The Role of Learner

Over the past few weeks, we have been discussing the range of roles that a teacher
leader might assume to support student and school success. In one of our forum
discussions, Tara shared the link to an article called Ten Roles for Teacher Leaders.
The various roles discussed ranged from resource teachers and mentors to school
leaders and instructional specialists. One of the roles that struck me from this article
was that of a learner. The authors, Harrison and Killion (2007) state, Among the most
important roles teacher leaders assume is that of learner. Learners model continual
improvement, demonstrate lifelong learning, and use what they learn to help all students
achieve. I think this quote really struck me because when I think about what I find so
powerful in people around me that I consider strong leaders, is that they ask questions
for understanding, they are not intimidated to learn new ideas or ways of being or
thinking. They are dynamic people, because they seek to learn.
Choosing my WALO
When I first began to brainstorm ideas about what I would like to do for my first WALO
(Wicked Awesome Leadership Opportunity), it made me think about a narrow view of a
leader. I felt the need to try to organize a workshop or class, that put me at the
forefront, sharing something or facilitating some sort of discussion or workshop for other
staff members. Originally, I had planned to facilitate a Story Time workshop, but I wasnt
really feeling the idea. When the idea of a learner being one of the roles that a teacher
leader can assume, and in a later discussion with my Critical Friend, Tara, my idea for
my first WALO shifted.
For the last few weeks, my colleague Diana and I have been kind of stuck. Maybe not
as much stuck as we are isolated. Diana and I work together to plan Literacy and
Educational Programs for the South Chula Vista Public Library. One of our major
projects this year has been our School Readiness Programs (the stage for my action
research asking how libraries can help support families to get ready for school). In the
summer we had lots of momentum, we had our plan and worked hard to familiarize
families about the kindergarten experience. In the fall, we offered another readiness
program that we called Kindergarten Reboot where we focused more on early literacy
skills (phonemic awareness, phonics, letter sounds, etc). A few weeks ago, we sat down
to plan our next steps with the school readiness programs.
As we sat together, the two of us in front of our work computer, we didnt get very far in
planning our next steps or program plans. What should we do? Should we start with
new students? What will be our focus? What do you think would be most beneficial for
our next steps? These were some of the many questions that we began to ask each
other. In our setting at the library, we are the staff responsible for this program. Our
colleagues are running other programs, so our feeling of isolation began to set in. So,
we started to search the Internet. We jumped from ideas on Pinterest to looking at
kindergarten teachers blogs to finally looking at some DPs from the kindergarten
teachers at HTe. We needed to reach out, feel connected and learn more about what
happens in a kindergarten classroom. We wanted to be assured that the structures that
Christy Bystrak
WALO #1
November 1, 2013
we had put in place in our programs would help to support the transition to kindergarten.
We decided that we wanted to venture out, take a field trip out of the library, and visit
some kindergarten classrooms.
Setting Up Observations
We decided to start by setting up classroom observations at HTe and Barnard Pacific
Asian Language Academy (see Appendix A for email correspondence with HTe staff).
We chose HTe because we have been wanting to know more about some of the
projects that kindergarten students were working on. We were also interested in seeing
what the children experience at different times in the day. We chose to visit a class at
Barnard because the kindergarten classes are Mandarin Immersion classes (80% of
instruction is in Mandarin and 20% is in English). We were interested to see how
different, or similar, a kindergarten class would be. After choosing these schools, I
emailed the kindergarten teachers. Teachers from both schools promptly responded and
were very open to allowing us to observe their classrooms.
We were all set up and ready to learn. Diana and I were so excited to visit these
schools, and even more excited to experience these schools together. Unfortunately, on
the day of our first observation, Diana text me to let me know that her son had
symptoms of Hand Mouth Disease, so she was not going be able to accompany me on
the school visits. We were both bummed, but we also dont get too many chances to be
scheduled off the public service desks at the library, so I went ahead with the visits.
First Stop, HTe
When I arrived at HTe, I immediately ran into Rosemarie, one of the kindergarten
teachers. She invited me into her classroom right away. At the time I arrived, all of the
kindergarten students were in their exploratory classes, so the kindergarten teachers
were prepping other activities. This gave me plenty of time to talk with Rosemarie about
her experience teaching kindergarten. One of the most powerful things that Rosemarie
spoke of, was the power of collaboration with her colleagues. She was sharing with me,
the big picture of the plans for projects that the kindergarten classes would be working
on. For the first trimester, the students will be focusing on local heroes, in the second
trimester, they will learn about issues that affect the community, and for the final
trimester this students will create their own superheroes with missions, and unveil them
at Kinder Con at HTe.
