Notes from May 7th Principal Study Group Meeting

*The Story of PS 21's Journey

*The luxury of a large(6 classes on each grade including a CTT class and gifted class) Title I school affords the opportunity to have a team of 2 Assistant Principals, coaches for literacy and math for both lower and upper grades, and a coach for technology who meet with the principal every other Monday throughout the school year to discuss strategies for making curriculum and professional development decisions. They also set up systems for using data well to help teachers inform instruction and systems for transferring data from grade to grade.

*Debra knows the community well and began her work as an Assistant Principal, moving from the District Office. She noticed in her first year in the school that the staff was working very hard but failing to make significant improvements in student test data. She knew if she could harness the energy of the staff around her vision and initiate structures for shared leadership, increased student performance would result. Her first priority was to make sure Title I designation was in place so that the funding of $60,000 could support instruction. After that was accomplished, she was able to hire an upper grade and lower grade coach for both literacy and math and revise the schedule to afford opportunities for common planning time so that teachers could collaboratively plan and implement the units of study. She created one self contained ESL class in grades 1,2, and 3 and a push-in ESL specialist for 90 minutes to support the large number of English Language Learners in the school. Learning from her work with Ruth Swiney's study group, Debra provided ESL specialists with professional development from TC and included them in the literacy learning so that they could support the classroom instruction and align their work.

*After the first year, when the scores did not go up, she met with the 4th grade teachers, showed them the data and asked them to reflect on what was wrong. They responded that the curriculum did not reflect what was on the test and a test prep curriculum was designed with each grade training one teacher as an expert in one comprehension skill. Teachers also created a diagnostic tool to see which skills were needed. The test prep curriculum was implemented in 3 two week cycles.

*Debra's mantra was to get to know the students well and then teach the child not the curriculum. This year's results reflected progress of ESL and special needs students and the success is enabling teachers to work even harder. Sustainability is growing from building capacity from within with the targeted support of the in-house coaches, the TC calendar days, Principal, AP and coach TC support, leadership groups for the teachers, and the ongoing support of the curriculum team.

*This year's initiative was to create a literacy(and math) folder for each student which contains evidence of student work and the assessment tools which show progress over the year's learning and can be passed from grade to grade. The cover sheet for each folders make very clear the consistent expectations for each grade of the work to be collected, analyzed, and passed from grade to grade. (If you missed the meeting, you can get the cover sheet from someone who was there or from contacting Debra).

*The purpose of this system is to help teachers know what students have already learned with clear evidence of what they can do so that each new year starts with rigorous instruction immediately and there is no longer wasted time or low expectations of students(the assumption that every kindergarten student needs to be in an A book or learn each alphabet letter and sound). The folders are also used to help place students appropriately so that matches are made with the new teachers and with other students.

*Fishbowling a Curriculum Team Meeting

*The meeting began with the activity of looking at previous systems(pinks and blues) and comparing them to the content of the red folders to see redundancies and make revisions. It was noted that some of the information on the pinks and blues are already in the folder and that the questions about what we know about each student provide specific content like their style of learning, stamina, and effective teaching strategies. The team will also think about the professional development that might be needed and begin to plan June 5th and other planning time. The coaches engaged in a conversation about using a prototype of the red folder to demonstrate how teachers might use the information for grouping and making teaching decisions during Brooklyn-Queens.

*Debbie promised to make sure the guidance counselors will become involved in sharing their knowledge of the individual needs of students and making sure that learning styles, personality and behavior issues are noted and considered in making class placement decisions. They will also assist in making sure that students who attended extended day programs are tabbed so that they can continue support if needed next year.

*Looking at the writing samples from on-demand writing and from published units of study led to a discussion about teachers' concern about finding time and systems to collect and copy student writing for the folders. A suggestion was made to designate a week at the end of each unit of study where student work would be collected and copied for teachers. This could also be a time for students to reflect on their learning and write their own evaluations of their work. Coaches also talked about how some teachers have created rubrics for each unit of study and how important teacher feedback is in this process. The process of creating checklists and rubrics which outline the teaching points and expectations for each unit will be the focus of the pd work next year and some of the teachers who have already begun this work can help to lead others who are new to it. The narrative continuum will be the framework for this work.

