Shawn Fredericking, Yuba College (Language Arts)
As a member of the Reading Apprenticeship Project Community, I have participated in two winter conferences, a six-week online course, a two day workshop (held at our college campus), LINKS V in Fresno (as a presenter), and the summer 2012 Leadership Community of Practice. I also had the opportunity to co-facilitate a one day Reading Apprenticeship workshop at Diablo Valley College this fall. All of these activities have been extremely meaningful, giving me myriad immediately applicable resources and valuable learning experiences.
- Access to habits of mind and practices that help me to support my students in reading and learning, thereby increasing student academic success
- Tools to help me assess my teaching methodologies
- Tools to help me assess the learning of students in my classrooms
- Written materials and books to support me in becoming a more effective teacher and learner
- Learning experiences and ongoing support for my Reading Apprenticeship leadership endeavors, which will be extremely valuable in Yuba College’s quest to increase student success
- Significant support for several English faculty members (including myself) who are in the process of accelerating our developmental English sequence, which calls for increased academic challenges and increased student support
- Connection to and support from like-minded colleagues throughout California
I have used the above resources to:
- Infuse my curriculum with the Reading Apprenticeship Framework, which demystifies effective academic reading processes for my students
- Support other faculty at my college in their RA endeavors through both formal meetings (FIGS) and informal conversations
- Present the RA framework to language arts tutors and help them to use the framework in their work with students
- Support (both with small groups and individuals) students who come into our Writing and Language Development Center
Because of 3CSN, I have not only become a more effective teacher, but I am also learning how to make a difference as a leader. I am learning how to help my colleagues think about and implement evidence-based methodologies and habits of mind that will increase student success.
I have learned that “success” is a never-ending, recursive journey—of perpetual reflection and adjustment—toward mastery. Daniel H. Pink describes mastery as “the desire to get better and better at something that matters” but also “an asymptote toward which [we are] for ever approaching without ever quite reaching it.” So, my work with 3CSN has confirmed that “success” is a journey toward mastery, not an end point.