I’m finding that meaningful, unpolished support still looks awfully familiar to some of the same things I valued back when the world was normal.
When I started blogging for Moving Writers, I wrote mostly about my practice in the classroom. Since my role has shifted away from the classroom and toward supporting teachers, I spend a lot more time working on my own practice for adult learning. So most of what I blog about lately is about professional learning […]
Whether I’m facilitating professional learning around mentor texts, grammar in context, or book clubs, something that has been especially impactful is sharing in classroom observations together. Whether we’re watching videos of ourselves, others, or we’re stepping into classrooms in real time, observations give us a chance to see the work in action, to breathe life […]
I’ve decided that structuring professional learning that supports teachers with strategies they can take back to the classroom just isn’t enough. I need to also build teachers’ own efficacy and identity as a writer.
As a Curriculum and Instruction Consultant in my district, when I’m not working with students as learners, I’m working with their teachers. Over the past few years, we’ve been digging into some really hard work. I mean really hard. We’re working on moving away from teaching novels to teaching reading, away from prescribing a formula […]