Saturday, December 13, 2008
Diane Cordell responded to a Wordle Meme this week, so I thought I'd take up the Meme and create one for Portable Teacher. A meme is the spreading of an idea peer to peer or in this case via the Internet; at least that's my working definition of memes. She was "tagged" with the meme. I've never been tagged but I liken it to several people responding to the same prompt. I was pleased to see that Portable Teacher's wordle focuses on students and school, mirroring the purpose of our blog. Teachers are tiny and students are mighty in the wordle. Like a fact checker, wordles provide an image of a blog or user's focus. Over the summer, I blogged about Wordles and created a few with my Delicious account.
How could use Wordle in class? It would be interesting to type in an article's web address and use the wordle to talk about theme and main idea--which reminds me of Kylene Beer's example of the most important word strategy in When Kids Can't Read. Instead of chosing the words yourself though, Wordle would choose them. I wonder what students would make of that.
Want to make your own? Go to Wordle and enter your text or url to see the results.
Wednesday, December 10, 2008
Newly elected school board members have just held a vote that reverses school start times. The school boarded voted last night, but it's unclear when we'll swap the schedules. High school in my county starts at 9:30. Last year, we began at 7:20, but the board flipped schedules with the middle schools in order to save transportation costs. for me this meant an increase in child care costs; an effect, I imagine most parents experienced. This year, I wondered if our later start time would bump up student achievement (based on the research about teens and sleep). Ultimately, it is what it is. The people of Orange County elected these school board members on their promise to return to the original start times. Who knew those promises would be fulfilled so quickly?
DH Design. "Alarm Clock." Flickr. 12 Aug 2007. 10 Dec. 2008.
Saturday, November 22, 2008
2 things I want to remember and do: This I Believe podcasts and live blogging in Socratic Circles... more later! Regie Routman's onstage now!
Tuesday, November 18, 2008
anything by Gail Giles--she's a big hit this year
What My Mother Doesn't Know by Sones
Sweethearts by Zarr (?)
Lessons from a Dead Girl by Knowles
13 Reasons Why by Asher
Fact of Life #31 by Vega
anything by Sarah Dessen
A Boy at War by Mazer
The Brimstone Journals by Koertge
We're tracking our thinking--that's the big push with our reading right now--and it is amazing how kids will jump into an activity, any activity, if they can use post-it notes. We reviewed what they should be "paying attention for" while they're reading, and they went at it like experts. There wasn't a crazy flurry of post-its, but a serious thinking about their thinking. They are charting lots of interesting vocabulary, lots of questions, and lots of "It made me feel..." kinds of things. The students will use their recordings to write about their reading, and in a few weeks, they'll use the post-its to trigger their speaking during book groups.
What are they "paying attention for:"
-questions, either about why the author wrote something or about things that confuse them
-things they think will be important later (predictions)
-things that make them "feel"
-interesting uses of words and language
-places where meaning breaks down
-connections to other readings or to themselves
My favorite thing? We're reading for at least 25 minutes every day this week, and the kids are excited about it!!!
Monday, November 10, 2008
Collier County elementary school students will no longer receive zeroes, but fifties. The new policy requires teachers use 50% instead of 0% when scoring elementary students' work, even if the work was not completed.
I am a high school teacher and I have long believed that an F is an F is an F. I do not use zeroes when evaluating students. That's right--even if they turn nothing in, I put a 50% in the grade book.
Why do we have a 10 point range for letter grades A - D but a 59 point range for an F? Zeroes destroy an average and do not represent what a student knows and is able to do. Imagine you have a student who earned a perfect score on a test. Let's say the student earned 100 of 100 points possible, a 100%, but failed to turn in the next assignment (also worth 100 points) for whatever reason. If you calculate grades using the total points system as many high school teachers do, then that student would now have a 50% average. Does that number truly represent what that student knows and is able to do? Or are we grading a behavior?
When students in my classroom do not turn in work, I mark the grade book with a "DND" for did not do. The DND is a 50%. When I confer with Students and parents about a student's progress, I have yet to meet a parent for whom DND was not descriptive enough. If a student is determined to fail, a 50% won't change that, but for the struggling student working to achieve, the 50% is hope and a second chance.
What do you think? Leave us a comment to continue the conversation!
PS: Want to read more about it? Here are a couple of online sources. For professional books, you might check out Marzano's Transforming Classroom Grading or Wormeli's Fair Isn't Always Equal.
