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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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.
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.
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