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The need is providing a collaborative environment for teachers to talk, share and brainstorm about reading instruction and best practice. The current reality is that there isn’t a consistent curriculum or model used across our school. A few teachers (including myself) use different curriculums and philosophies when it comes to the instruction of reading and writing. I identified this need first through my own observations and informal conversations. I had the privilege of attending a week long workshop that has felt like a career changing experience for me. I brought back my passion (and perhaps bias) to my school and have been trying to light this same passion in my colleagues little by little. What I found through informal conversations is that other teachers felt similarly and wanted a space to work through these conversations. My next step of addressing this need, then, was to send an initial interest email and survey to see if there was a need and interest in this type of a group. I worked with my principal who was very supportive of this idea on how to articulate my questions and survey as well as generate excitement for the idea. She was very helpful. See evidence below: Artifact 1 and Artifact 2.

Describe your learners (students and diverse stakeholders) for this project and how you selected them.

My learners are the teachers who responded to the survey and were excited to participate or learn. I also invited my principal to be part of the group, though, in the end I felt our most meaningful conversations took place when she was not present… I did seek out the participation of some colleagues who I felt would be assets to the conversation. A first grade teacher who was actively trying to use the writing workshop model in her classroom. She is energized, funny and makes conversations feel comfortable. I knew if I could get her to join us, she would be action based and open. I also allied with a 2nd grade teacher who has been trying both workshop models and she and I have worked together to form reading buddies between our classes. She is honest and unafraid to ask questions of the model as well as how it fits into her teaching style.

These learners, while eager to learn and very fun to be around, didn’t necessarily represent a diverse group of beliefs and norms. I plan to continue the group next year, and think one of my first action steps will be to get a few other teachers join who are not on board with the model. I think the group (and school) would benefit from their perspectives and insight.

From the survey, I felt I gained the feedback that teachers wanted a safe, constructive and productive place to meet and talk about potentially using or improving the workshop model in our classroom. They also wanted to create a space where they could discuss issues that are important their classrooms and are immediately applicable. Some of the comments are included below indicate the need in Artifact 3.

In what ways will your addressing the challenge promote or support diversity, equity, cultural competence?

The idea of bringing together a diverse group of teachers to talk about the betterment of our instruction in and of itself if supports diversity, equity and cultural competence. In today’s global and interconnected society, it seems more and more important to always push ourselves to collaborate and promote diversity of thought and culture in our work, so that our classroom change and evolve to fit the needs of our students. In addressing the challenge and inviting colleagues to work together to discuss variations to the reading curriculum, I am inviting conversation that supports diversity of learners and teaching style I believe. I am also addressing the need for cultural competence as I believe the workshop model blends the needs for all types of readers and learners in our classroom, rather than a basal reading program that strips students of their individual interests and needs.

Is it your intention to change an existing practice/program or implement a new practice/program? Explain.

If you were to ask this question at the time when I applied for TLI and knew about the “capstone” project, I would have said “Yes! I want to change an existing program!”. Now, however, having learned more about the qualities of a good teacher-leader, I would say my goal is less about replacing an existing practice/program and more about facilitating collaborative relationships and meaningful conversations around the betterment of our students. I want to help organize a group of diverse thinkers and teachers to share and build upon the well established structures at our school in order to make our reading curriculum and instruction the strongest it can be.

Why might this practice/program be a viable solution for your challenge?

As mentioned above, I believe the workshop teacher group if formed by teachers, will be action based and productive. Teachers don’t want to waste teachers time. I feel if we make a commitment, we can push ourselves out of our comfort zones to try something new and hold each other accountable. It may just be the first step, but I believe rounding up support is crucial to starting this process. See the evidence of energy and enthusiasm for the group below from survey results: Artifact 4.

Overarching Competencies:

• Interpersonal Effectiveness is aligned to my identified challenge because it directly relates to gaining skills to support and build effective relationships with my colleagues. I need to find a way to demonstrate my personal vision while also encouraging and inspiring others to take action in a shared vision to benefit our students. In order to take charge of a group, I need to hone the skills necessary to lead in a thoughtful way.
• Communication also seemed like a perfect fit to focus on as my second competency because I can not be an effective teacher-leader without valuing the time of my colleagues. Valuing their time means communicating in an engaging way that effectively works to advance our group into systematic changes. I can’t waste the precious time of other teachers, and I refuse to do so. I have been part of far too many professional development settings where I felt my time was not valued and the prior knowledge that I had to offer was not recognized or honored. I didn’t want to create “another thing” that my colleagues felt they needed to attend to support me. I am determined to build a group that is meaningful and influenced by action. I found this article on EdWeek to resonate with this element of my goal. Even in the early stages of preparing my meetings, I found how important it was for me to purposefully plan my communication with my peers.

Diversity-Equity-Cultural Competency:

• Collaborating Purposefully feels like another natural fit to focus on while addressing this challenge. The best leaders are open to a variety of opinions and ideas. I know that addressing this particular challenge, I need to be mindful of my own bias about the teaching style. I have a clear idea of my own passions, but I need to collaborate with my peers in order to develop and exhibit an appreciation and acceptance for the differences in ideas and values in the group.

Instructional Pathway Competency:

• Facilitating Collaborative Relationships blends with this particular challenge because the project essential revolves around building on established relationships and creating new ones that will further connect our school community. I will need to continue to show a willingness to work as part of a group to address the needs of our curriculum as well as articulate the importance of this work to improve our teaching. I have to learn to build consensus and articulate how this collaboration is key .

I am working with a large group of people to help me with this challenge. I think , foremost, I am working and collaborating with my TLI cohorts to come up with ideas for implementation. It has been instrumental to my progress to bounce ideas off of cohorts in online workshops and through email and face-to-face meetings. It is comforting to talk with others who are working towards a goal of their own and know that many teacher -leaders have similar struggles and doubts. I also have been working with my principal, who serves as a curriculum leader in our district. I look up to her leadership styles and have been able to work with her to help craft my own ideas and communication style. Lastly, I am of course working with the colleagues who have decided to join the group and discuss the betterment of our teaching. I think, unfortunately, those who have joined this discussion are those who have similar values to mine. I would like to try and recruit some teachers who I know are hesitant, but would be an asset to the diversity of our conversation.

I think I will need to rely on self-education and research to decide what resources I will need to be successful in addressing this challenge. I ordered and have been using the book Leading Well written by leaders in this model of teaching: Lucy Calkins, Mary Ehrenworth and Laurie Pessah. I have found some great resources and ideas for implementing school wide excellence in reading and writing. I also feel like I will need to use resources like my administrative team and perhaps even surrounding districts to help me address the challenge.