*Coaches also talked about creating a schedule of intervisitations where teachers can visit another grade and engage in table conference with students to see where kids are right now to help them set expectations for next year. Debbie emphasized that knowing students well is the purpose of this data collection and that supporting teachers in using this data is most important. She said, "It's not about stuffing the folders." She reminded the team that we need to be mindful of the reality of teacher's busy lives and that we need to ask them, "How can we make this easier for you?" We need to engage teachers in conversations about how best to support them in personalizing the data collection so that it informs each day's planning and teaching. We need to ask was the ITA helpful to you? Is it worth the time and effort it takes to implement? Is it aligned with instruction? She asked the group for their feedback about the ITA's and promised to research the question of formative assessment tools with the study group, share the information with the team and then get back to them to make a decision.

*Feedback from the Curriculum Team Meeting- Rave Reviews

*There was a lively and honest interchange of ideas and trust in the team so that it was safe for people to disagree in a highly professional environment. There was rich evidence that the team meets often, has a rhythm of getting things done, and interacts like family(or better than family).

*Debbie's leadership clearly empowers members of the team to express their thinking, reach consensus, and then get the work done. The differing points of view(coach-assistant principal) provide variety in perspective and close alignment with the classroom.

*The conversation moved back and forth between curriculum, systems and structures, and professional development initiatives. There was also a good flow between was is already in place, reflections about results, and next steps.

*The voices of the team were respected and honored. Debra was able to restate priorities and keep the focus but the responsibility for decision making and getting things done was in the hands of the team.

*The focus on the work was always about what's good for the kids. The systems established make the lives of kids very evident and keep the data meaningful and linked to teaching and learning.

*As we observed the team in action and noticed Debra's leadership strengths, we could see the power of quality conversations and the definition of distributive leadership. One principal commented, "Now I know what an effective team looks like."

*Courage is...

*Having difficult conversations that provide honest feedback about performance, that make people angry and upset, that drain us but that are what is right for our kids.

*Pushing for excellence and not settling for the status quo or complacency and having the persistence to push people from our community. Rating teachers with a U and fighting the system to terminate teachers who need to go.

*The willingness to be unpopular and uninvited to social gatherings because decision need to be made to support students which make adults angry and unhappy.

*Facing the grievance process concerning preference sheets. Confronting the union representatives when they refuse to give teachers options for SBOs or prevent teachers from expressing their opinions about initiatives.

*Reaching out to each other when problems overwhelm or solutions are not in sight.

*June Planning and Plans for Brooklyn-Queens Day

*Danielle's teacher projects from the alternative to supervision process will be shared in a structure like the TC Saturday reunion days. Projects include a lending leveled library called, "Dots, dots, dots, Videotaped book conversations with attached minilessons, reading recovery videotaped lessons.. The projects were determined at the beginning of the year and worked on during faculty conferences and planning time. Teachers included evidence of student work which will grow deeper in the new year.

*Janet angled her teacher projects around courses of study that teachers provide for parents.

*Unpacking the new units of study and comparing them to previous year's studies. Teachers can take responsibility for uncovering the new teaching points, highlighting the necessary resources, and noticing things that will be challenges before the pd day and then be responsible for sharing these with the rest of the teachers on their grade.

*Some ideas that principals are trying to get more time for pd learning include instituting Drop Everything and Read during the extended day 2x a month which allows a particular grade to meet for more pd time while others stay and read. Since teachers are not planning special lessons during this time and enjoy reading with the community, there have been no issues with this plan. Another principal has tried using clusters to plan 2 special assembly programs each year which afford the opportunity to gather students together for large group learning and free particular grades of teachers up for more pd.

