I spent the last week in New York City following up with administrators, teachers, and students at several public high schools that I visited the first week in January. The purpose of my visit this time around was to discuss the Reading Horizons pilot that is currently being conducted there. I visited one or two public high schools each day, riding the subways to various parts of the city, including Brooklyn, Queens, and Manhattan, and walking to the historical school buildings (some days in the rain and snow, which added to the adventure). In this blog post, I wanted to provide a snapshot of what I experienced there by including a highlight of each day:
Monday: At the first high school I visited, I introduced a teacher to the Haitian-Creole native language translation feature on the Reading Horizons software. He was very excited to learn about this feature since he has a student in his class from Haiti who is frustrated because he wants so badly to show what he knows, but his low level of English proficiency limits him. I watched the teacher enthusiastically activate the Haitian Creole native language translation for his student and then call his Haitian student over to show him the words and instruction translated into Haitian Creole. Then I watched a huge smile form across this student's face as he saw and heard his familiar mother tongue, recognizing that this tool would help to break down the language barrier that has impeded his progress and confidence since he has been in the United States.
Tuesday: I observed a couple high school ESL classes who are using the Reading Horizons software. I was impressed with how engaged and on task they were. I had an opportunity to do some model teaching of Reading Horizons direct instruction at the end of each class. I asked them about their experience with using Reading Horizons. They love it! I asked them how the Reading Horizons program helps them. They responded that Reading Horizons helps them with the following skills: reading, writing, vocabulary, pronunciation, and spelling. As the class ended and I dismissed them, they said, "Come again!" I would love to. I love their smiles.
Thursday: I spent the whole day at one particular high school on Thursday and was able to meet with several teachers and visit several classrooms using the Reading Horizons software. The Reading Horizons program is embedded into their school schedule during SSR (Silent Sustained Reading), which means that several teachers and students are using the Reading Horizons program. I was very impressed with the teacher collaboration at this school. These teachers have taken the Reading Horizons program and run with it, collaborating with each other, helping each other where needed, and teaching each other new things they discover that work well with students. I was also very impressed with their principal who is very supportive and wants to ensure that her teachers have what they need to be successful. She is a believer in professional development, and she is planning to provide Reading Horizons training for all the teachers in her school.
Friday: I had the opportunity to go to the Board of Education building to meet with network administrators Janine and Geri who are helping to oversee the Reading Horizons pilot. (Susan, also a network administrator who I had also worked with during the week, was tied up in another meeting on Friday.) I enjoy working with these experienced leaders which allows me to witness their contagious passion for what they do, unafraid of change and the unpopular and taking initiative to make things happen to remove impediments and move things forward.
A couple additional highlights of my trip included meeting with a friend Dani Shurtleff, volunteer coordinator for Rising Star Outreach, to reconnect and discuss the summer volunteer program that I am training on the Reading Horizons program.
I also was able to meet with a friend Shaun Parry, Broadway performer, as I was heading out of town. I met Shaun in India in January. He is the founder and director of Promethean Spark, a non-profit organization dedicated to teaching life skills through the performing arts to impoverished children throughout the world, including India, Africa, and Central America. He had just barely flown in to New York City the day before after being away for three months in India and Kenya. It was great to reconnect with him. I am impressed with his contagious passion and sacrifice.
I'm grateful for all the good that goes on in individual classrooms in various corners of the nation and the world. I feel lucky to have the opportunity to witness some of this good that often goes unnoticed.
Do you have an experience with witnessing unrecognized good being done in the classroom, in either a traditional or a non-traditional context?
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