policy

NC House Bill 805 Analysis: Navigating Barriers to Equitable Literacy Achievement

Blog

Welcome to Sarabi Kearney, an educator from eastern North Carolina.

Introduction

Recent news headlines include the ratification of House Bill 805 by North Carolina lawmakers in July 2025. The law has been amended to clarify specific gender roles and include parental access to school and classroom library catalogs, along with the decision to opt out of classroom discussions. This policy excludes the use of textbooks. Library books are defined as  “… electronic, print, and nonprint resources for independent use by students and school personnel outside of the standard course of study for any grade or course” (House Bill 805 / SL 2025-84 (2025-2026 Session) – North Carolina General Assembly, n.d.). Local boards of education have been directed to adopt this policy under a minimum of two requirements. Public access to school library catalogs must be provided through a web-based search engine and displayed on each school’s home webpage, giving parental guardians access to approve or deny any books to be borrowed by students (House Bill 805 / SL 2025-84 (2025-2026 Session) – North Carolina General Assembly, n.d.). Book censorship has been a controversial topic in literacy policy for many years. Enactment of this policy could produce barriers to access an enriched literacy education.

Policy Stakeholders

The bill was originally proposed to protect women and children from sexual exploitation, prohibiting the unlawful publishing of pornographic material. Since this proposal, the bill was amended by Senate Republicans to include transgender policies, public school literacy materials, and classroom discussions. Governor Josh Stein originally vetoed this bill, following up with the statement, “These mean-spirited bills would marginalize vulnerable people and also undermine the quality of public services and public education” (Governor Stein Takes Action on 12 Bills, 2025). However, this veto was overridden by a majority vote in the Republican legislature and is now a North Carolina law. Stakeholders impacted by this policy include students, parents, educators, and school librarians. A proper inventory will need to be conducted in libraries and classrooms, making these books accessible to public opinion.

Implications on Literacy Instruction

            Stakeholders in literacy instruction have expressed concerns surrounding the bill. Public scrutiny creates limitations on access to a variety of classroom books. Many educators are worried that this is an attack on diverse titles and young adult contemporary texts that compose classroom and school libraries. The role of public school librarians and teachers who build catalogs of stories that represent diverse cultural backgrounds has been called into question by government officials in favor of this bill. Senator Buck Newton, a Wilson County Republican divulged his commitment to spreading this policy by stating, “… we think it’s constitutionally based that parents are the determiners, the ultimate determiners, of their children’s education, and we choose to empower them” (Keung Hui & Guinassi, 2025). Others who have voted against the bill have pushed back by labeling it as a false narrative. Senator Lisa Grafstein, a Wake County Democrat shared “There’s a narrative out there that librarians suddenly who we all grew up, you know, learning from and being guided by that somehow they’ve turned evil and they’re trying to harm children” (Keung Hui & Guinassi, 2025). Will parents/guardians place restraints on access to materials needed for high quality literacy instruction or will they create partnerships with educators who stand in solidarity with culturally responsive teaching practices?

            Concern has also been raised surrounding student participation in classroom discussions and activities that could place a substantial burden on the student’s religious beliefs. While the separation of church and state has been prioritized in public education for many years, this policy places a thorough angle on the perspective of stakeholders in literary discussions. Shared literacy experiences create a space for students to deeply reflect on their learning and engage with peers who may have similar and different takeaways from assigned readings. Discussing similarities and differences in views and beliefs is where conversations tend to become sensitive topics, and these topics must now be evaluated before they are introduced in a classroom setting. Depending on how sensitive a subject is to a parental guardian, they may choose to remove their child from the discussion, and the teacher will be tasked to provide the student with an alternative assignment that aligns with the standard course of study.

Implications on Student Learning

            Student learning outcomes are largely impacted by this policy in two ways. The instructional time/administrative load dedicated to curating catalogs and alignment or tension with current Science of Reading reforms. Some teachers have already expressed that the catalog process will divert major time and attention from core literacy planning (Keith, 2025). Sharing this information with the public is a favorable act, however, the groundwork of sorting through libraries that contain hundreds of books before students can access them will take more than a little time. An additional concern at large is a disconnect between the current push in Science of Reading principles and book censorship. While success with early foundational literacy skills may continue to improve, there is fear that text-rich outcomes such as vocabulary, background knowledge, and oral language skills may considerably plummet (Rash & Rash, 2024). Breadth of knowledge and vocabulary volume are deeply enriched with access to a wide variety of texts.

Conclusion

          As districts are aiming to be proactive in enacting House Bill 805 policies, we must consider possible ramifications or success stories that could be a result of this new policy. Contrary to the risk of narrow exposure to a variety of texts, positive home-to-school relationships could also arise under this legislation. This action ultimately gives parents the power to approve or deny their child’s access to a substantial literacy education. What parents choose to do with this initiative will determine the likely outcomes of a lifelong literacy education.

