Literacy Night Proposal

Check out this site for a stellar Literacy Night for you and your school to conduct!

Have fun exploring...

http://www.wix.com/regism/Literacy-Night

On my own...not even close!

Two are better than one, if one falls down the other can help him up.

A strand of three cords is not easily broken

~ The Bible

I can't write about myself without writing about the others in my life who support my learning to teach and lead process.

Family and Friends: Erik, Mom, Cheryl, Carolyn, Dave et.al. ...you know what you do.

Networking with Colleagues: Over the past 3 years I have worked in 6 schools. I have met many amazing staff members with resources galore. When I left my first school I was able to take some of those resources with me in the form of an "exit binder". I have continued to add to that wonderful binder and my well established files in my travels. Through "Chatt", the Halton email system for communication, I can maintain those connections.

The ongoing connections with my current coworkers remains, probably, my most valuable resource as we practically look forward to the next school year and during the year plan on, realistically, a daily basis.

Resources: I walked into a retired teacher's room and thought "How on earth do you end up with so many books?" Now I know. Here are my 3 most frequent "go tos" for language instruction.

• A Guide to Effective Instruction in Reading – Kindergarten to Grade 3, Ontario Early Reading Strategy (2003) (Which apparently does not exist on the internet.)
• Units of Study By: Lucy Calkins
• Literacy Place Reading and Writing Guides By: Anne Brailsforn and Tony Stead

Great Finds Guaranteed:

1. Hiding on my computer: Over the years I have collected and made resources from a variety of sources. If I could only figure out how to attach a document we'd be set, but it doesn't seem like I can do that. Here are some titles I would be including, feel free to contact me if you would like any of these resources:

• Read aloud lessons on: Making Connections, Inferencing, Main Idea, Prediction, retelling, using your schema, synthesis and visualization
• Literacy Stations
• Lists of Higher Order questioning

2. Websites: There are a few websites that have become valuable to my language instruction, some which I've used in the past and some which I have only recently discovered:

• International Children's Library - Great for books in other languages
• Raz Kids - A purchased program from the Halton District School Board for our Grade 1 and 2 students
• Elementary Internet Tools - A site designed by the HDSB for research and educational websites by grade.

The Truth about Leadership and I

While I have maintained a focus on leadership thus far, my heart is truly in the classroom. Some leadership opportunities I have taken on as a result of a school need. The ones that I am most passionate about are the ones that result out of a need that I notice needs to be met. While I know that we are really supposed to consider leadership in the broader sense the leadership that I most value is miniscule.

Below I have embedded some written reflections during this course under the heading of some important personal beliefs (not an exhaustive list) on leadership and learning.

Modelling - Let's show one another how to treat each other.

Caring and cooperation

When we go out of our way to support others and work together we show that they matter as does the work we are completing. It brings value to both.

Through the establishment of classroom guidelines and modelling a caring spirit to my students they understand that they are seen as humans who are expected to support and value one another as well as be supported and valued.

Trying - It doesn't always work out sometimes, and I normally don't do it right the first time

My students truly benefit from the variance that shared readings offer. Once I began to recognize all of the opportunities for it I began to use it much more. For example as I taught the students about animals we used posters as a shared reading lesson almost daily. The poster could be used multiple times during the day; both in science and again in language as we discussed advertisements and posters for media literacy. Shared reading material can come from sources such as the Saturday comics, Owl or Chickadee magazines, newspaper articles, maps, advertisements, brochures etc. With an open mind to shared readings I have discovered that students connect with a relevant society and see that school is just a reflection of that society. It increases their confidence to read texts that they might not consider accessible to themselves.

Referencing - Using the supports, either paper or people, help to affirm and refine your efforts.

In our classroom we are establishing a chunk wall. A chunk wall has the headings a,e,i,o,u. Through our shared readings we choose one or two words that have a common rime, for example, “ack” as in black. We brainstorm as many words as we can that include that rime such as “pack”, “quack” etc. Together we agree on one of the words as our “wall word”. The word goes on the wall under the appropriate vowel, in this case “a”.