*Summer learning- Jill Hoder is inviting everyone to meet at her school on July 10th at 9am for breakfast and conversation about A School Leaders's Guide to Excellence, Laura and Carmen's new book. Please RSVP Jill. Another book recommended by Debra is Michael Fullan's Breakthrough which makes sense of the inquiry team initiative and may serve as a good professional text.

Karin Kelly
Principal
P.S. 174
65-10 Dieterle Crescent
Rego Park, NY 11374
(718) 897 7006

May 7th Study Group Notes

From Laura Kotch:

Dear Colleagues,
Attached, please find the notes from our May 7th meeting. A big
shout out to Debra and her amazing curriculum team who taught us so
much about structures and systems for making sense of data and
inspired us with their collaborative leadership. I loved my time
learning with you this year and enjoyed every moment in your company.
When you have a moment, could you write me a short note with your
feedback about our study group telling me what worked, what we could
improve and how you would like to continue learning next year. I
promise to write back to you and share your ideas with Lucy. Take
good care of yourselves and each other. Much love.

another great quote

a great quote goes a long way. yesterday our "think tank team" began our second cycle of school based study group meetings by reading and thinking about this great quote pulled right out of laura and carmen's book. the conversation was filled with excitement and energy as we were all able to find ourselves and our school bringing these words to life. im finding laura and carmens book validating and a great source of inspiration. i can't wait to begin our summertime book club around these brilliant ideas.

We believe it is possible to reenergize public education by celebrating success, affirming excellence, and encouraging educators to share and borrow ideas, so that practical strategies can be replicated throughout a school and from school to school.

Teachers change their beliefs and their behavior when they are surrounded by supportive colleagues; when they see effective strategies in action; and when they are encouraged to take risks, reflect on their beliefs, and revise their approach to teaching each day.

They also need the necessary resources, generous amounts of time in which to study and reflect, and the respect of colleagues who believe in their ability.

To prepare students for jobs that may not yet exist, we need schools that model critical thinking, collaborative problem solving, and shared decision making.

Everyone needs to come to the table prepared for intellectual discourse.

-carmen farina and laura kotch

*danielle

Dear Karin, thank you for your extraordinary patience!!!

 

Ronnie Feder, Principal

P.S.101Q

2 Russell Place, Forest Hills, NY  11375

(718) 268-7230

Fax: (718) 575-3571

 

so, here is my first attempt at blogging. wish me luck because i have no idea what will happen when i press 'send'

i know a lot of us started reading 'text savvy.' the quote i am posting is right out of the acknowledgements section. i just love it! i have this quote hanging in my office and several teachers have displayed in their classrooms as well.

We thank the people in our lives who have watched us grow up and have been our biggest fans for quite some time...we acknowledge the students who have watched us grow up as teachers in their classrooms. It was their thinking, their challenges, and their successes that probed our thinking and changed our instruction. Every student makes an impact on us as teachers and pushes us to grow as learners. So thank you to the students in our past, [present] and students in our future, for your contributions to our growth as practitioners.

- Text Savvy

- by Sarah Daunis & Maria Cassiani Iams

*danielle

Notes from Our Study Group

Dear Colleagues,
Attached please find my notes from our stimulating and
informative study group meeting this morning. I am thankful to all of
you who contributed your ideas and shared your best practices so that
our network can benefit from our shared wisdom. We missed those of
you who couldn't join us and hope these notes will keep you informed
about the assessment work. Please mark your calendars for May 7th for
our next meeting at PS 21 from 8:00 to 11:30. Take good care and hope
to read your comments on our blog.

Agenda for March 11th Study Group

Dear Colleagues,
Attached please find the agenda for our study group meeting on March 11th at PS 188.
A big shout out to Janet for hosting our meeting and for arranging classroom visits and a conversation with her teachers and to Karin Kelly for helping us understand how to make the most of the blog she has created for us.
I am looking forward to seeing each of you and continuing our study of the narrative continuum. Please bring with you evidence of implementation, stories of successes and challenges, and things you have learned since our last meeting.
Take good care- see you on Tuesday.