References

Governor Stein takes action on 12 bills. (2025, July 3). NC Governor. https://governor.nc.gov/news/press-releases/2025/07/03/governor-stein-takes-action-12-bills

House Bill 805 / SL 2025-84 (2025-2026 session) – North Carolina General Assembly. (n.d.). https://ncleg.gov/BillLookUp/2025/h805

Keith, R. (2025, August 29). NHCS teachers scramble to comply with new classroom library law. WHQR. https://www.whqr.org/local/2025-08-28/nhcs-teachers-scramble-to-comply-with-new-classroom-library-law

Keung Hui, T., & Guinassi, L. (2025, June 20). NC lawmakers could create religious exemptions policy for school assignments. The News & Observer. https://www.newsobserver.com/news/politics-government/article308920355.html

Rash, M., & Rash, M. (2024, August 2). ‘Dedication of our teachers’ praised in an update on the state’s science of reading journey. EdNC. https://www.ednc.org/dedication-of-our-teachers-praised-in-an-update-on-the-states-science-of-reading-journey/

Sarabi Kearney is a 25-year-old first-grade teacher currently residing in Greensboro, NC. She was born and raised in Vanceboro, NC and is a homegrown East Carolinian. Her passion lies in fostering a safe, culturally responsive learning environment for youth to thrive. She believes in implementing equitable teaching practices that support the development of each learner in meaningful and specific ways. She also believes that every child deserves access to high-quality literacy instruction, as it is the foundation for academic success and lifelong opportunity. 

We Teach English in Times of Perpetual Crisis: Selling a story of reading (and literacy)

Blog, Teaching

As a preview of his upcoming webinar, Dr. Paul Thomas shares compelling statistics and insight into historical reading wars. His response? Encouraging teacher voice in light of legislation that is poised to erase teacher autonomy and serving the individual needs of students.

Dr. Thomas is a Professor of Education at Furman University in rural South Carolina. His experience in teaching English in public schools preceded his tenure in higher education. He is widely published and the recipient of the George Orwell Award and Divergent Award for Excellence in 21st Century Literacies.

Click here to read his blog

Financial Literacy Policy Update

Teaching

Tori Young opens our March them with information that has shaped this addition to South Carolina High School Curriculum. Read more about Tori at the end of the blog.

Scrolling through social media, I often see young adults lamenting about why their teachers never taught them about taxes, credit, or interest rates. These adults feel lost and overwhelmed by the financial responsibility thrust upon them. While financial education may not look the same as it did fifteen years ago with Home Economics and Family and Consumer Science classes being defunded in several states, financial literacy is still integrated into many state standards through Social Studies and Freshman Readiness classes such as Economics or College and Career Readiness (CCR) classes. such as EPF.2.PR: “research and analyze the factors that impact personal income and long-term earning potential,” as an indicator in Economics and “students will be able to demonstrate productivity skills that will aid them in school and the workplace” as an objective in CCR.

            Financial literacy is one of the few skills taught in schools that has a direct application to life for each student at the moment of learning it and in the future, regardless of their career goals. Knowing how to manage a budget, keep a healthy credit score, take out and pay off loans, and consider healthy investments are something every American adult has to consider on some scale every day. To understand income and expenses, a bank versus a credit union, and credit and debit are simple terms in financial literacy, but understanding them can greatly impact someone’s financial success. Knowing what options are available and what they mean helps consumers make smart financial decisions for themselves and their families, as well as avoid being taken advantage of by banks, loan companies, and businesses.

            Lawmakers understand that when their constituents are financially literate, which means they can make better personal and business-related financial decisions, their states have greater economic success. Because of this, lawmakers over the past few years have begun to find ways to prioritize financial education through the standards of existing courses such as high school Economics and CCR courses that are already funded and required for graduation. Some states are even starting to require Personal Finance as a half-credit course, which teaches students how to balance a budget, plan for future expenses, understand banking and payment options, and choose appropriate loan and credit options for their personal goals. As financial literacy in middle and high school education is becoming a topic for our representatives, what should we know as teachers?

            As of December of 2023, only 25 states require at least a half credit of personal finance, with five states and Washington D.C. not including personal finance in their standards (Nex Gen Personal Finance). However, the past two years have seen exponential growth in financial literacy in high school education because more politicians have seen the importance of young people becoming financially literate. In South Carolina, back in 2022, lawmakers passed 1.101 (SDE: Graduation Requirements) to require an additional half credit of Personal Finance for graduation beginning with the current freshman class of 2023-2024 (SC Dept of Ed). To meet this requirement, many high schools in SC now require Business Ed, CCR, or Social Studies teachers to step in to teach the course. Not only do these courses help students as individuals to be financially successful, but they help their communities and states as well when everyone has a better understanding of their finances. While only half of our country is requiring this skill to be taught, it is promising that more states will be joining them in the near future.

