We finally come to the end of the book with a discussion of three types of action research:  individual teacher action research, collaborative action research, and schoolwide action research.  In some ways our first GCHS book blog has been collaborative action research.  As some of us continue on the literacy team, we will work as a "circle infused with collaboration, trust, and honest dialogue."  This, the author says, gives us hope as teachers.

Thank you for participating in this first blog.  I am open to your suggestions and willing to lead the blogs if enough are interested. I look forward to helping GCHS develop as a professional learning community. I know this is what Susan wants.  Remember, it doesn't happen in six weeks or a year; it's a process.  Hopefully, three years from now, we will see this as only the beginning (but an important beginning), and again hopefully, we'll see how far we've come.  It's not just the destination; it is the journey.  Thanks.         Brenda

Scheduling is the biggest problem, but I would like to see us come up with creative ways to overcome obstacles.  I'd like to see teachers going to others' classes to share or present topics they have a particular passion for or an interest in.  For example, I have lots to share about the Holocaust and my visit to Auschwitz (the English teachers often invite me in); I also feel strongly about organ donation; perhaps I can teach mini content-specific grammar lessons.  Maybe teachers within a department can trade classes occasionally to teach particularly effect lessons.  Students will often respond to a "new" face.

Perhaps we can begin to address this by the staff interest inventory earlier in the book that Holly particularly liked.  I know staff development by planning period works really well for building a cross-curricular community, but I wish as well that we could occasionally meet for staff development within departments.  Then, departments could explore sources and content, and plan together with 21st century teaching resources and strategies.  This would benefit both teachers and students.  Any suggestions?
Brenda

One idea in Chapter 7 that caught my attention was Book Study Groups.  Our professional library is a virtually untapped resource.  We have a professional library in our main library, but also one in the literacy room.  It is full of wonderful books.  I read bits and pieces but know that I need to direct more of my time here.  Just perusing, I came across 4 books that immediately screamed out "Real Possibilities!" 

First, Eyewitness to the Past (Strategies for Teaching American History in Grades 5-12) - it's filled with diaries, journals, election speeches, political cartoons, ....  How useful might this prove for the social studies department in presenting students with original documents and in writing in such formats?  Second, a less than 100-page book, Writing to Learn Mathematics, Strategies that Work; then there's Reading Aloud Across the Curriculum (How to Build Bridges in Language Arts, Math, Science, and Social Studies; finally, Deeper Reading - Comprehending Challenging Texts, 4-12.  I'm sure there's lots more tucked away in other books in the back.

Do you have suggestions as to how staff development time might be given to reading and discussing these, given our format of meeting during planning times?  I'm sure lots of teachers would like for us to be more content specific, but planning time is probably preferable to everyone versus after-school hours.

Chapter 6 deals with "Developing a Literacy Learning Plan."  Not surprisingly, the author chose to discuss this within the confines of a middle school.  They established a schoolwide silent reading time (GCMS has such a time)' they also worked on involving the home more in reading.  We're all quite aware that a high school setting presents different obstacles.  The chapter continues to discuss possible Learning Action Plans for vocabulary; increasing literacy instruction practices within the classrooms; finding reading programs to meet the needs of students; and schoolwide independent reading.

First, I would like for our newly organized literacy team to use the Learning Action Plan on page 81 and look at where we are and where we want to go with summer reading in 2009.  Later we can look at improving content reading and writing across the curriculum.              Brenda

Chapter 5 describes reflection as a "necessary precursor to action."  It continues to explain practices the literacy committee might engage in to promote itself from a group of individuals to a collective body that is receptive to and values and considers different points of view.  It talks about becoming cognizant of our Circle of Influence (areas we truly can affect).  It repeatedly reminds us that our focus should always be increased student learning. 

In response to Chapter 6, please answer the survey from page 70.  I'll place a copy in every blogger's box.  No need to put your name.  I'd just like to compile the results and see if there are any surprises.

Note the first third of the book was entitled "Creating an Environment for Literacy Learning."  Section Two is "Building a Community for Literacy Learning."  It suggests a 3-year minimum to develop a real community which is not simply lots of individuals working in one building but rather many working together with a common vision and a shared purpose.  As a literacy community, we can engage in dialogue and make decisions for the betterment of our students. 

The book suggests the literacy learning community be comprised of a minimum of 4, with not more than 10 members.  We certainly cannot meet once a week, but many points made are quite valid.  I know all of you are busy, but if you would like to be a part of this literacy committee, please email me, letting me know your planning period and lunch time (1st - 4th).  Then I will contact you with plans.

As our first order of business, I want the literacy committee to establish guidelines for our 2009 Summer Reading Program.  I have some ideas, but want different opinions, and want us to meet a committee consensus. 

Hope you all enjoyed the holidays as much as I did.  Also, hope you read something for pleasure.  I'm reading The Zookeeper's Wife, a gift from my daughter-in-law Laura. It's nonfiction, takes place in Warsaw, Poland, World War II.  I think the very best writing now is historical nonfiction.  When I've completed it, I'll let you know what I think. 
With the holidays behind us, let's pick up the pace of this book.  I still hope many of you who have not blogged will jump in.  Chapter 4 is very short, so I just have a couple of comments to make.  First, I particularly liked a quote on page 41:  Andy Hargreaves says, "our greatest hunger" is "the quest to know, to understand, to communicate, and to leave the world a better place."  This reminded me of perhaps my favorite quote of all (by Lincoln):  "I have an irresistible desire to live 'til I can be assured that the world is a little better for my having lived in it."  I kept this posted in my classroom and at some point asked the students to reflectively write for about ten minutes.  They were also to comment on the irony of the statement.  Choose provocative quotes and have your students write short reactions to them.  This is a great quick writing activity. 

As this chapter points out, 21st century literacy is quite complex and different.  However, I think we as educators still have the same basic responsibilities with regards to our students.  I have concerns that we often fail to make our students think and to teach them to think.  I also think our expectations are often too low.  I particularly noted Diligence as a characteristic of 21st century literacy learning.  One of the most exciting aspects of life to me is being a life-long learner, and it seems as if Diligence, for me, has been innate, but we know that's not true for many students.  Let's each challenge ourselves in this New Year to teach our students to think and to be diligent as learners.