During our conversation, I was struck by Rosemaries enthusiasm and excitement to
work and collaborate with her colleagues. In the past she mentioned that she usually
facilitated projects based on student inquiry, but when a new colleague joined the
Kindergarten team this year, they were all open approaching this school year with a
blueprint of plans already set. I applaud the collaborative work that these teachers are
doing to benefit their students. After meeting with Rosemarie for a bit, I wandered
around her classroom.
Rosemaries classroom walls had a nice mix of instructional information (calendars,
days of weeks, number charts, etc.) balanced with student work. When student work is
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WALO #1
November 1, 2013
displayed, Rosemarie adds explanations of the work or the process. By doing this, I
think it honors the work and effort of the children and also shares the importance of the
work to classroom visitors (see Appendix B for photos).
After the exploratory classes and recess, I was able to observe Rosemaries class as
they met on a large carpet for their group meeting. During this time, Rosemarie guided
the students in a discussion about the date, the weather, counting students, etc.
Watching this meeting, helped make me feel more connected, because many of the
concepts were things that we worked to familiarize students with during the summer.
Upon leaving HTe, I was feeling glad that I was able to get out of the library and visit a
place that clearly shows the power of collaboration.
Next Stop, Barnard Elementary
The next day I went to Barnard Pacific Asian Language Academy. There were a million
and one things that I loved about watching the Kindergarten teacher, Mrs. Lowe. I was
able to observe the first hour and a half of her class. During this time I observed the
morning group activity (calendar, days of week, months, counting, seasons, weather,
etc.). Aside from maybe five sentences in English, the entire time, Mrs. Lowe instructed
in Mandarin. The fact that these 25 students (none of which Mandarin is their native
language) were able to follow and respond to Mrs.Lowe blew me away. Mrs.Lowe uses
a wide array of techniques to guide comprehension her students. She had a way about
her delivery that showed she would get the students to understand by using animated
nonverbal cues, motions, facial expressions and hand gestures that helped students.
She spoke naturally and was also able to point to the many pictures and visual aids
around her classroom to further student comprehension. Mrs.Lowe seemed to know
when to take pauses for students to process instruction, and she also incorporated
songs and movements (in Mandarin) for students to sing and move to (see Appendix C
for photos).
I was struck by the intense focus that the students placed on Mrs.Lowe, and I found
myself being almost awestruck by her presence. Though I could not understand a word
she was saying, her nonverbal cues said it all, and helped to guide me through what
she was saying. I was also struck to see how students looked to one another for cues
and how others were willing to help a classmate out if someone did not understand.
This was very helpful to see, since in our programs we work with English language
learners. It is helpful to keep in mind the power of visuals, and nonverbal cues to help
students feel safe and confident in their learning. Mrs.Lowes class reminded me that
songs, rhymes, and repetition are all extremely helpful in learning and they are fun too! I
didnt get a chance to film in Mrs. Lowes class, but this video to this link (http://
www.barnardelementary.com/apps/video/watch.jsp?v=37423) is exactly what struck me
about Mrs.Lowes teaching. Visiting Mrs. Lowes class made me feel proud that many
of the concepts and structures that Diana and I introduce to our Kinder students, are
actual things that will be encountered in kindergarten.
Christy Bystrak
WALO #1
November 1, 2013
About this Experience
Although I didnt get to share this experience with my colleague as planned, there is
plenty about this experience that I am able to take away, learn from and share. Before
choosing to observe for my WALO, my colleague were feeling a bit stuck and isolated.
Getting out and observing kindergarten classrooms, has helped to renew my energy
and had also validated many of the things that we tried in our school readiness
program. Seeing the power of collaboration among teachers at HTe and the power of
nonverbal cues, music and classroom visuals in aiding student learning at Barnard, I
feel more confident and excited about our next steps in regards to our readiness
programs.
As my action research is evolving, one of the next areas that Diana and I have been
trying to address is finding ways to share information with parents about the transition to
kindergarten. In thinking about the way Rosemarie posted simple explanations and
descriptions of student work and visual aids, I believe we could expand on the idea and
work together to make the walls speak more to parents with explicit explanations the
teaching tools in our environment.
After this experience, I am left wondering how Diana and I can create the same type of
talking walls like in Rosemaries class? In regards to collaborating, are there some
ways that Diana and I can reach out to other library employees to help jump start and
stimulate our thinking when we feel stuck?
Next Steps
Diana and I havent had the opportunity to get together to share the experience I had
during my classroom observations. We have requested some time this week so I can
share pictures and my notes from what I saw. I think that sharing what I learned will be a
nice lead into our planning of our next series of planning for our programs. Getting out
and entering kindergarten classrooms helped to ground my thinking and reassured me
that many of the aspects we have purposely implemented into our program, can help
students as they transition to kindergarten. I appreciated the opportunity to get out of my
environment to gain a sense of connection with a few kindergarten teachers. I am
excited to take some of the ideas that I observed and use them to work as a catalyst for
change (another teacher leadership role discussed by Harrison and Killion.