            If you are wondering how this may apply to you as a middle or high school teacher, it has several impacts both in and out of the classroom! As a high school Economics teacher, I have found many skills from other disciplines necessary for my students to teach them personal finance effectively. We regularly calculate budgets, read data tables, and analyze graphs in class to analyze individual finance goals and overall economic patterns. Many of my students who struggle with personal finance struggle with mathematical and scientific literacy taught in the early years of schooling. For instance, the skills built in middle school science, learning about an X and Y axis, or in Algebra when dividing and working with decimals are crucial for students when they get to Personal Finance. You are building the infrastructure of financial literacy!

            Financial Literacy makes up the second standard in the current SC Economics standards for social studies. The motive is that “financial literacy is imperative in making individual economic decisions regarding spending, careers, and setting short- and long-term financial goals. Decision-making and marginal analysis tools are essential in evaluating possible financial options. The ability to make wise choices can impact one’s standard of living and future earning potential” (2019 SSCCR). In order to achieve this goal, Economics teachers rely on a foundation of disciplinary literacy across the general education courses. From ELA, we ask students to research reliable sources and read news articles to find key information about the job market to determine if their career choice is feasible and realistic. From Mathematics, we require the ability to add and subtract to manage expenses and balance a budget as well as read a graph to evaluate the highs and lows of the cost of living. And from Science, we are gathering data from sources and testing different financial choices repeatedly to come to a sound conclusion.

We can all agree the weight of financial responsibility is heavy, for everyone. In turn, when these students graduate and begin their careers, whatever that may be, these students will have the knowledge needed to navigate financial independence. And maybe one day, when they are extremely wealthy, they will remember those of us who helped them get there. 😉

If you want to learn more about personal finance and financial literacy or access free curriculum, resources, and games for students, check out www.ngpf.org. If you are an Economics teacher and your state has implemented personal finance into your standards, check out www.econedlink.org and www.everfi.net for great resources and learning modules!

Tori Young is a high school social studies teacher in Anderson, South Carolina. She is currently working on her Master’s in Instructional Design and Learning Technology at Anderson University.

On the Hill: Literacy Awareness for Multilingual Learners

Teaching

Tbis post was written by Jamie Fletcher and is a reflection on her visit to Capital Hill advocating for the literacy needs of multilingual learners. Read more about Jamie at the bottom of her post.

As educators, we are often compelled to go beyond lesson plans and grading assignments to help students learn standards-based material. Sometimes, we make classroom accommodations or modifications to the content so students can connect with the instruction. Sometimes, we go beyond the classroom and attend their extracurricular events to connect with the children. Sometimes, we advocate for them and insist on equitable opportunities in the public education system. None of this is new news to those in the education field, however, some students will soon need more than just the effort of dedicated educators.

One of the largest growing demographics in South Carolina is identified as Multilingual Learners (MLs, formerly called English language learners or ELLs). “By 2025, 1 out of 4 children in classrooms across the nation will be an English language learner (ELL) student” (NEA.org, July 2020). Across the US, the growth of MLs has risen exponentially. According to the Office of English Language Acquisition (OELA), from 2000-01 to 2019-20 school years, there has been more than a 400% increase in ML students in South Carolina. As of April 13, 2023, there were 71,727 current or monitored MLs in our state. This means they may receive services from ML educators. Students in SC who are monitored may have met the minimum program exit requirements, but must be monitored for up to four years to determine if services are still needed. Of all these ML students, less than 38% are immigrants, meaning over 62% are US citizens. Meanwhile, from 2012-13 to 2021-2022 school years, there was a 206% increase in vacancies for certified licensed multilingual learner instructors, leading to a possible decline in services and/or an increase in long-term MLs (students who remain in the program more than five years).

One maxim states that “a teacher never knows where his or her influence stops.” So, what happens when teachers unite their voices and ascend Capitol Hill? On June 21, 2023, educators from across the United States met in the offices of US Senators and US Representatives to collectively and positively affect change. The decisions made in those offices and through the votes on the Senate and House floors have a direct impact on funding and policy that trickles down to every public school classroom in America.

Prior to meetings in Washington, DC, TESOL International held their annual Advocacy and Policy Summit in Georgetown, reviewing the policy focus and explaining the impact that personal stories and sincere conversations could have. TESOL (Teaching English to Speakers of Other Languages) educators from Hawaii to Maine and Florida to California collaborated to learn how our states are different and alike and what is needed to offer equitable educational opportunities to all public school students. Carolina TESOL, representing North Carolina and South Carolina educators, attended the summit and met on the Hill to learn more about the process and to develop relationships with the offices of our senators and representatives.

