Education Week - February 17, 2021 - 32

LESSONS
From the
Leader
Serve
unapologetically
Be upfront about the
community you serve
and be proud of your
specific vision for its
students. Clarifying your
commitments will keep you
and others focused on what
matters most.

Forge authentic
partnerships with
school leaders
School leaders get behind
initiatives that they
understand and believe
in. By participating in
the development and
implementation process,
they become genuine
partners who will champion
those initiatives even when
they encounter obstacles.

Model your vision
Use every opportunity you
have to show teachers,
coaches, and leaders what
the change looks and feels
like. Leading by example,
you can empower a
community of educators to
internalize a bold vision for
change together.

was foundational to her understanding of what
equitable schools looked like.
In 4th grade, she started attending a magnet school
designed to desegregate metro Atlanta. Students were
admitted through a combination of test and lottery.
Kelsick, who is Black, didn't know at the time that the
program was an integration effort. But the experience-
learning alongside a racially diverse group of students
all considered equally gifted, being challenged and
respected by her teachers-instilled in her the belief
that " being smart was something that anybody could
do or be, " she said. That confidence is something all
kids should be able to experience, she thought.
After high school, Kelsick attended Amherst
College. Majoring in religion, she was struck by how
interdisciplinary her learning was, exploring all sides of
an issue: history, theory, real-world application. Years
later, in those staff meetings at the D.C. charter school,
thoughts about Amherst would run through her mind.
" I was listening to those teachers talking about
uniforms and belts and I was like, they could be ...
laying the groundwork or even doing some high school
version of what I got in college. " It would be more
interesting for students, she thought, and it would
empower them to think more broadly.
She left Washington and went back to school to get
her teacher certification and a master's in theological
studies. As a teacher in the Bronx borough of New
York City and then at ECS, she tried to put this kind
of rigorous, interdisciplinary education into action,
selecting meaty texts and facilitating intellectual
debate. Then, as an assistant principal at ECS'
Inglewood middle school campus, she attended a
training that would help her scale up that vision.
As part of an effort to bring their literacy approach in
line with the Common Core State Standards, Kelsick
and several teachers at Inglewood were introduced
to Reading Apprenticeship, a literacy framework
developed by WestEd.
The approach focuses on disciplinary literacy-
teaching secondary students that the way you read a
science paper is different from how you'd read a novel,
which is different again from how you might approach
a math word problem. It encourages teachers to be
intentional about text selection and to explicitly teach
metacognition strategies, like how students can visualize
what they're reading, monitor their understanding of
new vocabulary, or describe their thought process while
working through a tricky problem.
It reflected what Kelsick had been trying to piece
together over her years in the classroom-giving
students the tools they needed to engage deeply with
all kinds of texts and ideas. Bringing it back to teachers,
she thought, would give them the road map that she
hadn't had.
In the first year that a few teachers at Inglewood started
applying the Reading Apprenticeship framework, Olivia
Penka, who teaches English and history, was already
starting to see a change in the way her middle school
students approached reading.
They used to wait for a teacher to offer them scaffolds

32 | EdWeek Leaders To Learn From | February 17, 2021

when confronted with a challenging passage. Now, they
dove right in-they had their own strategies.
In a recent class, for example, after students read an
informational passage, Penka recalled asking them to
discuss the tools they'd used to understand the text.
They came up with a list of 13 strategies, including
drawing from their background knowledge and noting
questions as they read. And if those questions were still
unanswered once students finished reading, they would
more quickly ask for help, Penka said.
English/language arts scores rose that first year, and
word spread among teachers at Inglewood, drumming up
interest in more training. But for Kelsick, it was important
to wait for teacher demand before trying to take Reading
Apprenticeship organizationwide.
" I've seen and I've done change where it's like, OK,
'Here's what we're doing,'‚ÄČ " she said. " In my experience,
it doesn't actually work. It doesn't even last out the year
sometimes.
" Teachers are professionals, and they're experts in
their content and their grade level, " Kelsick continued.
" They're going to be the ones to tell us if it works or not.
They need to see the need, the value, and feel like they
get to make choices. "
After bringing teachers, principals, and assistant
principals through the training, Kelsick set Reading
Apprenticeship as a networkwide priority for the 201920 school year. At the same time, she was reshaping
professional development and teacher evaluation. She
built a case for student-centered coaching, a model that
focuses on how the teacher's practice leads to changes
in student work and understanding. Kelsick spent a
year studying and discussing the model with school
leadership teams, developing buy-in and piloting pieces
of the strategy. It became a professional expectation for
teachers that student work would reflect growth in the
student's ability to tackle texts successfully.
All the while, she tapped principals and assistant
principals to lead this ongoing work at their school sites.
" Danielle is really good at building capacity in others, "
said Jane Wyche, the assistant principal at ECS' Lawndale
high school campus. " She brings something, she gets it
going, she identifies the right people to then move the
thing forward and then take ownership, which then allows
her to move on to: What's the next big thing? "
Navigating the COVID-19 crisis