Sharing of Best Practices

December 20, 2007
Strategies for Continuing the Focus on Reading Logs

An evening ELA workshop for parents was held to help parents understand the importance of literacy in school and at home. Last year only 12 parents attended, but this year there were over 65 parents. The coach created an overhead displaying an exemplary reading log entry to share with parents to demonstrate the expectations for students to become accountable for building their reading volume and stamina. Conversations about ways parents can support this effort were lively and interactive. The principal attributes the higher participation rate this year to an increased communication campaign to outreach to parents and help them sense the urgency to establish the habit of reading each day and night. Reminder letters, additional parent workshops and the continual conversations from teachers to parents about reading logs also helped boost attendance.

During extended day time once a week, all the students in grades 2-5 gathers in the gym with their books and reading logs and everyone (including all students and their teachers, the principal and assistant principal who are reading the same book together) finds a comfortable spot and reads. At the end of the time which is hushed and focused, the principal stands up and says to all assembled, ”Thank you readers. Please log your work.” This practice has worked amazingly so far. On Fridays and before vacations, the principal gets on the PA system and reminds the students to read and log their work. This clear expectation is becoming embedded in the school culture.

One principal looks forward to her Friday announcements where she begins with a quote of the day and then states the goal for all students to read a lot and use the logs to set goals. The visits to the classrooms reinforce the message.

Each classroom reading visit begins by looking at reading logs which are on students’ desks as they begin accounting for their reading time. The principal can easily assess the progress of a few children quickly. Public goals for each week’s reading, written and displayed by each child, can also be a way to assess progress.
*One way to continue the conversation is to put reading logs on the agenda at the beginning of each grade level meeting. Teachers can begin by looking at student reading logs and discovering patterns which can be addressed during minilessons or conferring or small group instruction. For example, in the fifth grade teachers noticed that their students only wrote fiction to describe a wide variety of books that could be broken down into more specific categories like realistic fiction or historical fiction or fantasy.

TC staff developers and school based coaches have continued to revisit reading logs during professional development. They have helped teachers to plan lesson based on identified needs and how to group students most effectively. Often, meeting are also focusing on the ritual of looking at other kinds of assessment material like conferring notes. What kind of conferences are most often taking place? What is the evidence of growth in the student?

Principals have noticed that helping teachers to see assessments as practical tools to analyze results and improve instruction instead of collecting data because of mandates driven from above requires a change of culture and lots of time for conversation.

The small group lesson modeled in Wendy’s school by Mr. Lam was replicated by one principal to show teachers that students were very capable of analyzing their own logs and then able to set their own goals. One student noticed that she doesn’t read long enough at home and stated that it was because she read with the TV on and that distracted her. Her goal was to read without the TV for longer periods of time. The ability of students to reflect on their actions, notice the patterns and then clearly articulate the problem and solution was a big aha moment for teachers and changed their expectation of what students could do for themselves.

Certificates for students who complete their goals or move up one reading level are one way to demonstrate celebration of successes.

In this intense pressure filled testing season, teachers appreciate principals who can listen to their concerns about acuity results and keep them calm and feeling productive. Clarifying questions like, ”What are the percentage of students who weren’t able to answer the questions?” are helpful. The reassurance from the principal that reading and writing workshop are the most important way to prepare students to do well on the tests during the school day (along with appropriate and strategic test preparation after school or on Saturdays or over vacation) are also important to keep teachers focused on what matters most.

The attention to making sure that our most struggling readers have additional time for reading just right books and are not pulled away from reading or writing workshop for intervention services led many principals to schedule interventions before or after school through flexible scheduling. Many principals are exploring how to use extended day time for more reading and are monitoring how much time students can read during reading workshop.

Rave Reviews to PS 154!

Classrooms were organized for student independence with materials clearly labeled and accessible. The teaching charts contained explicit teaching points, visual illustrations, and student print. They included What Good Writers Do, Partnership Booktalk, What Kindergarten Writing Shoulc Look Like etc. Students referred to the charts when explaining how they grew as writers and what materials they used to get smarter.