"Competitive Grading Sabotages Good Teaching" by John Krumboltz and Christine Yeh
"The Case Against Zero" by Douglas Reeves
Saturday, November 8, 2008
Below are the workshop handouts. Leave a comment or give me a tweet if something doesn't make sense or you want to extend the conversation.
Finding the Magic Peer to Peer
Saturday, November 1, 2008
Ive been thinking about cell phones and zero tolerance policies for quite a while. Asking technology presenters/consultants/evangelists and others how you make this tool work in a zero tolerance culture. I remember David Warlick telling me that in 5 years it wouldn't matter--everyone would demand access to their personal, portable data. I don't have 5 years. I mean, maybe I do, but as a classroom teacher, I have 50 minutes. I have today, yesterday, tomorrow and next week. I want it to work now. Don't you?
I did play Jumbli with my morning students yesterday. We played for the last 15 minutes or so of class. They used 1 cell phone per team to text the words to the game. They were so engaged they jumped up out of their chairs to text words. I think the high score was somewhere in the 500s with one team texting 52 times (in about 15 minutes) compared to my lowly 27 texts messages sent. Jumbli sends each phone a text back saying how many points you score, so it was easy to review the words students sent in and calculate their points after the game.
During lunch I shared the story of the game with an administrator who said that such class use of cell phones makes it very difficult to enforce our "no cell phone" policies. I understand that, but... I've always held onto that "but" in the back of my mind. But can we use them for instructional purposes? But can we....? No, we can't. It's one thing to believe something, quite another to break ranks. We can't send teenagers mixed messages and still achieve consistency school wide.
This week I had two parents talked to me concerned about their teens texting at school to meet friends (or boyfriends or girlfriends) on campus during class. That's a problem. That's a safety issue. Can teaching students digital citizenship solve that safety issue? Does letting them use phones in class muddy the issue? Can building a cultural of responsibility solve it? What do you think?
I understand the administrator's position and the administrator understood mine. We talked about the instructional purpose of the phones in class and about other authentic and instructional uses of cell phones, even. We could see each other's sides, but not compromise. Policy is policy and safety is our number one concern. I get it. The administrator said to finish out the day but not to do it again.
I did not finish out the day letting students use their phones. I did show my afternoon classes the game and we used my phone to text in a few words but it wasn't the vocabulary building free for all of the morning classes, no one jumped out of there seat to find or text a word. Maybe one day we'll figure this one out. Maybe one day, like Warlick said, we'll change school policy. In the meantime, we won't be using cell phones in class. Also, I'm ordering Liz Kolb's new book (2 copies!).
Friday, October 31, 2008
Today is "Fun Friday" in my AVID classroom. A day when we do team building activities or have guest speakers visit. I had planned to try and play Jumbli with students. Have you heard about Jumbli? It's the scrabble-esque game you can play live on a billboard in Times Square. Quite fun, especially when the letters rearrange themselves on your computer screen after receiving your text. I thought that would be a nice fun Friday activity, that is until I learned what a problem texting can be at my school. It seems that students text each other to meet during class time--meet at the bathrooms, meet in the hall, clandestine encounters, some likely innocent, others decidely not. So, I'm torn. I do believe that cell phones are more tool than toy and am ordering a copy of the book from ISTE by Liz Kolb as I type. I've long wanted to use them as such in my classroom and I've tried to have conversations with administrators and tech evangelists about making use of cell phones in zero tolerance policy school climates, but I don't have any easy answers. I'd be interested in hearing how you keep students safe (and productive) when using cell phones in a high school classroom.
Saturday, October 18, 2008
Isn't there so much you want to do in your classroom? I want to have students working on the computer, creating projects, managing and manipulating information. I want my students to read every day--in print or online. I want students to write--to create podcast scrips, to detail their lives in narratives that we can then turn into essays comparing and contrasting the past to the now. There is so much that I want to do with my students this year. It can be overwhelming, can't it?
Scheduling sets us up for success. With a routine and systems in place, we can do more. I'm teaching ninth graders and routine is everything in order to get them to develop habits of mind and to become academically engaged. Students need the stability of the schedule--they need to be able to count on it 100% of the time, so that their minds can think about something other than "what are we doing!"
