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It illustrates the need for all hands on deck - all content area teachers need to collaborate to teach build the skills so that no one sinks!

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It illustrates the need for all hands on deck - all content area teachers need to collaborate to teach build the skills so that no one sinks!

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literacy teachers are doing all the work while others see the value but don't help

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literacy teachers are doing all the work while others see the value but don't help

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Those children who have a large gap in early literacy and are trying to catch up as more and more information is given to them. They can never empty the water out of their boat.

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It takes all hands on deck - all content area collaborating to 

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It takes all hands on deck - all content area collaborating to 

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Teachers of literacy are working hard to help students read and analyze text, (Keeping the boat afloat) Other teachers are happy to use the benefits but don't think its their job.

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Teachers of literacy are working hard to help students read and analyze text, (Keeping the boat afloat) Other teachers are happy to use the benefits but don't think its their job.

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Teachers don't see the big picture and how literacy instruction is connected from one grade level to the next. We need to work together to

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I think some teachers who are our stronger literacy teachers feel like they are at the sinking end of the boat. They feel as though there is so much to do and cover.

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We are all in this together...we need to work together to help our kids get to where they need to be.

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As long as I don't have to do it, it isn't my problem.Teachers are so focused on what their responsibilities are that they are resistant to seeing the big picture.

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The literacy instructors are bailing everyone out as that has been historically expected. Content area assumes we will shore up the needs and the boat will float (kids will read and analyze and advance) with the buckets of assistance intervention literacy instructors provide. No one else is accountable for the literacy - only folks with the buckets.

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The literacy instructors are bailing everyone out as that has been historically expected. Content area assumes we will shore up the needs and the boat will float (kids will read and analyze and advance) with the buckets of assistance intervention literacy instructors provide. No one else is accountable for the literacy - only folks with the buckets.

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Well if there is a hole in the boat, the whole boat is going down. If I were to relate this to literacy instruction, our schools may have some teachers that are not as strong as others. We have to work together to build up all of our teachers so their are no holes.

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This picture relates to literacy instruction because teachers are plugging holes in the boat depending on what the state is requiring. We are forgetting that literacy skills build on one another and we can do this together.

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This image correlates to how grade levels feel about one another's curriculum.  Upper grades feel that teaching reading is not their problem. Often, they do not see how primary work impacts their expectations.

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When teachers see poor ELA scores and they only teach Math/Science their thought is "not my department"

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Teachers of all grades and subjects may fail to understand that their teaching influences present and future learning.

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This illustration shows how literacy instruction is woven into all content areas and that instruction is a team effort.  Literacy instruction is not the sole responsibility of the ELA teacher.

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This illustration shows how literacy instruction is woven into all content areas and that instruction is a team effort.  Literacy instruction is not the sole responsibility of the ELA teacher.

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Many teachers feel that people who are not in the classroom working with students on an every day basis are making decisions for what they are expected to do. To me, this picture shows decision makers in the boat where there is not a hole, but the teachers are at the bottom working very hard to keep the boat from sinking.

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Tend to look for a quick fix instead of fixing the problem.  It takes everyone to move children along not just teachers of certain grades. 

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Tend to look for a quick fix instead of fixing the problem.  It takes everyone to move children along not just teachers of certain grades. 

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Sometimes it seems like the literacy people are doing all the work and people who are don't teach PSSA grades are sitting pretty.

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This image correlates to literacy instruction because no one feels like the sinking ship is their fault. We often are too quick to blame others or shift the blame to things outside of our control (making excuses) for why students are not performing. Also, we also often watch the failure happening without jumping in to help solve the problem before it is too late.

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As mentioned previously, we are ALL teachers of literacy.  If students aren't readers and writers, then all students and educators are going to "go down with the ship."

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On some teams, some people do all of the work.

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The term "the hole" may refer to all of the grades that actually administer the PSSA. Other grade levels may think their teaching at the younger grade levels has minimal impact

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This picture reminds me of the thinking that many teachers have who do not teach language arts instruction.  "That kid can't read, that's not my job to teach them, he's your student, not my problem." 

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This picture reminds me of the thinking that many teachers have who do not teach language arts instruction.  "That kid can't read, that's not my job to teach them, he's your student, not my problem." 

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Teacher's often focus on the four walls of their room. If a student is mis-behaving in another classroom, they will often think "well he's not my problem." This can often be the case with instruction too. If a teacher doesn't teach a tested subject or eligible content for a state test...when the scores come back...it's not a reflection on them. "We" and "Our" need to be more frequently used. Together, we need to address student needs in literacy, in every content, to create consistent learners who can apply and grow.