It was clear that students were fully engaged and working with great rigor. They continued to write despite the number of visitors or many distractions we presented. Teachers had high expectations and students met them.

Collaboration between teachers was very evident in the consistency of the classrooms, the shared units of study, and the work displayed on bulletin boards. Some bulletin boards were created collaboratively by teams of teachers. All reflected the focus on units of study and all demonstrated volume and stamina.

Students were demonstrating what they had been taught by practicing independently strategies like using the finger for counting the number of words and to space the words, rereading their own writing and reflecting on next steps,and thinking about the ending. We noticed conversations between students about how to sound out words and the excitement about a new alphabet chart that is coming soon.

Clear expectations about writing workshop were well established in kindergarten and grew more rigorous in first grade. Students were reminded about the expectations in a variety of ways including a chart inside each kindergarten folder reminding them that good kindergarten writing has pictures, labels and words.

Each classroom has an assessment binder for each child which includes all the TC assessment data as well as samples of student work. They are beginning to be used by teachers to help students set their own goals.

The school is alive with student work which captures the voice and energy of students and the deep understanding of the teachers. The process of creating the unit of study is displayed along with the student work from each member of the community as well as the essential elements of each unit and student reflections of their learning. The hallway bulletin boards are consistently exemplary.

Danielle and Tarsha are model learners and enthusiastic teachers and the school reflects their energy and their partnership.

Report from a Study Group - The Narrative Continuum

PS 154 - December 20, 2007

Teachers had a compelling need to simplify the continuum document to make it easier to use to evaluate on demand writing 3x a year and as a tool to evaluate all the narrative writing that students produce during the school year.

It was important that the study group worked across grades to break down barriers between teachers, end the blame game, and clarify the meaning that could be derived from on-demand writing.

One teacher explained that in the past while looking at student writing it was hard to notice anything besides misspellings or things the student could not do. With the studying of the continuum, she learned the essential elements of narrative writing and the differences between lower and higher levels of proficiency and can now better help students move up the levels.

Discoveries
No child will ever be a perfect level because they cannot so easily fit into a category.

Teachers began the process of simplifying the narrative continuum document by focusing on learning a range of levels(3,4,5) well by looking at the samples of student work and the language of the document. Then they underlined parts of the student sample that matched the language and made their own notes describing the work on the booklet. Then they looked at all the jottings on the page to create a simplified description of the characteristics.

They then tried the revised continuum to evaluate student writing and worked with partners to reach agreement. They found that the first few writing samples took much conversation and time but got quicker and less controversial with practice.

The teachers talked about the excitement of the thinking that was involved and the energy that comes from conversation with like minded colleagues. They worked during preps to type the document and came to each study group meeting prepared so that the work could progress in the time they had to complete the task. They never doubted their ability to complete the revision but they weren’t always sure what form the work would take.

They saw the need to create a teacher observation checklist for the on demand writing which would help to discover what students could do alone and what minilessons or small group instruction might be needed. Some teachers are using the tool as a checklist and others are adding comments and making it more of an anecdotal.

The excitement about producing something new which would help teachers and students drove the work and made the teachers proud of what they could accomplish. They admit that they love their charts and are constantly exchanging them and revising. During the sharing of the culminated projects, teachers are able to mark the pages they want to copy with a post-it note. This leads to increased exchange of ideas.

Rubrics that are created by teachers help them to manage and make sense of the data.
Teachers are covered by subs for their study group time and are given make up preps for additional time. They all agreed that study group time is time well spent.

Does and Don't of a Teacher's Study Group

Advice from the Field
PS 154 Teachers Study Groups - December 20, 2007

Find out interests of teachers and their pressing concerns and try to form study groups around getting smarter and finding solutions.

Choice matters so try to give teachers their choice.

Keep groups small and try to match teachers by personality, learning style etc.

Arrange common preps or lunchtimes for teachers to follow up their conversations.
Make an agenda for between sessions which details what teachers can do to move the work forward.