We begin each day with reading: 10 or 15 minutes of reading workshop time. We're building a reading habit. We work together and in small groups on Monday and Wednesday (me teaching and students practicing), students work with each other in tutorial groups on Tuesdays and Thursdays. Fridays are "fun" Fridays in the AVID program guest speakers and team builders mostly. We're making progress.
Students are starting to predict what we do in class, "we're reading today, Miss?"
I smile, saying a simple yes.
“Every day we read, Miss?”
“Yes, we do,” I reply. Students settle in to books or notes or textbooks.
It's time well spent building background knowledge, building vocabulary, and building reading habits. Time that students have started to count on.
Monday, October 6, 2008
Unfortunately, I’m reminded of a conversation with a Republican friend of mine from the last election. I asked her why she was supporting Bush. She had absolutely no idea. She couldn’t tell me one reason why she would vote for him, she just knew that’s who she was voting for. This is an educated woman; a college graduate who makes more than $100,000 a year. Scary! And it’s really the same for my students. They do not know what the candidates stand for. They have no idea how the new president might affect our country or why you should pick one over the other. So, I certainly feel it’s my obligation to take this teachable moment and show them things they might consider not only for this election, but for the future presidential elections when they will be old enough to vote.
To begin with, we are participating in an online project sponsored by the National Writing Project called Writing Our Future: Letters to the Next President. It is a great way to teach persuasive writing and to look at topics the president is responsible for. In addition, I’m having to teach my students how to work with Google documents, which has been great fun and will have applications far beyond the end of this project. Although it is too late to sign up for the project, you can certainly get your students looking at persuasive writing and talking about the issues. Visit the website at http://www.letters2president.org/.
If you want some professional models, visit http://yaforobama.ning.com/. This is a forum for young adult authors to explain why they support Obama and for teenagers to respond. In response, a Ning was set up for McCain at http://yaformccain.ning.com/, but unfortunately, it does not yet have the same type of participation. Regardless of who we, the teachers, support (because this is about teaching the importance of the election and the issues, not about getting kids to believe exactly what I believe), these sights show persuasive writing and different perspectives, and they encourage young people to be aware and to vote. And because they are both nings, they are communities and participation is encouraged.
Finally, it is a good idea to point out that no matter who is speaking, ideas and records can be misrepresented in political speeches. There are many writers out there who are getting paid to check the facts for us. Here are a couple:
http://politicalticker.blogs.cnn.com/category/fact-check/ and http://blog.washingtonpost.com/fact-checker/.
Last week was homecoming. On Friday, spirit day, my ninth graders were wound up. Excited about the homecoming pep rally (their first for which most paid a dollar) the buzz in the room swirled around the parade, the game and the dance. Sensing that the lesson I had planned wouldn't be very effective against the lure of homecoming and after a few weekly essentials we abandoned our agenda. Instead of scoring their AP Human Geography essays with the state's writing rubric, we talked about the meaning of homecoming and I painted spirit designs on their faces. Of course, my administrator came into my classroom for a classroom walk through. My assessing administrator had yet to walk through my classroom though the principal has, twice. Face painting was not the first impression I wanted the administrator to have of my teaching, but when I laughed about the Murphy's law of it with my principal at the football game later that evening, she said to me, "you were building relationships." And you know what? We were. I am building relationships. I am also sowing seeds of school spirit and pride.
Do I feel guilty about giving up instructional time to something that seems so frivolous on the surface? I do. However, in the near twenty years I've been teaching I've grown to be more of a realist. I chose to spend some instructional time (25 minutes a class period) building relationships and school spirit. I chose to connect. My freshmen had never experienced homecoming--this was a big high school moment for them. Did I sit behind my computer? Did I put a movie on and grade papers? Did I give students unstructured "free time"? No, no and no. I think there are many ways we teachers can choose to spend instructional time and though some moments may seem frivolous, we're teaching just the same.
Friday, September 26, 2008
The answer can help change (or hinder) your whole school year.
How to get them involved? Some of the things I have used (and will continue to use):
-send home a parent survey asking for insight into their child
-call them or email them every so often with a "good news tidbit" about their child
-invite them in to the classroom; even if they never come, knowing my door is open to them seems to make parents more comfortable with me as a teacher
-involve them in the homework
One example of this that worked really well last year was to send home four questions about courage. The students wrote their answers, the parents wrote theirs, and then they discussed. The students wrote a synopsis of the conversation, the parents signed it. I received so many thank you notes I was amazed! (Got this idea from Janet Allen's Plugged into Reading series)
-invite them in to read with the class
I did this last year, and over 20 parent showed up for a silent reading day!