Learning and Growing

Continuing to look behind and ahead as a leader in training…

Literacy Leader Profile

By Marianne Regis

Mastered Skill	Indicators of Mastered Skills		Developing Competencies	Indicators of Developing Competencies
Online communication	Write frequent e-mails, clarifies any questions, share resources, ask questions when unclear to gain professional understanding both through this course and through out the school year.		Leaders motivate	I am always full of great ideas. It is important that I carefully decide what ideas to “put on the table”, that I align with the school vision, and then incorporate others ideas to bring them on board with the plan of action.
Enlist others	Our staff is very eager to participate in new initiatives. When I have the opportunity to lead I make sure that everyone has a role that they are comfortable with and a voice in the process. I would however, like to improve on enlisting the support of community volunteers and the engaging of parents.		Leaders guide constituents and maintain their support.	As mentioned above I think that one of the best ways to maintain support is to value other’s ideas at least as highly as you do your own. I also think that through collaborative planning and re-evaluating of the plan (keeping key motivating questions in mind e.g., How will this improve literacy) constituents are moved towards the goal for the right reasons and in the best ways.
Leaders represent the organization.	For my practicum I chose a project that is inline with the unique position of the school and is already supported by the staff and administration at E-View		Leaders involve others in decision-making	Throughout the implementation of my project I will aim to involve every member so that each individual has ownership of the event. To do this I will work in organizational planning sheets for meetings that will be carried out. To make this event possible.
Use of higher order thinking strategies	When I teach I attempt to model the higher order thinking strategies and use them through out the various subject areas, thus integrating language into all areas of student programming.		Leaders achieve unity	It is always difficult to find a place where everyone is content and getting along with one another. It is my goal to do my part. I cannot please everyone, but I can support initiatives, listen to others, respond politely and seek peace whenever it is possible.

Leadership Resume

The leadership wonderings....

I have engaged in a variety of leadership opportunities since beginning my professional career in education:

Year 1: Chaired a division meeting, participated in the school effectiveness plan (language), supported the development of the Turnaround Team's Exit binder in the area of Shared Reading, led Earth Week Celebrations

Year 2: Sat as a member of the school's leadership team to encourage cross grade grouping, participated in planning staff development at a staff meeting on Guided Reading, led primary drama club, play day.

Year 3: Initiated co-ordination of the book room, led think bowl team, organized 3 TLCP, created division wide long range plans for implementation in Sept 2010, coordinated a parent led EQAO information night.

With this being "said", I strongly believe that leadership is more about the small supports you provide for your team, collaboration with families, and attitude while on staff.

Here are my Year 4 goals:

L - Laugh - While Leadership can be taxing, let's not forget the little things like laughter.

E - Educate Children - This is our job, let's not miss it in the politics.

A - Accepting Others - Leadership has everything to do with recognizing who an individual is and how to communicate and work with him/her/them where they are at.

D - Drive Forward - Always moving in a forward direction means making progress and having a vision of where you're going.

S - Strategic Planning - Being organized both for the meeting at noon (small picture) and the staff development meetings (big picture) provides those you lead with Security and you with Sanity.

Philosophy of Education

While it was written three years ago it amazes me how much of my philosophy has remained stable. Meeting children's needs, providing choice, using the multiple intelligence theory, and integration remain at the heart of what I do. While I would say that my philosophy has developed over the years and that there is much more I could discuss (e.g., ongoing assessment, collaboration, ongoing education) I think I'd rather be out doing it.

PHILOSOPHY OF EDUCATION

Written: March 2007

Over the past ten years, I have had many school-based and community-based experiences with children that have shaped my understanding of children’s learning and the transactional relationship between teaching and learning. I believe that education is a community effort and that children are motivated to learn when provided with meaningful opportunities. As a teacher I seek to enable students to consolidate new information and transfer this knowledge into life skills they can use in their current and future environments. Together with their families I will seek to provide the best opportunities that will lead them towards their fullest potential through developing a secure learning environment, implementing best practices and thorough planning.