As the SC Advocacy Coordinator, I started contacting DC offices to set up meetings two months prior to the TESOL International Advocacy & Policy Summit. Meetings with elected officials were requested, but sometimes staff members who specialize in education are delegated to speak with visitors. It is important to remember that these staffers are the ones who help advise the senators and representatives when it comes time to vote on policy and appropriations. Once on the Hill, 2023 Carolina TESOL President Tanya Franca and I traversed tunnels and congressional buildings to meet in different offices to share stories about education in South Carolina.

Did you know that South Carolina is one of two states with a complete ban on undocumented students pursuing higher education in public colleges and universities (technical, 2-year, and 4-year schools)? During the meetings on the Hill, Franca and I requested review and support for the 2023 Dream Act (S 365) and US Citizenship Act (HR 3194) to help immigrants seeking a pathway to citizenship, thus providing them with an opportunity for higher education.

We spoke about specific programs that the appropriations would be used for, including after-school programs and professional development for educators of MLs. We also discussed the limitations of higher education in South Carolina. On a federal level, voting for legislation that would provide a pathway to citizenship for undocumented students would improve college and career statistics, as well as graduation rates. Specifically, one student of mine who always planned to attend college moved with his family here in 2013. Beginning his junior year of high school, we were talking seriously about the SAT, ACT, and college applications and that is when we reviewed SC admissions policies. He was offered athletic scholarships and would have received academic scholarships if he was here legally. In 2020, he was accepted to North Carolina Central University where he is a starter on the football team, has the highest GPA of all players, has been nominated and earned many accolades, and is graduating in three years with a Bachelor’s degree in Business. He plans to start a Master’s program next year, but will have to remain in NC to earn the degree. This is only one example of the limitations placed on students in our state and across the country.

During our meetings, our requests for appropriations concerned ESSA Title I to support students from low-income communities; ESSA Title II, Part A to support professional learning for educators and school leaders, and ESSA Title III to improve English language proficiency and academic achievement. Other priorities for the 118th Congress include passing the Reaching English Learners Act (HR 3779) to address the critical shortage of English language teachers, as well as passing the Supporting Providers of English Language Learners Act (HR 460) to increase loan forgiveness for English language teachers.

The summit and Hill visits were meant to provide experience and build relationships. Some meetings were attended by staff members who knew the need for funding and policy updates in education; but in some meetings, we went on to explain connections between the money and the classroom, between investing in education and the cycle of poverty. The opportunities to speak with members of Congressional staff were exciting, but nothing moves quickly in DC. Carolina TESOL will continue to reach out to their offices to offer “boots on the ground” experiences in hopes of positively impacting education for Multilingual Learners. For more information about Carolina TESOL’s federal and state-level priorities in South Carolina, visit https://sites.google.com/carolinatesol.com/home/resources/advocacy/south-carolina-advocacy. Carolina TESOL is committed to advocating for Multilingual Learners (MLs) throughout the Carolinas by informing educators of national, state, and local research, issues, and policies affecting MLs and advising its membership of advocacy resources and opportunities.

Mrs. Jamie Fletcher has been teaching for over twenty years but has served the last and happiest  seven as a Multilingual Learner Program Specialist in Anderson, South Carolina.

Photo by Kenny Eliason on Unsplash

Photo by Kenny Eliason on Unsplash

Navigating Education, Policy, and Advocacy in the Face of Anti-Truth Legislation

Teaching

This post was written by Ian O’Byrne. You can read more about Ian at the bottom of this post.

In recent years, there has been a growing trend of anti-truth legislation being introduced at the state and local levels. These bills often target discussions of race, gender, and other sensitive topics in public schools. While framed as bans on teaching Critical Race Theory (CRT) or LGBTQ issues, legislation such as this is ultimately a ban on truth and history that impinges on K-12 educators’ First Amendment rights and threatens to upend the structure of education law and policy. As educators, it is important to be aware of these bills and to take steps to advocate for the right of all students to learn about the full and accurate history of our country.

A recent example

This past year, the South Carolina Transparency and Integrity in Education Act (H.3728) sought to prohibit “certain concepts from being included in public school instruction and professional development” and to provide a means for addressing violations. The bill wanted to prohibit the teaching and training on concepts related to race, religion, politics, gender, gender identity, and sexual orientation. Supporters suggested it’s a way to stick to state education standards while opponents say it opens the door to censorship. 

It is important to note that this is one of many anti-truth pieces of legislation that we’re seeing across the country.    