In the 2019-20 school year, that " next big thing "
was supposed to be applying Reading Apprenticeship
strategies to math: helping students better parse word
problems and articulate their mathematical thinking.
But 2020 had other plans.
In March, ECS shut down in-person classes because
of the pandemic. Kelsick had been on maternity leave at
the time. She cut it short.
When she came back several weeks into distance
learning, Kelsick found a situation similar to what was
occurring in many schools in the country at that point in
the pandemic: educators trying their hardest to reinvent
the wheel in crisis, with little centralized coordination.



Education Week - February 17, 2021

Table of Contents for the Digital Edition of Education Week - February 17, 2021

Education Week - February 17, 2021
Baron R. Davis
Anna Heyer
Valerie Bridges
Jason Hodgson
Quincy Natay
Nikolai Vitti & Sharlonda Buckman
Danielle Kelsick
Carissa Purnell
Amy Perusse
Doug Vander Linden
A Past Leader Reflects
Education Week - February 17, 2021 - CW1
Education Week - February 17, 2021 - CW2
Education Week - February 17, 2021 - Education Week - February 17, 2021
Education Week - February 17, 2021 - C2
Education Week - February 17, 2021 - 1
Education Week - February 17, 2021 - 2
Education Week - February 17, 2021 - 3
Education Week - February 17, 2021 - 4
Education Week - February 17, 2021 - 5
Education Week - February 17, 2021 - Baron R. Davis
Education Week - February 17, 2021 - 7
Education Week - February 17, 2021 - 8
Education Week - February 17, 2021 - 9
Education Week - February 17, 2021 - Anna Heyer
Education Week - February 17, 2021 - 11
Education Week - February 17, 2021 - 12
Education Week - February 17, 2021 - 13
Education Week - February 17, 2021 - Valerie Bridges
Education Week - February 17, 2021 - 15
Education Week - February 17, 2021 - 16
Education Week - February 17, 2021 - 17
Education Week - February 17, 2021 - Jason Hodgson
Education Week - February 17, 2021 - 19
Education Week - February 17, 2021 - 20
Education Week - February 17, 2021 - 21
Education Week - February 17, 2021 - Quincy Natay
Education Week - February 17, 2021 - 23
Education Week - February 17, 2021 - 24
Education Week - February 17, 2021 - 25
Education Week - February 17, 2021 - Nikolai Vitti & Sharlonda Buckman
Education Week - February 17, 2021 - 27
Education Week - February 17, 2021 - 28
Education Week - February 17, 2021 - 29
Education Week - February 17, 2021 - Danielle Kelsick
Education Week - February 17, 2021 - 31
Education Week - February 17, 2021 - 32
Education Week - February 17, 2021 - 33
Education Week - February 17, 2021 - Carissa Purnell
Education Week - February 17, 2021 - 35
Education Week - February 17, 2021 - 36
Education Week - February 17, 2021 - 37
Education Week - February 17, 2021 - Amy Perusse
Education Week - February 17, 2021 - 39
Education Week - February 17, 2021 - 40
Education Week - February 17, 2021 - 41
Education Week - February 17, 2021 - Doug Vander Linden
Education Week - February 17, 2021 - 43
Education Week - February 17, 2021 - 44
Education Week - February 17, 2021 - 45
Education Week - February 17, 2021 - A Past Leader Reflects
Education Week - February 17, 2021 - 47
Education Week - February 17, 2021 - 48
Education Week - February 17, 2021 - C3
Education Week - February 17, 2021 - C4
Education Week - February 17, 2021 - CW3
Education Week - February 17, 2021 - CW4
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