and the ability to morph into an introvert (quiet observer) to an extrovert (dynamic facilitator) with the spin of your head (not the exorcist…I save that type of head spinning for when I get home to my three kids.)

I see you progressing, sometimes regressing, but most importantly learning. You rediscovered that relationships develop over time; patience is a key ingredient to change; and making mistakes is the only way one can authentically participate in life. Most importantly, you are beginning to understand that knowledge is constructed through a process, not given as a product. Therefore, one way to support knowledge learned is to reflect on it. In addition, as a strong supporter of Literacy, I say WRITE, WRITE, and WRITE! I encourage readers to use the prompt below at the beginning or end of a meeting.  Another idea is to respond to the prompt in the comment section of this blog.

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Do you want to begin your professional development with a reflective writing prompt?  Look after the pencil symbol each blog post provided by Bobbi Campbell.

Reflective Writing: 

What qualities of a coach do you value the most? Out of those qualities, which one would you choose to have has your goal or focus of the year?  How will you go about monitoring and measuring your progress? Choose a song to represent your goal.  It should be a song on your Ipod, or on a CD you own.  Keep it handy and play it weekly to remind you of your goal. As an example, my son Alexander uses the theme song to Rocky before his football practice or game. His song choice reminds him to stay focused, breathe through the drills, and that each day will get easier if he perseveres.

Biography:

Bobbi Campbell is a Literacy Activist for the Madison Metropolitan School District.

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.

Hello, My Name is _______________

I have the pleasure of spending the next two weeks introducing you to the smart, brave, knowledgeable literacy leaders (maybe better described as literacy crusaders) who have so graciously agreed to make this virtual space a meaningful professional learning home for each of us.

The eight literacy coaches who will regularly share their thinking here:

• have varying job responsibilities
• work throughout Wisconsin
• have varying amounts of experience in coaching
• collaborate with teachers working in 4K through grade 12

They are united by a passion for literacy, a desire to continually learn, a strong belief in the power of coaching to transform professional practice, and a love of laughter.

A simple bio or elevator speech or overview of their job description won’t capture what these professionals are about. Instead, each coach has written a reflective piece - a narrative about a real experience (think: CCSS writing standard 3) - focused on how their professional life changed as a result of serving as a literacy coach. That reflective piece was inspired by a column from Ann Landers reproduced below.

"Senior Sentiments" originally appeared as in a syndicated Ann Landers's column (September 3, 1999). The column can be viewed here. The above PDF of the column can be accessed here.

Here are an overview of the steps that inspired the pieces you will read in upcoming days. This activity could be adapted to inspire reflective writing by your colleagues or students.

1. The facilitator reads “Senior Sentiments” aloud. The purpose of the first read is for participants to enjoy the piece.
2. With a partner or a small group, participants read “Senior Sentiments” a second time. The purpose of the second read is to analyze the author’s choices. What ideas/topics are included? How is the piece organized? Annotate the text to show thinking.
3. As a large group, review observations about craft and structure.
4. Write. Pick up your pencil and paper or your device and write. Be inspired by or emulate the ideas and organization of “Senior Sentiments.”
   
   

Note. I wish I could take credit for using this Landers's column as a mentor text. The idea was shamelessly taken from someone I am proud to call a colleague and a friend. I have yet to meet a teacher of writing as gifted as she.

Barb Novak is one of two literacy consultants at Wisconsin’s Department of Public Instruction (DPI). Having attended public schools from kindergarten (suburban Milwaukee and Eau Claire) through college (UW-Stevens Point) and graduate degrees (UW-Oshkosh and UW-Madison), Barb is the proud product of and an advocate for Wisconsin’s public school system. Prior to joining the DPI in November 2012, Barb worked as a literacy coach, reading interventionist, and reading teacher. She prides herself on being a bit of a professional matchmaker by helping the incredible literacy leaders she meets throughout Wisconsin form relationships to improve professional practice.