Interview with Terri Keck
Principal of Henry Clay Elementary School, Ashland, Virginia
K-2 school: 2 Head Start classes, 350 students, 21 teachers, 3 reading specialists, 1 math specialist, 3 special education teachers
Principal Terri Keck knew her school had to make changes and had to make them quickly. In an effort to increase student achievement and close the performance gap, the Henry Clay school staff accepted a collective responsibility for student learning. They wanted to provide a consistent language that reached all learners and provide children with the tools needed to read and understand difficult texts. It was clear in order that in order to achieve this, a systematic approach to reading was needed.
Jackson Consulting: Tell us about your school community.
Terri Keck: Ashland is a small town, but we're fortunate to have strong community involvement. The community provides supplies and volunteer number are high. But, you know, there are always worker bees who jump in, and we're always looking for ways to encourage more parent involvement.
JC: What about the "history of literacy" in your school and instruction methods and student performance prior to your implementation of a literacy program?
TK: Before Jill Jackson, four years ago, our district used the Harcourt Reading Program and teachers used guided reading, teaching children at their developmental level and word study. Reading instruction was based on the Reading First components and National Reading Panel: phonics, phonemic awareness, fluency, vocabulary, and comprehension. Classes had at least three groups based on the children's developmental reading levels. But, we knew our students could be achieving at much higher levels.
JC: What was your role in the change and how did you get started?
TK: I was able to attend a summer program, sponsored by the Virginia Department of Education, on implementing a core reading program with Jill Jackson. Jill kept asking the question "Well, if you're doing it, is it working?" And the answer for us was, "well, no." I stayed after the sessions and kept asking Jill questions, and she was very supportive, but it came back to the same question: "Is what you're doing working? And if it isn't, why do you keep doing the same thing?" This was an "Ah-ha" moment for me. I called the principal of my sister school and told her I felt I had found the way to raise the bar. And that summer became the summer of anxiety and hope for us.
JC: What were the "non-negotiables" of introducing the literacy instruction?
TK: First, that we start right away - in the next school year. That was painful because I had attended the sessions in July; to start the new literacy program meant our teachers had to start their lesson plans all over. Second, that the program be introduced at all grade levels, not phased in. That meant all three of the school's grades would be using the Harcourt Reading Program with fidelity.
JC: Did anything happen that ever made you think "this isn't worth it" and what kept you going?
TK: Well, change isn't easy. The teachers at Henry Clay are very knowledgeable in curriculum and they wanted to be sure this implementation would be compatible for all learners. And I can't say that everyone was on board, which was distressing. But "no change" was not an option. Right away our kindergarten reading specialist and teachers were doing wonderful things with the program and became its biggest boosters. They were the key players in the change process. Their results were just awesome and seeing the results in their classrooms was evidence enough to me that the program worked and was worth the transition of implementing the program with fidelity. It became a spiral effect with the other teachers in the other grades. Concepts were introduced much earlier than in the past, and the teachers were impressed that the students could master these skills.
JC: How different do instruction, student performance and leadership look now?
TK: Instruction is focused and all children are getting an equity shot to master new concepts and skills. There are many opportunities for differentiation through skills that are being introduced, with scaffolding activities for each lesson. The instructional aides are providing pre-teaching in classrooms and are excited that they are contributing to the success! We teach reading every day for at least 120 minutes. There is more small group instruction so that all learners can be successful. During grade level meetings, student achievement is addressed and data is analyzed to guide instruction.
JC: Is there anything you wish you would have known that you know now?
TK: Well, I would have attended the seminar earlier in the year to give the teachers more time to prepare to implement the program. I attended in July, and I was convinced we had to start right away when school opened the following September. That did not give me much time for discussions with the teachers so they could begin planning for the new school year over the summer.
JC: Do you have any advice for others who need to make significant improvement in their literacy scores, but haven't begun to make adjustments?
TK: I could be a hardcore saleswoman for Jill Jackson's program – Implementing a Core Program with Fidelity! But I would ask the same questions of those thinking about changes that Jill asked me: "Is what you are doing working? And if it isn't, why are you still doing it?"
JC: So now what? Where does your literacy focus remain at this point? When do you think you'll be done and can rest?
TK: Rest? I'm a principal – there is no rest! One thing I'm doing is making sure I explain our literacy approach when I'm interviewing for new hires. I'm constantly networking with other principals to get other points of view – and that is very helpful. Also seeing how other schools and districts are implementing the program gives me many helpful ideas. Our literacy focus is on always improving instruction and reaching all learners.
My life as a principal may have been easier if I had never met Jill Jackson and learned how to implement a core reading program, but the children of my school – and that of our sister school – are better for it.