This legislation is organized and funded by groups like the Heritage Foundation as they provide templates to allow lawmakers and copy/paste into bills. Review the CRT legislation tracker from the Heritage Foundation here.  

Anti-Truth Legislation and the First Amendment

Anti-truth legislation refers to laws that restrict or prohibit the teaching of certain historical or factual information, which can be seen as a violation of the First Amendment rights of K-12 educators and students.

The First Amendment to the United States Constitution protects the freedom of speech, religion, press, assembly, and petition. In the context of this post, the First Amendment applies to the constitutional protections afforded to K-12 teacher speech and the potential violations of those protections by anti-truth laws. Anti-Truth laws impinge on K-12 educators’ First Amendment rights by restricting or prohibiting the teaching of certain historical or factual information, which can be seen as a violation of the freedom of speech.

I understand that legislation such as this serves as a chilling effect on educators and students. Not many educators at this point are challenging these laws on First Amendment grounds. This may be due to teachers not wanting to test these boundaries, due process, or established legal precedents.

In the tumultuous landscape of modern education, book bans, stifling class discussions, and curtailed written work have emerged as alarming consequences of anti-truth legislation. As educators grapple with navigating these challenging times, the very essence of intellectual freedom is put to the test. Book bans, often driven by ideological agendas, limit students’ access to diverse perspectives and critical thinking, hindering their ability to develop a well-rounded understanding of complex issues.

Likewise, stifling class discussions on controversial topics suppresses the exchange of ideas, hindering the development of open-mindedness and empathy. Concurrently, stringent restrictions on written work can restrict students’ creativity and force self-censorship, stifling their growth as independent thinkers. In the face of anti-truth legislation, educators and advocates must unite to safeguard the fundamental pillars of education, fostering an inclusive, truth-seeking environment that empowers students to become informed, engaged citizens ready to navigate a complex world.

What can you do?

One of the most important things that educators can do is to stay informed about anti-truth legislation in their state and local area. There are a number of organizations that track this legislation and provide resources for educators, such as the Education Law Center and the American Civil Liberties Union. This spreadsheet from PEN America helps keeps track of these bills. Once you are aware of the bills that have been introduced, you can take steps to educate your community about the importance of these issues.

Another important step is to interact with policymakers, school boards, and parents. This can be done by writing letters, attending public meetings, and speaking out at school board meetings. It is important to be respectful and to present your arguments in a clear and concise way. You can also encourage your students to get involved in advocacy efforts.

It is important to remember that the First Amendment protects the right to free speech. This means that schools cannot censor discussions of race, gender, or other sensitive topics simply because some people find them uncomfortable. If you believe that your school is violating your First Amendment rights, you should contact the American Civil Liberties Union, The ProTruthSC Coalition, SC United for Justice and Equality, or another organization that can provide legal assistance.

This protection extends not only to educators but also students in schools. Students could challenge these broader laws by arguing they have a First Amendment right to take in lessons and information from schools.

Advocacy and activism can be challenging, but it is essential to protect the right of all students to learn about the full and accurate history of our country. By staying informed, interacting with policymakers, and educating your community, you can make a difference in the fight against anti-truth legislation.

Ian O’Byrne is an associate professor of literacy education at the College of Charleston in South Carolina. His research focuses on the dispositions and literacy practices of individuals as they read, write, and communicate in online and/or hybrid spaces. His work can be found on his website (https://wiobyrne.com/) or in his weekly newsletter (https://digitallyliterate.net/).

Photo by Rod Long on Unsplash

The Impact of Educational Policy on Secondary History

Teaching

This post is written by Tori Young. Read more about Tori at the bottom of this post.

As educators, we are masters at adapting to new scenarios and thinking on our feet. Whether it is behavioral challenges in the classroom, changing grade levels or content areas, or being told a new acronym that will guide our students to academic achievement. While the patterns stay the same, change remains the one constant in our world. In a time of attention on literacy policy in our public schools, what do we do as educators when our curriculum is criticized, and our livelihood is on the line? And how do we engage students in the process of not only understanding the necessity to examine policies but also how to do this and why?

In secondary history, many communities have questioned the intentions behind the curriculum presented. Talks of Critical Race Theory and indoctrination have instilled fear in parents and policymakers for the minds of students as they become passionate voices in movements for climate change, women’s rights, and racial equality. As teachers, the impact we have on a student is apparent, and sadly there are few enough instances of teachers abusing that role to teach their own agendas. In a time of great societal change and political bipartisanship, parents have expressed their concern for their children’s beliefs being influenced. As teachers, a lot of this skepticism falls upon us, even though forceful influence is very rare to see and is quickly reprimanded. Yet, we fall victim to the fear for our careers when discussing important, yet sensitive issues. Fear is valid, even if it is a small number that has created cause for concern. Fear should not prevent us, however, from doing our job of teaching true history.

