Page 68 - EdViewptsSpring2020

Previous and current members include to conduct frequent one-on-one occurs organically as each meeting
elementary classroom teachers, ESL conferences with students, incorporate unfolds. Rich children’s and adolescent
teachers, media specialists, middle student voice into lessons and routines, literature has served as an impetus for
school language arts, math and sci- and generally seek to develop a deep lengthy discussions (and occasional
ence teachers, instructional coaches, understanding of each student’s debates) about polarizing educational
and supervisors of special education individuality and unique perspective. topics such as grading practices and
and curriculum. Participants arrive with Armed with personal experience as homework expectations, as well as
post-its placed in books and annotations book club members, these teachers salient social issues including poverty,
jotted in margins, as reminders about appear to be well-positioned to help gender identity, and gun violence.
excerpts or ideas worth dissecting with their students productively engage in “We all bring our own experiences,
colleagues. We pose questions ranging social structures (partnerships and both professional and personal to
from clarifying plot points to interpret- book clubs) around reading. One this group, and we always leave the
ing authorial moves. We discuss our teacher reported that after a class session with much more than what
students’ preferred genres, interests, discussion about her membership we had when we began it. A different
and developmental readiness levels. in the teacher book club, a group of viewpoint, a deeper connection, and
Teachers share ways in which they are students initiated their own impromptu validation of our craft through this
incorporating the book into their lessons book club, which met during lunch comradeship, the teacher book club
and units, or anecdotes about recom- periods and after school. is truly a gift to be treasured.”
mending books to specific students, “Having these diverse books in my
modeling what it means to be a passion- classroom library - that different - Josephine Schneider
ately literate person. students can relate to and see media specialist
One professional text anchors the themselves in these books - I Impact Is Felt Across
clubs to a theme each year, while the believe is the most important effect Schools and District
children’s literature selections change or result of our book club.”
monthly or bi-monthly. The clubs study - Nicolle Hallman Howell Township is comprised of 12
strategies for responding to literature sixth grade language arts teacher schools, but the book club is one
and methods for prioritizing choice and community of practice, where teachers
agency in classrooms. Participants try Professional Learning connect across schools and build
out techniques with their students and Takes a Fresh Shape deeper professional learning networks.
return to book club bearing specific “Being provided the opportunity to
feedback and often, new realizations The Standards for Professional Learn- converse socially and professionally
about teaching and learning. This ing, published by Learning Forward with colleagues fosters a positive
year’s titles were chosen for their (2011), state that, “Professional learn- climate between each other. In
representation of diverse characters, ing that increases educator effective- addition, it connects us to our
perspectives, and identities, as well ness and results for all students applies colleagues from other buildings (our
as their potential value in reference to research on change and sustains district is large) that we don’t get to
district conversations around equity support for implementation of profes- see and talk to often.”
and access for all students. sional learning for long-term change.” - Lauren Baratta
“I really felt trying out some of the A unique feature of our book club is sixth grade language arts teacher
lessons from What Do I Teach that participants enroll for a full school
Readers Tomorrow impacted my year, as opposed to compulsory, As a district, we devote time to
teaching. Time is always an issue, isolated professional learning events. analyzing data, evaluating programs,
and this made me find the time to try The year-long commitment is criti- and iterating our approaches as we
new strategies out.” cal, as it ensures that participants are seek to provide an equitable education
willing to devote time to this endeavor, to all students. Teacher book clubs
- Claire Schoenenberger, which in turn allows the group to form a open educators’ minds to the many
special education teacher strong bond as its members learn more ways in which we can reach students
By engaging in the book clubs about one another month after month. and meet their wide range of social,
alongside teachers, administrators Despite the long-term commitment, emotional, and academic needs.
are able to learn with, and from, for the past two years, the book clubs Indeed, as we continue our efforts to
teachers in a relaxed, personal setting. have reached capacity fewer than 24 personalize learning environments for
Administrators also notice positive hours after being advertised. Book club both students and teachers, teacher
shifts in instructional practices when members discover that each participant book clubs serve as prime examples
visiting the classrooms of participating wears a distinct “lens,” through which of learner-led experiences, the power
teachers. Perhaps not surprisingly, he or she approaches and interprets a and impact of which resides in the
book club participants have been text and even a conversation. A level of unique perspectives and contributions
observed encouraging their students to trust forms among group members as of a team of invested, empowered
select and discuss popular children’s a result of the frequency and informal individuals.
literature. These teachers also tend nature of the small group meetings,
and as a result, authentic learning

Educational Viewpoints -66- Spring 2020