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.
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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.
Matt Renwick rejects the notion of “carrots and sticks” for school improvement when it comes to understanding and motivating teachers. He provides a template for a professional development session to help teachers celebrate and reflect upon growth.
Matt Renwick considers how assumptions about teachers and students can stymie leaders and learning in schools.
Matt Renwick has to confront his “blind spots” and assumptions when his data from instructional walks about classroom talk in small groups and whole-class teaching situations does not match teacher perceptions.
Matt Renwick explains how the Never Again protocol for professional development sessions can help teachers rethink and revise their literacy practices.
Matt Renwick is surprised when his son completes a reading quiz that isn’t required, and finally realizes it’s all about reading response.
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