Reference
Harrison,C.,Killion,J. (September 2007). Teachers as leaders:Ten roles of teacher
leaders. Educational Leadership,65:1. Retrieved from http://www.ascd.org/publications/
educational-leadership/sept07/vol65/num01/Ten-Roles-for-Teacher-Leaders.aspx.
Christy Bystrak
WALO #1
November 1, 2013
Appendix A-Email Correspondence
Hi Ladies,
My name is Christy Bystrak. I am a current student in the Teacher Leadership
Program in the HTH Graduate School of education. I currently work at the Chula
Vista Public Library in the Literacy Department. My colleague and I have been
working on a program that runs out of the South Chula Vista Library that we call
"Kindergarten Bootcamp". We started this program in the summer with a goal of
helping children, parents and families get ready for the transition to kindergarten.
We have had a great time running this program, but we want to be able to
venture out and see some of the awesome projects and learning that happens
inside your classrooms. With that being said, I was wondering if it would be
possible to visit your classrooms next week on either Monday or Tuesday
(October 21 or 22) from about 9:00-11:00 am. It would be myself and my
colleague Diana. If you have any questions, please don't hesitate to email me
back. Thank you so much!
Christy
P.S. Here is a link to my DP if you want to know some details behind my Action
Research.
Hi Christy,
Your bootcamp sounds fabulous and we will be happy to have you visit. The only
conflict is that students will be at Exploratory classes (engineering, performing
arts, and visual arts) until 9:30 and snack/recess 9:30-10 on both Monday and
Tuesday. (I'm cc-ing our exploratory teachers so they can share their input.) My
class will be engaged in our project work in the morning Wed through Thurs if
your schedule allows you to visit then. Thank you for your interest and we look
forward to meeting you!
Warm regards,
Cate
Hi Cate,
Sorry to get back to you so late. It looks like tomorrow is the only day that I will be
able to leave the library to venture out and see what kindergarten looks like at
HTE. I understand that the students will be in their exploratory classes, but I
would still love to come. I know that just by entering the classrooms and the HTE
building and walking through the halls I will learn a great deal from looking at
student work. I just wanted to double check that this would be okay.
Thanks,
Christy
I should be there from 9:00-11:45.
Christy Bystrak
WALO #1
November 1, 2013
That works fine for me - look forward to seeing you Christy!
Amber
Please feel free to stop by my class as well!! Looking forward to meeting with you
again--I believe we met at Odyssey this summer ;)
See you soon,
Rosemarie
Hi Christy,
I look forward to meeting you tomorrow!
Thanks,
Cate
Hi Guys,
I just wanted to thank you for sharing and allowing me to come into your
classrooms on Tuesday. There are so may great things that you guys are doing.
One of the greatest take-aways from my visit to your school was the power and
energy of peer collaboration.Rosemarie shared the plans and vision that you
guys are working on this school year with your students. It is clearly evident that
all of you and your ideas are celebrated and valued. I also appreciated looking
around your classrooms and looking at your displays of student work. In Miss
Cate's room, I loved seeing the books that your students made and the Hopes
and Dream statements from each child. You guys do a great job of honoring and
working with all of your students.
I let Rosemarie know that the Otay Branch library is close to you guys. I know
that some classes from HTE have come for Library visits. We could set up some
gallery walks on community helpers :). Joy Whatley is the Branch Manager in
case you are interested in setting something up. She can be reached at
(619)585-5786 as she is super easy to work with.
Thanks Again,
Christy Bystrak
Christy Bystrak
WALO #1
November 1, 2013
Christy Bystrak
WALO #1
November 1, 2013
(LEFT) CALENDAR AND MORNING
MEETING FOCUS WALL THAT IS
PRETTY UNIVERSAL IN KINDER
CLASSROOMS. (ABOVE) GREAT
USE OF STUDENT PHOTOS TO
SHOW EMOTIONS.
(LEFT) ONE OF MY FAVORITE
VISUALS TO SHOW PARENTS
EARLY LITERACY SKILLS
EMERGING THROUGH NAME
WRITING.
STUDENT WORK WITH
DESCRIPTION
APPENDI X B:
MI SS ROSEMARI E S TALKI NG WALLS
Christy Bystrak
WALO #1
November 1, 2013
(LEFT) CALENDAR AND MORNING
MEETING FOCUS WALL THAT IS
PRETTY UNIVERSAL IN KINDER
CLASSROOMS. (ABOVE) PICTURE
VISUALS FOR REFERENCE POINTS
DURING CLASS MEETING.
(LEFT) GARDEN OF GOOD
MANNERS IN BOTH MANDARIN
AND ENGLISH
STUDENT WORK
APPENDI X C:
MRS. LOWE S VI SUAL CLASSROOM