True history is based on facts and first-hand accounts. Primary sources are the best accounts we have of our world before modern media, but a good historian is aware that these diaries and newspaper articles are just as full of bias. Our role is to teach students how to spot perspectives through context and draw their own conclusions based on facts. This skill is what makes not just a good historian, but a great citizen. Evaluating the world and the policies that impact our lives through an unbiased narrative is nearly impossible. Teaching students how to maintain their own beliefs, while also educating themselves with facts and truths is far from indoctrination. Instead, it is the foundation of a true democracy. Our republic is made up of diverse cultures, lifestyles, and needs. Raising a voting population that can make change for their communities while respecting the various opinions and preferences of other citizens is what makes a democracy free and fair. When teaching tough subjects such as religion, slavery, and civil rights, have students follow up the lesson with reflection. Depending on the classroom environment, it may be good to have a discussion so that students can hear and learn from each other’s perspectives. In some cases, it may be beneficial to have students write down their beliefs and receive unbiased feedback from the teacher to ensure that they understand the content while knowing that their views are validated and safe in the classroom.

Photo by Ivan Bertolazzi: https://www.pexels.com/photo/neon-signage-2681319/

As policies in schools change, students do not always have the context. By pointing out instances in history where similar changes have occurred, showing the verbiage of standards and indicators, and creating discussion in the classroom about policy that impacts students directly, they are practicing this critical thinking skill.  By questioning the “why” behind literary policy in our social studies classrooms, students can come to their own conclusions based on the facts and their personal beliefs. This may look like having students recall a previous reading from a social studies or ELA class and having them reflect on the overall message of the author. Then, students can share with a partner what they found and try to spot context – why the author thought the message would be important. Lastly, students can analyze the impact if that message was never received. For example, if George Orwell’s 1984 was never written, would there still be people who believed that the government was completely trustworthy? Why would it matter to question the government? Where do we see examples in history where questioning the government has created change? How might the world be different if governments were never doubted or challenged? Our curriculum may be judged and altered to fit the new narrative of society, but it does not have to be a hindrance. We are always living in history; the context just looks a bit different.

Davis, W. (1925). Tennessee v. John T. Scopes [Black and White Photographic Print]. Smithsonian Institution Archives. https://siarchives.si.edu/collections/siris_arc_386642

Schools have been at the forefront of societal change several times in United States history. Challenging separate but equal through Brown v. Board of Education, questioning religious influence in curriculum with the Scopes Trial, or providing equal opportunities regardless of gender with Title IX, schools have been an environment for questioning society and legislation as the new generation learns about the world that they live in. Having schools targeted and subdued for speaking true history is not a new phenomenon, and it is not a purely American phenomenon. That does not make the changes and adapting any less scary for educators, but it does follow a pattern. Studying history helps us learn from patterns, so don’t panic. Instead, acknowledge the signs of the times, and help your students connect the dots for themselves just like you have been doing all along.   

Tori Young is a high school social studies teacher in Anderson, South Carolina. She is currently working on her Master’s in Instructional Design and Learning Technology at Anderson University.

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Policy and Advocacy in South Carolina

Announcements

The panel of Literacy in the Disciplines 6-12’s newly formed committee on Policy and Advocacy addresses a number of key topics currently affecting education and educators in South Carolina. These topics include:

  • Policy within secondary schools; true history vs. the history that is presented
  • What is in and out of classroom libraries
  • Post-truth legislation, thinking, and the First Amendment
  • What considerations teacher prep needs to address for candidates given the current political and legislative environment

This webinar was held on July 19th, 2023 at 6:00 PM (ET). Click here to view.

LiD6-12 is funded by the South Carolina Middle Grades Initiative.

Literacy in the Disciplines 6-12 (LiD6-12) was founded in 2019 to respond to an identified need within South Carolina to support all content area teachers in successfully and effectively implementing disciplinary literacy strategies. The Policy & Advocacy Committee emerged within a context of legislative attacks on public and higher education within the state and across the country. The desire for this committee is to examine how policy impacts literacy and educational practices, and how educators can participate in policy conversations and engage in advocacy for the profession.

This webinar will feature Brooke Hardin, USC Upstate, Tori Young, Anderson 5 School District, and W. Ian O’Byrne, College of Charleston.

Cover Photo by Priscilla Du Preez on Unsplash

Literacy Leadership Lessons Learned: Post-Pandemic Professional Learning

Teaching

This post is written by Jenelle Williams. You can read more about Jenelle at the bottom of this post.