Talking is most important-lots of time needs to be devoted to quality conversations. Respectful disagreements can often promote learning.

Notes from November 21, 2007

Notes from Principal Study Group Meeting on November 21, 2007

Reflections from the shared quote- “We don’t have to engage in grand, heroic actions to participate in the process of change. Small acts, when multiplied by millions of people, can transform the world.”-Harold Zinn

Sending the letter to parents about the TC units of study and how they can help their children at home followed by workshops led by teachers has enabled parents to participate more fully in supporting their children.

Planning our school’s first annual Thanksgiving day feast has brought the community into the life of our school.

Conducting our first conversations with parents by inviting them into the school for coffee and talk with the principal.

Choosing to spend my time in classrooms talking with the students and getting to know them not as level 1,2,3or 4 but getting a “window into their souls”.

Implementing the translation plan for parents quickly and with a sense of urgency.

Identifying models of best practice and giving the teachers recognition and special thanks in the weekly notes.

Launching our school’s Thanksgiving dinner for parents and staff.

Sharing Our Strategies for Communicating With Parents

A personal letter from the principal outlining all the things that matter most in the school community and letting them know all the positives. Making sure the letter from the principal is on top of all the other communications coming from the Chancellor’s office.

Creating a prominent place during Open School Night where the principal engages in constant conversations with the parents explaining the progress report and letting them know what matters most. Ending each conversation by asking parents who attended to share the news with 5 other parents who were not there.

Providing parents with a video slideshow of all the wonderful things happening in the school. Creating a piechart which clearly shows in easily understood visuals(color coded) the data of improvements as interpreted by the principal.

Making available copies of newspaper articles and OP-ED comments for parents which reflect the story principals want to tell about the progress reports from their school. Sharing these artifacts during Open School Night and PTA meetings.

Communicating the positive feedback to larger venues such as community meetings and bring articulate parent representatives from the school so that they can share their perception of the school as satisfied consumers.

Using the feedback to push the accountability of parents and teachers and focus their energy on helping to improve the data.

The Story of PS 214- Wendy Goldberg-“We try to do our best every day.”

It takes a lot of hard work, patience, energy and commitment. We recognize that we still have much work to do and although we have many pieces in place, we still have a long journey ahead. Much of what we are doing, members of the study group are also doing.
We decided to enjoy our 15 minutes of fame while also recognizing that the circumstances which allowed us to get an A may not be in place next year-(different students, different targets).
*This is the 3rd year with TC and the 5th year of Wendy’s leadership.
*Decisions are made based on the needs of the students which requires courage.
*Longer chunks for instruction with a focus on small group instruction and differentiation of instruction.
*Since so many students are English Language Learners, ESL strategies are integrated into all areas of instruction and aligned with TC strategies so that all members of the community have a common language.
*The question around data is always now we have the data, so what is the implication for teaching and learning.
*Teachers are supported based on their needs and strengths and decisions are made concerning who will need more support and who will need to be encouraged to leave the profession. Documentation is time consuming but necessary.
*Teachers are encouraged to collaboratively plan units of study during the school day and through per session funding after school. June planning helps build consistency and coherence from grade to grade.
*Teachers are supported with time to experiment, encouragement to try new practices, and ongoing conversations about their craft.
*The principal, assistant principal, literacy coach form a strong supportive team to move the school to higher performance.

A Summary of the Lessons Observed in the Classroom Visits
(Thank you Mr. Lam and Ms. Bena for inspiring us with your exemplary teaching and wonderful students)
*Mr. Lam demonstrated how reading logs can be used to focus an inquiry about how many pages are read in 30 minutes keeping in mind the research which states that readers at their level can read approx. 150 words (l page) per minute or 30 pages in 30 minutes. The two students in the small group were then asked to self assess their logs to see how many pages they have been reading in 30 minutes. They both concluded that they had been reading less than the research said they could. Mr. Lam then demonstrated how he set goals for his own reading by using a post-it note as a mark for the goal and counted ahead 30 pages to show his expectation for himself each night. The students then set their own reading goals using his goal marking system. Mr. Lam concluded the small group lesson by saying, “Reading logs are like a mirror into our life as readers and we can use them to assess our progress and set new goals”.
*Ms. Bena demonstrated during a minilesson how she used her own reading log to notice her reading patterns and set higher expectations for herself to grow as a reader. Students then worked with their partners to examine their own reading logs, notice patterns and set new goals. A reading log self-assessment sheet was used to help students document their noticings and keep track of their progress in meeting the new goals. Partners were responsible for helping each other by providing feedback and adding to the assessment.

