I read the first two chapters in Dr. Ann McGill-Franzen's book Kindergarten Literacy and was inspired to write this...
The resounding theme I sense emerging is the importance of high quality professional development for teachers in the field. In this case we are reading about Kindergarten Teachers and Literacy Instruction, but I believe this idea persists to teachers of all grade levels.
From the beginning of Kindergarten Literacy Dr. McGill-Franzen links the Kindergarten year with students' successes later in their academic career, emphasizing the importance of a strong Kindergarten Teacher and a strong foundation in literacy. In order to have strong Kindergarten Teachers (KTs), Dr. McGill-Franzen tells us we must equip KTs with reliable literacy assessments that help them know what their children know, so that they can teach them where they are and what they need. She further points out that arming KTs with these assessments is a powerful professional development tool in and of itself. In a few paragraphs she goes on to tell us that "Professional Development matters" (p. 11). Dr. McGill-Franzen I hear you, high-quality professional development matters.
In my personal experience, during the time that I spent in 4th grade in Sevier County I had to seek out my own professional development in order to become the type of reading teacher that I wanted to become. My background was in Middle grades education and I had taking a course in adolescent literacy and the PRAXIS reading test, but helping children to become better readers, who ranged from reading on a 1.6-7.8 (AR grade equivalent) reading level was hard. A challenge. Something I wasn't really prepared to do, year one. So I read. And Read and Read and Read and asked questions of teachers. Good teachers, bad teachers, Kindergarten Teachers, 5th grade teachers, my principal. You name it, I read it, or asked them. I came across a few texts that formed the basis of what I thought would be a program that would better serve my next group of kids. I instituted reading and writers workshop complete with read alouds, small groups, journaling, reading responses, mini lessons, etc. And it worked. I used Fountas and Pinnel's first twenty days and then wrote my own curriculum based on my readings.
I say all of this to illustrate the challenge I had to overcome to become the kind of reading teacher I felt was best for my students. I wasn't the best that first reading workshop year, but I knew I was better than last year and we showed growth! Lots of growth. But really it's not about me and my path. For me, this is about how hard it was to become a good reading teacher. I needed a lot of help, and support that wasn't always easy to come by. No wonder we have a lot of mediocre teachers out there. It's hard to 'figure it all out" on your own, to find that balance. I was lucky to make a friend who was a good Kindergarten teacher who helped me along. But not every one is that lucky. Our teachers need our help. They are overwhelmed with their workload, paper work, planning, parenting, faculty meetings, lack of support, state requirements, TVAAS, Tcap, Common core, TN Core, RTI, SPED, ELLs, Binders ( I had one for each of these things), family life, and on top of all of that...we need them to meet the needs of each child that enters their classroom. And they can, but not on their own, not without support. So I say, Show Up Universities and Community Colleges. You know what works, help us out. We are all in this education field together. Let's build relationships, establish strong professional development for teachers in the field, and show school reformers what we can do together. They will take notice.
Ok, so I know that was quite the call to arms and I'm pretty sure that anything I say after this point could be a let down, but here I go:
I know the next big struggle to my call to arms will be willingness to work together. I know that teachers might close their doors and throw up their arms at "something else to do" but we all have one thing in common...We are in this profession to better the lives of our children! Do it for the children. Be vulnerable for the children. It's ok if we aren't the best teachers in the beginning, as long as we are willing to change and improve for the kids. And if you're not, it might be time to find another field or place of work.
Personally, I am really excited about the opportunity to learn how to be a great literacy teacher. I admit I am apprehensive at being vulnerable and sharing my teaching, but I am doing it for the children. They deserve our best and I want so badly to give my best to the children in my community.
