Currents in Literacy

Our School as a Center of Inquiry: A Principal's Reflection

By Barbara Fischer Long

The Rodney J. Hardy Elementary School has approximately 330 K-5 students that reflect the rich diversity of East Arlington, and it has a tradition of a warm and welcoming environment, strong parent and community involvement, academic excellence, and high standards of citizenship. Hardy School was selected in the fall of 1997 to participate in the Hood Children's Literacy Project at Lesley University. With solid faculty and parent commitment to literacy and excellence, a successful K-2 and 3-5 model in reading and writing in place, and a record of extensive professional development and experimentation supported by previous grants and collaborations, we were eager to take advantage of the tremendous opportunities afforded by this project.

One hundred percent of the faculty attended the initial voluntary meeting with the director of the project to discuss the grant, its opportunities, and to explore the directions the faculty would like to take. The faculty felt empowered and valued as they generated ideas and made direct contributions to the direction of the project. Faculty meetings and the monthly planning committee meetings continue this interaction and partnership.

As the level of trust and respect developed between the Hardy and Lesley faculties, the Hardy School became a center of inquiry. Collection of data from teachers and students are used to better understand good teaching practices and effective literacy programs. Honest and thoughtful discussions are facilitated about what is working, changes are proposed, and pilot programs are underway. Professional development generated by teacher interest and need continues to occur during faculty meetings. Once again, the teachers take a leadership role in determining how to strengthen the practices of the entire school.

A variety of initiatives have resulted from our partnership with the Hood Project, such as a summer program in reading/writing, a pilot program using AlphaSmart keyboards, the development of a web site, professional book discussion groups, the development of a literacy library, and the Literacy Collaborative program (formerly known as the Early Literacy Learning Initiative). Two major initiatives that supported our theme W.R.I.T.E. (Writing/Reading Initiative Toward Excellence) were the opportunities to contribute to Currents in Literacy and the new children's newspaper, The Hardy Times (see article beginning on page 1). Meeting twice a month on Thursdays after school, our children across the grade levels are demonstrating a tremendous work ethic and enthusiasm for writing to be published. The readership of The Hardy Times is very high and our students, parents, and teachers have expressed respect and support for the quality and participation.

As we move toward the midpoint of our involvement with the Hood Project, I feel that our faculty is more committed and engaged than ever. Ideas are percolating; enthusiasm, expectations, and interest are high; and we are eager to put the research findings into practice. We understand the value of asking hard questions, examining good practice, and collecting data in order to teach children more effectively.

We have a dedicated faculty at the Hardy School committed to helping each child to achieve her/his full potential and to rise to high expectations. A respect for all children and a joy of learning pervade the atmosphere of our school. The Hood Children's Literacy Project is a valuable collaboration for Hardy School and for Lesley University, one that we hope to extend beyond the life of this grant.