Rave Reviews

*Students were articulate about their process and able to use language like,”I am going to push myself as a reader by reading for longer periods of time each day.”
*There was evidence of student engagement(even with the distraction of so many visitors), independence and ownership.
*The teaching was well planned, explicit, and abundant in demonstration.
*Teachers showed a great respect for students, honored what they said, and showed high expectations for them.
*Teachers modeled their own reading life and used research to back their teaching points.
*Structures, systems, and routines were in place allowing smooth transitions and rigorous use of time.
*Mr. Lam and Ms. Bena demonstrated their collaboration in the creation of the lessons and the systems for tracking progress.
*Hallway bulletin boards focused on the units of study and celebrated volume and quality writing.
*There was a palpable sense of community and shared ownership of the TC work.

Work We Are Doing To Focus on Reading Logs in Our Schools

*Reading logs were collected(what principals inspect, teachers respect) and the principal ranked them in quality from high to low. The data of the reading logs was shared with the teachers and conversations followed. Questions focused on why there was such a huge difference between the reading of the gifted students and other students in the school in the speed of reading and the amount of books completed. Then the principal interviewed some students who were already reading well and pushed them to read longer(from 45 minutes to an hour). Surprisingly, that conversation with the students was all it took to extend their daily reading time. The conversation about the expectations, the amount of daily reading time, and the power of conferences continue.
*Another principal collected the reading logs from the strongest teachers and the weakest ones and then compared them. Teachers then worked with the principal to address findings during grade meetings and professional development.
*One school used their reading logs to determine the criteria for the high, medium and low logs and then to set goals for improving them.
*Collecting the reading logs can lead to shocking discoveries for the principal and then for the teachers when they see the data for themselves. The principal can then use this wake-up call to help teachers understand the purpose of the logs and the possibilities for using them to build reading habits of mind.
*One school connected the reading logs to the assessment binder to allow parents to see their responsibility for insuring student success.
*A principal used the reading log inquiry to test her theory about the 3rd grade which was that they are not spending enough time in school for independent reading instead using the time for test prep. When she was able to prove her theory was true, she convened a grade conference to discuss her findings and help teachers understand why time in school reading is so essential. Parent workshops were also planned.
*Principals visited classrooms during reading time as a co-reader and sit side by side with students to talk about reading. In this way, they are able to assess the engagement of students, book choices, and time for reading.
*Many schools have decided that more time is needed for independent reading and are thinking about how to provide it. They are thinking about which tasks might be weeded out such as too much time spent on writing about reading instead of reading.
*A school wide investigation of reading logs yielded important information about how different they are in each class and grade. Teachers were then guided in conversations about what matters most, and what could be taken away to build consistency. They also were given support in understanding all the different kinds of logs, their purposes and how they could best meet the needs of the students in each grade. This investigation allowed teachers to notice trends in the school, and make decisions based on the goals they set for their students during different times of the year and from grade to grade.
*Principals discussed the need to balance their role as supervisors and their role as learners to support teachers in getting smarter about reading logs. Because reading logs have been used in different ways for many years and are now seen in a new light, we need to help teachers revise their thinking about them. We need to help teachers see reading logs a tool for accountability but also as a tool for teaching strategies for making reading a life long habit, making students reflective, independent and responsible. Clearly, this requires ongoing focus, conversations and professional development. We need to make the examination of reading logs a vital part of each day’s instruction as well as building structures for looking at reading logs throughout the time teachers meet together.