Through developing a learning environment where their culture, needs and interests are represented, students will have an opportunity to interact and explore freely. Of primary importance is allowing students an opportunity to learn unhindered by their physical and emotional needs. By creating a classroom community with various strategies, including Tribes, students will know my classroom as a safe environment where they have opportunity to take risks and do great things. By exercising input in the classroom, assigning classroom responsibilities, balancing group work and independent work, and teaching interpersonal skills, such as problem solving students will build personal responsibility and comradeship. In these classroom experiences student will feel secure to take risks, assured that consistent boundaries offer protection. When students feel safe they will be willing to venture into unknown territories and experience successful learning.

The physical environment can also support the student through representing their various needs and interests. A variety of materials representing the children’s home culture and interests, including family photographs, should be incorporated into the learning environment illustrating that this classroom community extends to the home. Table groupings and reading corners will naturally encourage students to communicate about their learning with others. Displaying their work and taking opportunities to recognize achievements will show the value I have in their learning and encourage it further. Through an uncluttered, organized environment visual aids can be used as reminders and imagination stimulants. When a classroom environment embraces the philosophy of an interactive program students can produce their best work.

Through implementing developmentally appropriate practices students will have opportunity to develop a foundation in academic understanding. I believe that learning materials should be readily accessible to the children and they will be frequently used as I lead students from the concrete to the pictorial then the abstract, for the developing of understanding. By providing an engaging program students will daily have opportunities to be away from their desks and participating in their learning through movement and activity. By including Gardner’s multiple intelligences into every lesson all students will find the curriculum engaging and worthy of their attention. Through assessment instruction will be targeted to the specific needs of the classroom and will lead to differentiated instruction. I will seek to use a variety of meaningful assessments and evaluations encouraging the use of skills and concepts through relevant assignments. Most importantly I will remain aware of the developmental profiles in the age group that I am working with, so I can continually assess the rate and appropriateness of the scaffolding in my lessons. When developmentally appropriate practices are in place students can grow and deepen their understanding.

To teach to my greatest potential and ultimately encourage the students’ greatest learning I must carefully and thoughtfully plan for their success. My planning will extend from my classroom to my professional growth and development. Strong community, curriculum presentation and student achievement does not evolve without ongoing long-term and short-term planning and reflection. Communication with other professionals and researched based readings are some of the ways I intend to support the development of my planning for a well-balanced program. Others include, gathering further resources and skills from conferences and seminars to develop greater expertise in teaching to the individual needs of the students. I believe students also have a responsibility to engage in personal setting of academic goals to stimulate self-regulation. Developing an inclusive learning environment and implementing best practices can only be achieved through thorough planning.

Ontario supports education for all, and through integration of special needs students into my classroom program all students will learn the value of inclusion in our society. I believe that the best way to encourage growth is with a “strength based” approach where every student, regardless of his or her strengths and needs, will learn to recognize the blessings they bring to our class and the others around them. Through working with a variety of experts in an interdisciplinary setting we will capitalize on support so they can achieve maximum development in a supportive environment. Realistic expectations and appropriate accommodations and modifications will provide these students with the confidence they need to embrace other challenges they may face. Strengths will be acknowledged and needs nurtured in this community that extends to all abilities.

Education is a unique experience regardless of race, culture or creed. I seek for all my students to become wise, independent initiators who believe that they can make a difference.

Let's Begin

I have needed to put some considerable thought into what this blog will entail. How will it continued to be used? What will my first posts include?

In January of this year I signed my first permanent contract with the Halton District School Board. I have spent the past 3 Junes, Septembers, Januarys, Marches (yes, I know teachers that probably isn't proper grammar) writing and revising my portfolio, resume and cover letters. During those seasons I have reflected on my contributions to the school's culture and the student's learning to showcase my professional accomplishments.

Now that I no longer have the pressure to update my resume three times a year (unless Wilma asks for it;) I need a means to record my professional growth and development between now and my next position.

Plan of action:

I will begin this blog recording my philosophy of education (written in 2007) and my ongoing learning and commitment to student learning as recorded throughout my reading specialist course. I may interrupt the flow with some memories from my past experiences, however, I will conclude my first few posts with a link to my leadership practicum.

Here's to a new adventure.

Mar