Parents are the best allies we have. Reaching out to them has made a huge difference in my classroom.
Thursday, September 25, 2008
I am trying to teach my ninth grade AVID students how to use questioning in tutorial sessions. Tutorial sessions are a cornerstone of the AVID (Advancement Via Individual Determination) program. Essentially, tutorials are two days a week. Students form a question the night before tutorial--preferably a higher level question. When students come into class on tutorial day, I group them by subject area. They meet in groups of 7 or less with a service learning student-tutor. Here's a quick sequence of the "ideal" session:
- The tutor gets everyone settled in a circle; tells students to take out their textbooks or notes that they brought to tutorial.
- The tutor goes around the circle and asks each students reads/shares their question.
- The tutor chooses one student to begin.
- The student (now student presenter) begins by asking the tutorial group his or her question.
- The group members then try to help the student answer their questions by guiding them to the answer with questions.
- Everyone gets to be the student presenter and every group member focuses on one presenter at a time, offering support through the questions they ask.
- To wrap up we reflect. The last 8 minutes or so of class are spent reflecting on the tutorial (plus, minus, interesting or another reflection strategy).
While writing the equation on a small whiteboard, the first student might say, "My question is how do you use the distributive property to solve/simplify linear equations like this one: 3 [7-5(x-y)]?"
A peer in the group could respond by asking, "What does "Please excuse my dear Aunt Sally" mean?
The presenter might answer, "parenthesis, exponents, multiplication, addition and subtraction."
The same peer or another from the group could then ask, "What happens when you subtract 5 from 7?"
The presenter would do that step on the whiteboard, getting 3[2(x-y)].
Another peer might ask, "can you distribute the 2 to the x and y, multiplying 2 times x and 2 times y to clear that parenthesis?"
The presenter would try that step on the whiteboard, getting 3(2x-2y).
The peer responds, "What happens if you distribute the 3 by multiply 3 times 2x and 3 times 2y?"
The presenter completes the step, getting 6x-6y.
A peer (or the tutor at this point) says, "is that as far as you can go or can you simplify the equation even more."
It's simplified, so the student presenter has been led to their answer. Here's just the first minute of how it went in class the other day...
Math is easy, or easier to conceptualize. Well, I see how to use the questioning process in math. Equations are neat, portable and clean. AP Human Geography is not--especially not when students are not reading their textbook and when they do not understand what they are supposed to be learning. The tutors and I lapse into telling when students questions break down or when the other students in the group disengage. The students can question me to no end when we are doing a lateral thinking puzzle, or when we are talking about a topic that engages them, but creating questions about their content classes that will lead them to learning is much more difficult.
Part of me thinks that the students don't know enough, much less the answer to the original question, to lead their peer in the right direction. Perhaps questioning--even just the idea of being curious to develop a deep understanding of a subject is abjectly foreign to freshmen. I'm not sure, but I sure need help teaching them how to speak only questions during tutorials. Any ideas?
Saturday, September 13, 2008
Students partner up and use a Venn diagram or a Double Bubble map (Thinking Maps) to learn about each other’s similarities and differences and their graphic organizer also serves as their prewriting for their piece. After they have gathered information about each other, they then divide their paper up into 3 columns labeled Me, Us and You. I avoid the words “Hotdog style” when talking to students about folding their paper. (I think that dumbing our teacher language down deserves another blog.) Students then write 3-5 stanzas that reveal their similarities and differences. I challenge them to rhyme within the body of their stanzas although they don’t have too.
What do I do while they are writing? I am gathering my data from them for my “Poem of Many Voices.” While they are working together as partners, I move from group to group and ask each student to come up with a similarity and difference that we share.
This lesson builds several skills. It fully integrates reading and writing. It incorporates the use of comparison and contrast skills, one of Marzano’s high yield strategies. I extend the lesson by teaching signal words related to comparison and contrast. I also have the students write a paragraph before writing the poem. Students build listening and speaking skills while doing this. I would love to read your students’ work or hear about how this lesson worked for you.
Have you ever attended a conference, virtually? Progressive and innovative, the K-12 Online Conference invites us to participate. More than 40 sessions will be posted to the conference blog, I'm looking forward to "hearing" the keynote speakers I follow in Twitter like Chris Lehmann, Vicki Davis, Alice Barr, Bob Sprankle and more.
