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Reading is passion for Orange schoolteacher
(by Sali McSherry - December 23, 2008)
Reading is passion for Orange schoolteacher
By SALI McSHERRY
To say literacy specialist Maren Koeph is passionate about reading would be an understatement. She wanted to be a teacher since she was in the second grade.
"At Moreland Hills Elementary School, something remarkable is taking place," she said. "Over the past 10 years, teachers and administrators have worked together to produce a learning network to support our students, our staff and our parents. Like the apprehensive peasants in "Stone Soup," folks have gradually emerged from their isolated 'huts' -- their offices and classrooms -- to generate mutual resources, solutions and innovations. Through joint endeavors, we created a comprehensive literacy system."
And in her book, "Synchronizing Success," published by Stenhouse Publishers this year, she shares how they did it.
Mrs. Koeph "took on the challenge of leading her school's literacy program through systemic reform and improvement," said Timothy Rasinski, professor of curriculum and instruction at the Reading and Writing Center at Kent State University, who wrote the book's foreword. "This book truly is the story of a school that opted to move away from the status quo."
"A comprehensive literacy system forms a dependable framework for continuous improvement that can absorb and integrate changes in technology, research, methodologies and the revolving doors of political directives," Mrs. Koeph said.
"Synchronizing Success" is the story of Moreland Hills School's development of "an efficient and effective network of literacy support" for students in kindergarten through fifth grade. Mrs. Koeph presents three guiding principals that underlie the comprehensive system: continuity across practice, instructional language, assessment, etc.; ongoing professional development: and collaborative leadership," according to the publishers.
Kids need to understand what their teachers' expectations are, and they should be consistent from classroom to classroom and from grade to grade, Mrs. Koeph said. When teachers use the same criteria and monitoring system, it benefits students tremendously and kids won't get lost through the cracks. At Moreland Hills School, "we have a collaborative mindset," a shared ownership approach, she said.
A graduate of the University of Akron and Kent State University with a master's degree in reading, Mrs. Koeph said when she was a young child, "I tried on the role at least a thousand times, in youthful play, and refined my ideal with the influence of many remarkable teachers who modeled patience, high expectations and encouragement. I wanted to make a difference in the future, one treasured life at a time, to return the favor."
The practical guide illustrates how "school leaders can create a comprehensive literacy system by aligning change components with a vision for literacy education. It offers tried-and-true processes for developing job-embedded professional development, common literacy assessments, consistent instructional frameworks, prioritized curricular focus and timely and targeted intervention," Mrs. Koeph said.
Through 18 years in education, Mrs. Koeph has served in roles such as special-education teacher, reading recovery teacher, literacy specialist and professional developer, to school communications coordinator Louis DeVincentis said.
At Moreland Hills School, she coordinates and facilitates a comprehensive literacy vision integrating quality literacy instruction, professional discernment and a collective and timely response to struggling readers, he said.
Mrs. Koeph spent two summers and many weekends over the last two years writing the book. Her advice to those who are considering writing a professional book: "Write, reflect, revise, invite readers for feedback, revise, (take a breath) revise again."
Her passion for teaching is reflected in her quest for learning. "There is nothing so wise as a child's point of view on our world," she said.
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