Guilty as charged. I can recall numerous times when I asked a student, “Are you ready to publish your writing?” I swiftly sent them off to rewrite, type, or illustrate their work. That writing was then retired to a class bulletin board, or even worse— my desk. Done. That was the end of that piece. It now belonged to me. Lee Heffernan has shown me the error of my ways.
Lee’s book speaks to the idea of student empowerment, accountability, meaningful writing, revision, and publishing. Her work essentially shows us how to move students from fake writing (writing that is just for the teacher) to writing that has purpose and passion. Lee manages to marry process and product in a way that will inevitably set a new standard for writing instruction for teachers everywhere. Her work breaks ground with tenets that shift our writing instructional norms and inspires students.
From the depth of need and despair, people can work together, can organize themselves to solve their own problems and fill their own needs with dignity and strength.—Cesar Chavez
After a long day of teaching I walk around the classroom picking up pencils and scraps of paper. Some pieces of paper have scribble notes that make me smile. Students exchange jokes or attempt to create meaningful emojis. Other times the scribbles make me stop, wonder, and worry. One note shows two stick-figure drawings with one image’s face scratched out. Other scraps of paper have words like “I don’t like . . .” What did I miss today? How will I handle this?
On Saturday, July 29th, Heinemann celebrated its fifth annual teacher tour. Each year we invite teachers from all over to join us at our home office to learn from our authors, share in thinking and learning together, and tour the historic mill building that we call home. This year, we were pleased to host authors Ralph Fletcher, Grace Kelemanik, Valerie Bang-Jansen, Mark Lubkowitz, and Cornelius Minor. Each author led a forty minute PD workshop session for the tour participants.
Were you unable to make it to this year's teacher tour? Fear not! We recorded each session LIVE for Facebook, and you can watch all of the videos below, along with the day's tweets and some presenter materials.
Teacher evaluation can be tough for everyone involved. And in the context of literacy instruction, teachers and administrators oftentimes are not on the same page when it comes to understanding what good literacy instruction looks like, and what criteria to set for evaluation.
In Making Teacher Evaluation Work, Rachael Gabriel and Sarah Woulfin examine the roles of teachers, teacher leaders, coaches, and principals in supporting high-quality literacy instruction in the context of accountability and evaluation policy.
I teach at Cambridge Rindge and Latin high school. Rindge sits in the shadow of Harvard University—one of the best institutions for higher learning in the world. Yet, despite many who insist that my school’s diversity and opportunity are afforded to all students, I know otherwise. Here, students begin the ninth grade on one of two tracks: the (misnamed) College Prep track or the Honors track. The College Prep (CP) track (or “Colored People” track as some students unofficially call it) serves students of color, students with disabilities, students of lower socioeconomic class, and others. The Honors track tends to include students who are white, middle or upper class, and who have parents who are actively involved in their educations.
Students experience education differently depending on their track designation.
Jennifer Serravallo'sThe Writing Strategies Book offers help for all steps in the writing process, and while it is intended for grades K–8, we find ourselves turning to it regularly to find new ways of thinking, refining, and sharpening our own writing. Have you made a goal of writing more over the summer? Is it somewhat daunting? overwhelming? terrifying?