# data[].attributes.headline
I hope to see teaching practices that recognize kids' full humanity and that actively and intentionally push back on both systemic and interpersonal inequities. I hope to see teachers critically reflecting on and revising their own practice so that they are constantly improving in how they work with children and with content.

# data[].attributes.subject
I hope to see teaching practices that recognize kids' full humanity and that actively and intentionally push back on both systemic and interpersonal inequities. I hope to see teachers critically reflecting on and revising their own practice so that they are constantly improving in how they work with children and with content.

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I hope to see content that is geared towards supporting kids' ability to make and express meaning. In particular, I want to see content that helps children learn to be critical and fully engaged members of all of the communities that they are a part of (e.g., classroom, school, family, neighborhood, state, nation, etc.). I want to see content that helps kids learn to productively and generatively question the status quo and contribute to the continual construction of the world they live in.

# data[].attributes.subject
I hope to see content that is geared towards supporting kids' ability to make and express meaning. In particular, I want to see content that helps children learn to be critical and fully engaged members of all of the communities that they are a part of (e.g., classroom, school, family, neighborhood, state, nation, etc.). I want to see content that helps kids learn to productively and generatively question the status quo and contribute to the continual construction of the world they live in.

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Students in every grade
should see themselves in texts as they learn about the larger world around them.

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In order for the complexity of literacy and ELA understandings to grow over time there is a need for teaching practices that support a gradual release of responsibility. As the content and context grow increasingly challenging, teachers often withdraw support (assuming because students are more proficient, they need less). In actuality, teaching practices that teach, prompt and reinforce learning or model, allow time for supportive practice and lead to independence remain critical across the grades. Solid blocks of time for authentic reading and writing in ELA and across contents with space for co-construction of ideas through dialogue, technology and interaction should ground literacy teaching.

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I hope to see YA paired with  the canon.

# data[].attributes.subject
I hope to see YA paired with  the canon.

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I would love to see teachers come out of a curriculum and allow standards to drive instruction.  I would love to see teachers having fun with teaching so that joy moves on to children.  I would love to see teachers take assessments, and notes and use these notes to improve daily instruction.  I would love students to understand feedback and the role of how to use it effectively to self-advocate and move instruction forward.  Praise vs feedback is still an issue.  I would like us to stop leveling children and to level books and stop making a students instructional or independent a non-moving group. I would love to see teachers and all teaching staff implementing a classroom that is moving beyond the I can't and figuring how to move toward the can. I also want to figure out a way that all students are included regardless of IEP, EL times and having teachers having meaningful engaging practices that move instruction forward.

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I hope to see students who are developing a love of reading, writing, and learning.

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I hope to see students who are developing a love of reading, writing, and learning.

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Cohesive integration of reading, writing, speaking and listening for the sake of literacy learning and across all content areas. This learning should spiral across days, weeks, months and years and allow for individualized trajectories while honoring an outcome that engages all in truly becoming literate and active in family, community and wider civic engagement.

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I hope to see a strong cross connection in all content domains that will lead to students truly comprehending and understanding texts in a variety of genres that lead to students truly loving and understanding various materials.   I would love to see more understanding especially around interactive read-alouds, and independent time with teachers understanding the purpose and having teaching dive into their own passion for genres and bring the literature out of the texts in various modalities.

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I hope to see classrooms where teachers and learners are engaged in a supportive community of learning. To me, this means the kids are working together (as opposed to seeing themselves as isolated individuals or, even worse, as in competition with one another). It also means that teachers are making both micro and macro decisions in how they interact with kids, how they support kids to interact with one another, the content that they teach, and how they teach it that actively work to disrupt inequity and transform their spaces in ways that support kids' full humanity.

# data[].attributes.subject
I hope to see classrooms where teachers and learners are engaged in a supportive community of learning. To me, this means the kids are working together (as opposed to seeing themselves as isolated individuals or, even worse, as in competition with one another). It also means that teachers are making both micro and macro decisions in how they interact with kids, how they support kids to interact with one another, the content that they teach, and how they teach it that actively work to disrupt inequity and transform their spaces in ways that support kids' full humanity.

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I hope to see teachers allowing students to engage in effective talk that leads to self-understanding and independent techniques that drive their education forward. I also hope with that being said, teachers also understand students abilities and willingness to remind quiet and how questioning and understanding plays a role in a safe-classroom environment.

# data[].attributes.subject
I hope to see teachers allowing students to engage in effective talk that leads to self-understanding and independent techniques that drive their education forward. I also hope with that being said, teachers also understand students abilities and willingness to remind quiet and how questioning and understanding plays a role in a safe-classroom environment.

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Teachers genuinely want to know more about their students as humans, as learners, as readers and writers. This knowledge is leveraged to build and expand the classroom community, to deepen literacy understandings and to increase opportunities for teaching and learning so each individual grows increasingly curious and engaged.

# data[].attributes.subject
Teachers genuinely want to know more about their students as humans, as learners, as readers and writers. This knowledge is leveraged to build and expand the classroom community, to deepen literacy understandings and to increase opportunities for teaching and learning so each individual grows increasingly curious and engaged.