Matt Renwick is an elementary principal in Mineral Point, Wisconsin. Matt blogs at Reading by Example (readingbyexample.com), tweets @ReadByExample, and writes for ASCD. Matt is a veteran public educator, working first as a classroom teacher and now serving as an elementary principal in Mineral Point, Wisconsin. He is also a senior lecturer at the University of Wisconsin-Superior, teaching online courses in curriculum and instruction. Matt’s educational writing and consultant work focus primarily on literacy, school leadership, and technology. He has spoken at national conferences, including ASCD, ISTE, NAESP, NCTE, as well as facilitated workshops and professional learning for educators throughout the country.
Most Recent Content
Matt Renwick considers what type of feedback from school leaders can be most helpful to teachers.
If we want others to change, we first have to be open to change within ourselves. But what does that look like, and how can we embrace the tension that change brings? Matt Renwick explores change from within for literacy leaders.
Matt Renwick is like any of us—he is nervous about what he will learn when he asks teachers to assess his performance as a principal. He shares findings from a survey he gives to teachers.
Teaching the genre of tests can seem far removed from writing workshop. Matt Renwick explores how to teach constructed response in a way that is integrated with the tenets of good workshop instruction.
Matt Renwick goes out to buy a new pair of glasses, and gets a stern lecture on taking care of them. The experience makes him ponder how we get clarity for best practices in literacy instruction.
Stretch yourself, but not to the point of pain. Matt Renwick has practical tips for how leaders can continue to push themselves to grow and learn new things without succumbing to the hurry-up, stressed culture so prevalent around us.
If you want to get a quick snapshot of literacy instruction at your school, do an environmental walk. Matt Renwick shares his process and notes from one of these walks, as well as the issues they raise.
Learning new things is sometimes hard, if only because it brings out our vulnerabilities and insecurities. This is particularly true for leaders, who are already supposed to know everything. Matt Renwick uses the experience of learning to build a fence to model learning for teachers.
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