After leaving Chicago Public Schools and a collective teaching career than spanned several decades, I decided to do two things: The first was to re-engage with my growing family and a significant friend base. The second was to enjoy a closer reading of the professional development that most influenced my professional career, and provided the fuel for the most important work that we teachers do – maximizing opportunities for all students to build participate fully in a literate learning community.
While preparing for a workshop I am writing, I came to find myself discovering, as often happens in close reading, the authors’ purpose loudly and clearly the second time I read through the Harvard Institute material. Although I am aware that it is somewhat cliché to say “A-ha!” at a moment of unanticipated discovery, I shouted to the thinking partner in my brain that I had unearthed two big reasons why we need Common Core Standards in my research.
It was back in 2006 when I was a delegate to the Critical Issues in Urban Special Education: Improving Outcomes for Students With Disabilities at Harvard University that presenters and participants sought to share the findings of extensive research related to serving the needs of all children – from birth to graduation through daily lectures and small group discussions. Two robust themes emerged and were interwoven throughout the research presented – relationships and access. Both are critical factors in ensuring that all students benefit from their schooling experiences.
Want to learn more?
Plan to attend my session at “Harvesting the Fruits of Literacy“, the 2014 Illinois Reading Council’s Conference
Are We There Yet? A Summary of the 25th Annual Learning
Differences Conference, Harvard Graduate School of Education:
Overview of 25 Years of Research and Practice
Friday, October 3rd, 2014 from 3-4 PM
More info can be found here