Put it on your calendar and set a reminder. I'll "see" you there!
Tuesday, September 9, 2008
How do you teach students something on the computer? I usually demonstrate the process and think aloud for students as I show them what to do. This year, the team on which I'm working has set a goal for teachers to keep assignment calendars on Google. Most of us have set up Google Calendars and since I am the AVID Research teacher, responsible for supporting students in all of their classes, it was up to me to teach students how to access, sign up for and print their Google Assignment calendars. Is one lesson ever enough? Not in my world, so I make handouts (Accessing Google) and screen casts. A screen cast is like a digital movie, but instead of showing me, it captures my voice/explanation and what is happening on my computer screen. My favorite screen caster maker is Screencast-O-Matic. There is just something in the "o-matic" that makes the whole process sound easy to me. Here's the lesson I made and posted to our virtual classroom. It's not perfect, but I'm hoping it's an explanation that makes sense. What do you think?
Wednesday, September 3, 2008
The beginning of the year is coming together time in my classroom. We do team building activities, complete surveys, write narratives and begin to gel as a team. I enjoy this "getting to know you" time with students. The best website I've found for team building activities is Wilderdom.com. From ice breakers to ropes course activities, you can probably find it there. I keep a binder of the directions and support materials for each of the team building activities. As I'm organizing it (or reorganizing it from the year before) each year I plan my sequence of activities. How do you build comfort and trust in student teams? I always wonder at teachers' sequences for team building.
Our beginning sequence takes at least two weeks because in between team building, writing and initial assessments, I have to take care of house business like schedules, the code of conduct and the like. Nonetheless, here's my team building sequence from the first two weeks:
Tuesday, September 2, 2008
Welcome back to school everyone! I hope you all have great years!
I'm a huge fan of teambuilding at the beginning of the year, for a number of reasons. Here is one of the activities I love. Unfortunately, I don't know who to attribute its creation to, but please know I didn't invent it, I just adapted it to suit my classroom needs.
1. Have a bag full of colored paper strips, one for each student in the class. I use green, blue, red, purple, and orange.
2. Students draw a color strip out of the bag; this is their group and tells them which prompt to respond to. (Prompts listed below.)
3. Students respond individually in writing to their prompts, then share their responses with their other group members.
4. Once all members of their group have shared, the group writes a "We Are" poem that combines information from each of their responses. You can modify an "I Am" poem template, or leave it more open-ended for the students.
5. After "We Are" poems are completed, groups share them with the whole class.
green: If you had unlimited money, what would you buy yourself, and what would you do to benefit at least one other person?
blue: Water and sky. Which is your favorite, and why?
red: Write about a time you were so angry you saw red. Or, if that has never happened, write about things that COULD make you that angry.
purple: You are the ruler of your country. What law would you pass to make yourself happy, and what laws would you pass to help the citizens of your country?
orange: What motivates you? Why?
You can modify the prompts to fit your curriculum. Give a shout if you'd like some ideas.
They're reading, they're writing, they're talking, they're sharing...it's a great day! (Or, when you have 47 minute periods, a great two days!)
Labor Day is the last holiday before the school year truly kicks in, even for us teachers who start school earlier. Today we’re celebrating the last of summer and looking forward to a rich and rewarding school year by launching Portable Teacher. We are a group of full-time teachers with more than 40 years of teaching experience between us. We juggle district and state mandates with what we know to be best practice. We come from different parts of the country but come together over the idea that all good teachers want students to become life-long learners and readers who will become critically literate, participatory citizens in our democracy.
Our schools and students are different, but the issues we face as classroom teachers are the same. We wanted a place to write about our teaching and to share our ideas informally. Portable Teacher will be that place. A place to jot down what worked for us and a place to write about what didn’t work. We hope it will become a place where conversations that matter start and carry us through the school year. We hope you will take some of the ideas with you into your own classrooms, thus the portable part of our moniker, and then return to comment on how they worked. Portable teachers share portable ideas and may even teach, as two of us do, in portable classrooms. Welcome to Portable Teacher.
Want to know more about who are we? Here’s a brief introduction:
Lee grew up in Miami, FL where she got a spectacular education in the Miami Dade County Public Schools. In addition to participation in clubs, sports teams, honors and Advanced Placement classes, she had the good fortune to do an internship at the Dade County State Attorney’s office when Janet Reno was there. She also spent a grading period going to school in Israel with the Alexander Muss High School in Israel. These amazing experiences helped shape her view of education and the world, and ultimately led to her decision to stay in education.
