High School Reading Instruction: A Must to Ensure All Students Secure Their Future Freedom

Dr Kendra Strange

As educators, it is our duty to ensure every child becomes a proficient  reader in order to ensure they preserve their future freedom.  

The words of Frederick Douglass, "Once you learn to read you will be forever free", reminds educators of the monumental charge of preserving a literate society. Elementary teachers are often passionate and committed to the necessity of teaching a child to read. However as secondary teachers, often the art of teaching a student to read understandably takes a back seat to literary content and analysis. 

Can we teach reading in a secondary setting?  

Principals and other educational leaders must create a pathway for secondary English Language Arts teachers to have the opportunity to provide reading instruction to secondary students who still need foundational reading instruction, while simultaneously proving on level content instruction. This is no easy task in the scheme of a large comprehensive high school setting. So often the need to teach reading remediation in high school is overlooked, or at best is provided via pull-out or in a disconnected (from primary English) class.  Ideally, the two would be provided in a connected manner meaning the students' on level English teacher is given the opportunity to also provide the remedial reading instruction. This model creates a connection between the content in English class and the reading support, which accelerates instruction while remediating basic reading skills. 

How do we get there? 

This literary-content-reading-remediation structure doesn't occur naturally in a traditional high school setting. Teachers who need time to teach reading must advocate for a schedule that allows time to reach struggling students, and principals must prioritized literacy in master schedules. Additionally, central administration must lead conversations that include exploring options for creative scheduling that includes additional blocks of time for reading instruction.  

When school leaders, content teachers and central administrators have literacy as their focus, students would be less likely to be lost in a high school setting and continue to struggle with reading through adulthood.  Educators, regardless of position held, are charged with providing every opportunity for every student to become strong, competent readers, i.e. ensuring  their future freedom.   

Problem Solving Includes Allowing for Failure

Real teaching provides students opportunities to problem solve. This instructional practice includes allowing students to fail and try again. So often we fail to provide those key opportunities to students. When educators end the process at failure, we omit the significant "retry" step. Where would the world be if famous thinkers such as Einstein were not allowed a "do over"?

Dr Kendra Strange Shaffer @drkendrastrange
Kendrastrangeconsulting.com

Principal as Instructional Leader: Basic, Yet Important Cautions for New Principals

@drkendrastrange

Give Teachers What They Need
As new principals take the helm of a campus they are equipped with much leadership theory and ideas of best practices. Principals are often faced with two paths one focuses on practice and the other theory. However, instructional leadership is not theory vs. practice. Rather, think of it as theory with practice. A conscientious principal recognizes the needs of their teachers. Some teachers need to understand the “why” before the “how”, and some just need a place to start, i.e. the “how”. A good instructional leader provides both, because both are important to growing teachers’ best practice capacity. For example, if a teacher abandons the archaic practice of the weekly spelling list simply because their new principal asked them to, the teacher’s best practice capacity hasn’t grown. However, if the principal takes the time to grow the faculty’s understanding of “why” spelling lists are not best instructional practice, teachers’ capacity for creating meaningful lessons across the curriculum is expanded. When a teacher understands why learning spelling in context, across several platforms, across various content leads to real learning, that teaching skill is transferable to other learning standards.

Therefore, the caution for new principals is two-fold. First, taking too much time to build the understanding of theory before implementing best practice sacrifices precious learning time for students. Second, jumping in and directing teachers to abandon a lesser practice, such as a weekly spelling list, can have isolated instructional impact.

Lastly, don’t forget that adage; if you take something out of a teachers’ instructional toolkit, replace it. Model the best practice you are asking your teachers to implement. Keeping with our spelling example, model how to teach spelling patterns across multiple texts by having teachers read short articles and locate the spelling patterned from the model lesson. Pull up the daily news online and have teachers use laser pointers to find examples of the spelling rule in context. As you walk classrooms, video examples of teachers attempting to use the highlighted best practice in their lessons and share with faculty. Take pictures of students work samples with captions reading, “Ms. Teachers’ class practices identifying phonics patterns during guided reading”, or “Mr. Instructor has students locate this week’s phonics patter in word problems during math class”.

By positively highlighting teachers’ attempts to replace a lesser instructional practice with best instructional practice, the culture of the staff begins to change and resistance is defused.

Give Parents What They Need
A second caution for new principals as you lead your campus into best instructional practice. Many lesser practices have been around for decades, and often our parents struggle with letting go of them as much as some teachers struggle. Imagine as a parent you have had three children in Ms. Teacher’s second grade class, and for some reason this year you did not receive the spelling list your first two children received. This can be unsettling for parents, especially if they are not prepared ahead of time.

New principals do yourself a big favor, communicate with your parents as you introduce instructional change. Assume nothing. Work with your grade level chairs to create a back to school and a monthly newsletter that explains what will be taught and how it will be assessed; link research articles to lend credibility to the change if needed. Use this platform to give parents heads up about why things may be a little different this year. Inform your PTA about your instructional focus. This will give you a mouthpiece in the community and a buffer as needed.

Lastly, prepare your teachers to respond to parent concerns in a supportive, non-defensive manner. Teachers should not have to feel as though they are caught in the middle or defending a principal’s new initiative. Rather, if a teacher can articulate to a parent the “why” behind the practice and present the best practice as their own, most parents will embrace the change. It’s important to prepare your teachers ahead of time for these difficult discussions with parents. The more prepared teachers feel, the more comfortable they will be when parents express concerns over changes.

<a href="http://drkendrastrange.com">Dr. Kendra Strange</a>

Balanced Literacy in Secondary Classrooms

Balanced Literacy in Secondary Classrooms? Yes! The results are rapid and students are engaged.

Embracing a balanced literacy approach in secondary ELA classrooms is essential to both acceleration & remediation. A corner stone of balanced literacy is small group instruction. There are a variety of methods teachers can use to group students in secondary classrooms. For example, common assessment data or reading levels can be used to group students for small group instruction. Students can be grouped for small group writing conferences as well. Writing conferences allow for personalized instruction and genuine feedback without "making the paper bleed" with traditional teacher-driven corrections. Following the writing workshop model in secondary classrooms maximizes learning time, ensures instructional minutes are protected allowing for critical components of balanced literacy such as mini-lessons, modeled writing, mentor text and shared reading.

Check out this video for ideas.
https://youtu.be/tnHbo9ZdbWc
@drkendrastrange