I have served in public education since 1999, and I can attest to the fact that this school year has been a doozy. I have served as a middle school and elementary teacher, an instructional coach/coordinator, and now I am serving as a consultant. Working both regionally and across the state of Michigan with secondary teachers, building principals, and central office administrators, it’s easy for me to get lost in all of the challenges. Despite this reality, I have been lucky enough to witness positive momentum in the schools and districts I serve across Oakland County, Michigan. Working as a secondary literacy consultant for the 28 individual school districts in my county provides me with endless variety–though my area of focus is adolescent literacy, each district within my service area represents a wide array of contexts, sizes, strengths, and needs. 

Working with other content-area colleagues, we developed a plan of support around disciplinary literacy in our region for this school year. As is the case with most educational contexts, we began planning while still in the midst of the previous school year, so there were many unknowns. Would we experience another surge of COVID? How would districts navigate large teacher turnover? Would educators even be ready to re-engage with a shared professional learning focus? Despite the unknowns, we built a service plan based on the following beliefs:

  1. Care for the System: If districts are committed to taking up disciplinary literacy as a continuous improvement goal, they must engage in self-reflection and goal-setting around district systems–not just focus on a few professional learning days. The Essential School-Wide Practices in Disciplinary Literacy (2020) provide a basis for our learning.
  2. Break Down Silos: It is essential to have a variety of roles represented on a disciplinary literacy leadership team. At its core, disciplinary literacy is about simultaneously breaking down silos while honoring the unique elements of each discipline. Our plan would need to also break down hierarchical silos that often exist within the continuous improvement, i.e. central office leaders name the area of focus, building principals then try to interpret what that means for their building, and teachers receive the message later in the communication cycle. In order to avoid a continuous improvement “telephone game”, we wanted to bring representatives from a variety of roles to navigate the “messy middle” of implementing disciplinary literacy together.
  3. Center the Learners: Disciplinary literacy also requires that we center our learners and are willing to step back from an expert stance. If we are asking educators to make this shift, we (as the facilitation team) would also need to make this shift. One way to accomplish this is to ask each of our participating districts to host our monthly, half-day network meetings at one of their buildings. Another way is to regularly make space for participating districts to highlight their work in our monthly District Spotlight. As much as we might want additional time for shared learning around research, we know that our participating districts often learn best from each other.
  4. Plan for Tight and Loose Construction: As we know from Everett Rogers’ Diffusion of Innovation model, we can anticipate people’s reactions to innovation–whether it is disciplinary literacy or something else–to fall along a predictable bell curve (Hubbard, 2007). As much as we wish we could somehow convince all educators that our innovation is THE thing they should focus on, we know that is not possible. For this reason, our service plan was built around a “cohort of the willing”–nine districts that expressed interest in bringing a team together for a yearlong network. As part of our network series, we also encouraged districts to take this “cohort of the willing” approach to heart, supporting educators who were ready and interested in stretching their instructional practice, while gently encouraging others forward. For participating districts, this meant they were navigating a “tight and loose” construction for their implementation of disciplinary literacy: tight, in that there was clear messaging around the district’s goal; and loose, in that individual educators and departments could articulate specific areas for learning within that goal.

What can this look like? In one district, the “tight and loose” construction has looked like having multiple professional learning sessions for all educators throughout the year–use of district professional learning days and staff meetings has provided opportunities to bring middle- and high-school teachers together, both in disciplinary and interdisciplinary groupings. The Essential Instructional Practices in Disciplinary Literacy (2019), originally drafted by Dr. Elizabeth Moje at the University of Michigan and refined over the years by statewide experts, is a foundational document that has provided this district (and all districts in our network) with possible areas for professional learning. After gathering teacher perception data and engaging in data dialogue conversation, leaders in this district decided to begin professional learning with a focus on Essential Instructional Practice 2, which calls for the development of abundant, diverse disciplinary texts and reading opportunities.

The loose part in this district’s implementation involved optional Study Group sessions on other Essential Instructional Practices in Disciplinary Literacy, with an opportunity for participating educators to share their learning with staff later this Spring. For a more in-depth discussion of how professional learning can allow for a shared focus AND teacher autonomy, we recommend Investigating Disciplinary Literacy: A Framework for Collaborative Professional Learning by Christina Dobbs, Jacy Ippolito, and Megin Charner-Laird (2017).