Lee is in her fourteenth year in the classroom. She began teaching in 1995 in a middle school which was piloting the Orange County Literacy Project. After four years in Orange County she went to teach overseas in Turkey. While living overseas, she was able to travel quite a bit throughout Europe and Asia, including field trips with theater students to Zurich and Moscow. She taught in Turkey for four years and Darlington, South Carolina for two before returning to Orlando. She has taught language arts in all grades 6 through 12. She is currently in her fourth year at Cypress Creek High School in Orlando, Fl.
Lee has National Board Certification and has served as a Teacher Leader and Department Chair. It is her privilege and pleasure to spend her days trying to connect with teens in order to help them understand the value of education and the joy in reading and writing.
In the book “The World is Flat” by Thomas L. Friedman, there is a section where a parent asks what courses their child should take to become ready for the rapidly changing world they will enter. Friedman recommends finding the best teacher in the school and taking their course, no matter what they teach. The best teachers inspire students to become lifelong learners. Maurice Draggon placed the goal of inspiration into heart of his teaching. Specializing in instructional technology and web 2.0 resources, Maurice Draggon seeks every day to not only teach “lessons” but life long skills that can be applied whether one grows up to be a banker or a bio-chemist. Maurice sums up his teaching and life philosophy in two words: Think Beyond.
Christine Landaker teaches 8th grade English in Massachusetts. But she learned to be a teacher in Orange County, Florida with Lee Ann, Lee, and Beth. She has been teaching since 1993, and knew from the moment she set foot in a classroom as the teacher, this was what she was meant to be doing. Originally, Christine taught social studies/history, and she is a Nationally Board Certified Teacher in that area. This year, she is going to work on her certification in English. Keep your fingers crossed for her!
Christine counts herself unbelievably fortunate to have worked with Dr. Janet Allen in her literacy institutes, and she and Dr. Allen co-wrote the book Reading History: A Practical Guide to Improving Literacy.
When she’s not teaching, Christine can be found with her nose buried in a book, her hands digging in the dirt of her garden, or wielding her chef’s knife in the kitchen. She’d love to hear from you with teaching, gardening, and cooking tips and is always looking for another great book.
Beth Scanlon has taught English for Speakers of Other Languages (ESOL), reading, and English for the past fifteen years in Florida. She currently teaches English I to ninth grade ESOL students in the AVID program. She also teaches three service learning classes as part of The Center, Cypress Creek High School’s reading, writing, and tutoring center and works part of the day as the curriculum resource teacher.
She attended the University of Florida and earned her bachelor’s degree in English and her master’s degree in English Education from the PROTEACH program. In 2005 she completed her doctorate at the University of Central Florida. She used autoethnography as an approach to study her classroom. She is certified in English and has earned her ESOL and reading endorsement. In 2000 she earned National Board certification in Adolescence and Young Adult English Language Arts.
She is also a teacher consultant for the National Writing Project at the University of Central Florida. She recently coordinated NWP-UCF’s Volusia County Open Program for elementary school teachers. She came to teaching through her love of coaching although the only coaching she does these days is in the classroom for both teachers and students.
Lee Ann Spillane
Lee Ann has been teaching since 1972 when Mrs. Madigan, her fist grade teacher, gave her the responsibility leading one of the reading groups. She was that kind of kid. The kid that needed to be given responsibilities in the room lest she wreck havoc. She also liked being the leader. She’s been a leader in her own classroom since 1989. After an internship teaching senior International Baccalaureate, Advanced Placement and Gifted classes, she felt the need to go back to school. While in graduate school, she taught in the first year writing program at Florida State University. Immersed in English literature (Milton and the Renaissance) and in teaching writing, she decided after being in college for more than 8 years to get some real world experience and returned to Orlando, FL to teach. She returned to graduate school as a beginning teacher and it was at the University of Central Florida where she met and began working for her mentor, Dr. Janet Allen.
As a teacher she is known for her work with high school readers and writers. Language Arts and Nationally Board Certified, she has taught ninth, tenth, eleventh and twelfth grade English of all levels. If you’d like to learn more about Lee Ann, visit her website at http://www.laspillane.org or follow her on twitter (spillarke).