May 19, 2011
To Whom It May Concern:
It is my understanding that Ms. Anna Williams has applied for a teaching position in your school district. She has asked me to write a letter of recommendation, per the requirements of your application process. It is indeed my great pleasure.
My experience working with Ms. Williams includes both advising, instruction and supervision. I first met Anna as a student when she applied to participate in Albion College’s Student Research Partners program. I was working with colleagues around the country on the National Writing Project’s (NWP) Legacy Study—a retrospective study of leadership and professional development over the first 20 years (1974 – 1994) of the NWP. Anna assisted me with a range of tasks so that I could complete data analysis and prepare a monograph for the US Department of Education. She was not only curious and enthusiastic in this work from beginning to end, she also demonstrated sincere respect for what she was learning about teacher leadership.
After she applied and was accepted to the Teacher Education Program (TEP), Ms. Williams was a student in two classes I taught, Literacy Pedagogy in Elementary Schools, fall semester 2008, and Boundary Crossings in Elementary Schools, spring semester 2010. In both situations, I noticed immediately how she shared her foundational commitments of being curious about reading and writing and playful when building relationships with children and youth. For example, Anna conducted an excellent assessment survey of early literacy, capturing a young child’s idiosyncratic remarks and strategic thinking, in Literacy Pedagogy in Elementary Schools. Further, she prepared a thoughtful curriculum unit that involved city mapping and extensive writing, as well as conducted a multi-level class assessment, in her pre-student teaching field experience, Boundary Crossings in Elementary Schools.
These values played a key role in her, as well as others’, learning. Anna’s work, moreover, reflected detailed attention to the qualities and criteria expected. This was especially evident in her timely responses to children, their families, mentor teacher and student teaching supervisor during student teaching. Anna gave generously of herself in order to support children learning a new strategy, continuing a conversation with a peer professional or parent, re-thinking how to monitor and document students’ participation and learning, and communicate insights into students’ diverse approaches to learning. Her aims toward academic excellence and professional development have been commendable.
In the midst of her regular academic study, Anna also invited me to serve as her honor’s thesis adviser. For this project, she completed a thorough reading of anthologies and academic reviews of multicultural children’s literature. Through this Anna found a stark
Page | 1 underrepresentation of literature about Middle Eastern cultures and ethnicities, especially with respect to Armenian heritage. Being part Armenian herself, this under-representation was of personal significance. Although not actively involved in the Armenian community, Anna considered writing a thesis to allow her to more clearly name her identity, as well as provide further access to cultural pluralism for elementary age children. Anna produced a poignant story of an American girl who meets her Armenian grandfather for the first time, when he joins her family to grieve the death of his wife—the grandmother the young girl never met. Anna’s writing peeled back the layers of nuance involved in learning about unobserved cultural heritage and deciding what to bring forward as cultural inheritance. She produced remarkably creative scholarship.
During her student teaching, Anna gleaned a range of insights that reflected how much she had extended and focused the scope of her vision of teaching and learning. More specifically, Anna deepened her awareness of the power of peer-to-peer interactions in building classroom community, and she saw herself as a more deliberate perspective taker by listening intentionally to children throughout the school day. Anna recognized her own learning as influenced by all those around her.
Ms. Williams’ background experience with counseling, library services and performing arts provide another layer of influence into her enthusiastic manner. Each of these experiences reflects a commitment over time to draw from different approaches and learn while in the midst of the work.
Anna’s interest in your school district fits seamlessly with your mission to provide an engaging, supportive and diverse environment where learning is an active, joyful process of discovery. Small class size ensures individual attention from a remarkable faculty committed to nurturing in each student a love of learning that endures. Her background volunteer experiences and academic accomplishments reflect an ethic of care and excellence in her aim to become an joyful, scholarly teacher. And, her student teaching provided a place for her to collaborate effectively and creatively with children to develop a community of learners, shaping successful tomorrows for herself, others and them.
In sum, Ms. Anna Williams is a generous person. I have confidence that she will bring to any educational position a sincere commitment to professionalism, an ambitious work ethic, and a warm and embracing sense of humor. I am pleased to recommend Ms. Anna Williams. She will certainly be an asset to your faculty. If you have any questions, please contact me by phone (517-629-0559) or Email ([email protected]).
Cordially,
Kyle D. Shanton Kyle D. Shanton, Ph. D., associate professor Education Department, chair & Ethnic Studies Program, acting chair