Keeping our core beliefs at the forefront of our thinking, my colleagues and I created a predictable structure for network meetings. We asked participating districts to select a month when they would like to host the meeting. One of us acted as a point of contact, gathering necessary information about the location and communicating with the network. Each network meeting would last for three hours, and hosting districts could select whether to hold the meeting in the morning or afternoon. This structure made it more possible for all participants to attend due to time constraints and a lack of substitute teachers. Each district could select its team–some started with just a few central office administrators, some came with representatives from all levels, and some consisted of one instructional coach. All were welcome. Meetings always began with introductions and agendas, norms, and a connector. Especially at the beginning, we used the connectors as a way to build relationships across districts. As we moved through the year, one of the most popular portions at the start of the meeting was our District Spotlight–the planning team would intentionally reach out to one of the districts with a specific ask, such as, “Can you tell the network about how you’ve been engaging in instructional rounds?” Next, consultants would lead the group in shared learning around portions of the School-Wide Practices for Disciplinary Literacy. Areas of focus were selected based on the time of year and the types of decisions that districts make at those times. For example, as we moved into Spring, it made sense to focus on School-Wide Practice 7, which outlines systemic approaches to evaluating instructional materials. Perfect timing as central office leaders begin making budget decisions! Finally, each meeting ended with at least one hour of team time. Each district was assigned two consultants who would serve as points of contact for any necessary support. Finally, though the planning team had absolutely no expectations in this area, we started to find that each hosting district was excited to outdo the others–specifically as it related to food! In one district, food service employees created a magnificent spread of snacks. The next month, the hosting district asked their Foods teacher (and his students) to create an array of tasty treats. What a way to highlight teacher (and student) excellence!

As I think back, I am sure there were many more beliefs guiding our plan for supporting these participating districts, but the ones described above have been a driving force throughout the year. So what have we learned after engaging with this network since September 2022? And why am I so encouraged? First, we have learned that you don’t have to be a “perfect” district or school in order to get started with this work. What is necessary is a shared vision, passion, and commitment to the work. In one district, nearly all central office administrators are new this year. They have certainly had quite the learning curve as they become familiar with the strengths and needs of their district. However, they have committed to attending network meetings, along with individual consulting sessions with me, to craft a multi-year plan that fits their context. More importantly, we are seeing positive changes: teachers are talking with department colleagues about instruction, staff are using common terminology around disciplinary literacy, and building leaders are seeing the value in having a shared goal across multiple buildings.

We have also learned that despite everything they have experienced over the past few years, educators are just as interested in honing their craft as they have always been. In fact, some are even more concerned than ever before–they want to shake up their approaches in order to engage all learners. Even more heartening is that when provided the chance to invite colleagues and leaders into their classrooms to observe and debrief their practice, middle- and high-school teachers have been willing to open their doors. Debrief sessions from these observations highlight just how reflective and growth-minded classroom teachers continue to be.

The future is bright as we begin service planning for the upcoming school year. Participating districts are overwhelmingly positive about continuing with this work in year two, and several additional districts have expressed interest in joining in the work. We have an incredible array of resources to offer–most importantly, we will continue to make space for the most important resource–each other.

References

Hubbard, W. G., & Sandmann, L. R. (2007). Using diffusion of innovation concepts for improved program evaluation. Journal of Extension, 45(5), 1-7.

Dobbs, C. L., Ippolito, J., & Charner-Laird, M. (2017). Investigating disciplinary literacy: A framework for collaborative professional learning. Harvard Education Press.

Michigan Association of Intermediate School Administrators General Education Leadership Network Disciplinary Literacy Task Force. (2019). Essential instructional practices for disciplinary literacy: grades 6 to 12. Authors

Michigan Association of Intermediate School Administrators General Education Leadership Network Disciplinary Literacy Task Force. (2020). Essential school-wide practices In disciplinary literacy: Grades 6 to 12. Authors

Jenelle Williams is a Literacy Consultant within the Leadership and Continuous Improvement unit at Oakland Schools, an intermediate school district supporting the 28 districts in Oakland County, Michigan. She joined the organization in 2017 following 18 years of experience in public schools at the elementary, middle, and high school levels. She has served as a classroom teacher, IB Middle Years Programme Coordinator, teacher leader, and educational technology coach. An IB Educator and Examiner since 2013, Jenelle leads professional learning workshops and marks e-assessments for the International Baccalaureate Organization. She holds an Education Specialist in Leadership degree and a Master’s degree in Reading and Language Arts through Oakland University. In addition, Jenelle serves as an Adjunct Professor in Grand Valley State University’s Graduate Program and a co-editor of The Michigan Reading Journal, a publication from the Michigan Reading Association. Jenelle is passionate about supporting teachers, building leaders, and central office administrators in the area of secondary literacy, and she is especially excited to be able to support Michigan’s work around disciplinary literacy through her role as Co-Chair of the statewide Disciplinary Literacy Task Force. She can be reached at jenelle.williams@oakland.k12.mi.us, and on Twitter at @JenelleWilliam6 and @GELN612Literacy.

Photo by Felicia Buitenwerf on Unsplash