Renewal, Unidos: Recapturing Our Voices, Our Agency, Our Mission

New Mexico Council for Teachers of English Fall Conference, 2017

8:00 – 8:45: Registration and continental breakfast (main lobby) 8:45 – 9:00: Slam poet, Sophie Toth, senior at College and Career High School (Conference Room A/B) 9:00 – 10:30: Opening session (Conference Room A/B) o Author, Ann Hillerman o Executive Director of the National Council of Teachers of English, Emily Kirkpatrick 10:30 – 10:55: Q&A with Emily Kirkpatrick and book sale and signing with Ann Hillerman 11:00 – 11:45: Breakout session 1 12:00 – 1:00: Lunch from Atrios Catering (Conference Room A/B) o Lunch keynote, Emily Kirkpatrick o Passing the NMCTE torch 1:15 – 2:00: Breakout session 2 2:15 – 3:00: Breakout session 3, NMCTE Executive Committee Meeting (M165) 3:10 – 4:00: Conference closing remarks and paletas from Pop Fizz! (Conference Room A/B) o Michelle Jewett, conference survey o Mary Rice, announcing NMCTE Journal o Maria Ladd, announcing next year’s conference (October 19th ‐ 20th) o Lisa Martinez, closing remarks o Diane Walker, poetry reading

Follow NMCTE on Social Media: Conference Hashtag: #NMCTE2017

@NMCTE @NMCTE

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Conference Welcome Thank you for your interest in the New Mexico Council for Teachers of English and for participating in the first conference hosted by the recently reestablished New Mexico Council for Teachers of English. We are pleased that this conference is finally upon us, and we are thrilled to continue the work of NMCTE’s past Executive Board Members. Immediately after approving the new charter in March, we began planning this event in the hopes that it would help us reestablish our position in New Mexico and new vision for NMCTE moving forward. Without the work of the Steering Committee, and their commitment to NMCTE’s future, we of course would not be here today.

As the Steering Committee members sat down nearly a year ago to begin the work of re‐chartering NMCTE, many of our initial conversations focused on creating a new vision and focus for the organization. We discussed a wide range of topics, including promoting literacy development across the curriculum, encouraging teacher self‐care, as well as advocating for linguistic and cultural equity for all students, and that all of this work should be nestled in the context and reality of New Mexico educators. We hoped that although our organization’s title indicates that we are committed to teaching English in New Mexico, that we understand that language development is not solely the work of English teachers. This year’s conference theme—Renewal, Unidos: Recapturing our Agency, our Mission—closely resembles that of the National Council’s 2017 conference and also captures what we believe is NMCTE’s purpose moving forward.

We hope that as you enjoy the company of your fellow educators today that you are inspired to continue your affiliation with NMCTE throughout the year and will consider helping us further establish our position and relevance in the state.

With much gratitude, Lisa Harmon‐Martinez, Executive Committee Chair

Executive Committee Members: o Marissa Bannerman, Steering Committee o Mary Fahrenbruck, Steering Committee o Lisa Harmon‐Martinez, Steering Committee and Executive Committee Chair o Misty Horning o Michelle Jewett, Steering and NMCTE Affiliate Liason Officer o Maria Ladd, Conference Committee Chair o Alfredo Lujan, Steering Committee and NCTE Liason o Jason McIntosh, Steering Committee o David Puthoff, Conference Committee, Conference Program Development o Portia Sharp, Steering Committee o Zandree Stidham, Steering Committee o Michelle Thompson‐Loyd o Diane Walker, Steering Committee

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NMCTE Extends our thanks to: o Emily Kirkpatrick, Executive Director of the National Council of Teachers of English o Anne Hillerman, local author o The Sandia High School Graphic Arts Program, created NMCTE logo o Pat Graff, previous NMCTE board member o Atrios Catering, (505) 298‐4800 o Pop Fizz!, (505) 508‐1082 o Albuquerque Public Schools, venue donation at the Lincoln Building and IT support o Jacob Martinez, APS Lincoln Building Technology Coordinator

National Council of Teachers of English Mission Statement The Council promotes the development of literacy, the use of language to construct personal and public worlds and to achieve full participation in society, through the learning and teaching of English and the related arts and sciences of language.

NMCTE’s Purpose The New Mexico Council for Teachers of English (NMCTE) is an affiliate of the National Council of Teachers of English (NCTE), seeking to promote improvement in the teaching and learning of all phases of literacy and Language Arts, from Pre‐K through Post‐Secondary and in all content areas and languages.

The purposes of this organization shall be: 1. To provide networking opportunities through conferences, social media, and professional development. 2. To encourage cultural diversity and linguistic equality in the teaching of literacy. 3. To serve as an information clearing house for the latest literacy research and best practices. 4. To articulate literacy development and instruction. 5. To promote and interact with inspirational leaders in the fields of literacy education, language, and literature. 6. To promote and interact with New Mexico authors, illustrators, and storytellers. 7. To collaborate and connect with other literacy activities in the state, such as conferences, schools, districts, colleges, and university departments, the New Mexico Public Education Department, other educational agencies, and NCTE. 8. To encourage self‐efficacy within teaching and learning. 9. To support teachers and learners of literacy across New Mexico. 3

Conference Keynote Speakers

Anne Hillerman, local author Anne Hillerman is delighted to continue the mystery series her father, the best‐ selling author Tony Hillerman, created beginning in 1970. Anne's debut novel, Spider Woman's Daughter, follows the further adventures of the characters Tony Hillerman made famous: Jim Chee, Joe Leaphorn and Bernadette Manuelito. Released by HarperCollins, the book received the Spur Award from Western Writers of America for Best First Novel.

Her second mystery in the series, Rock with Wings, was released in May, 2015, and quickly became a New York Times best‐seller. The third novel in the reinvigorated series, Song of the Lion, was released in April 2017 and takes Bernie and Chee to the Grand Canyon and Tuba City, Arizona while Lt. Leaphorn helps solve a murder with a clue from long ago.

Anne also is the author of Tony Hillerman's Landscape: On the Road with Chee and Leaphorn with husband/photographer Don Strel. In collaboration with St. Martin’s Press she established The Tony Hillerman Prize for best first mystery novel set in the Southwest. She lives and works in Santa Fe with frequent trips to the Navajo Nation. Anne belongs to many writers’ organizations and serves on the board of Western Writers of America. In 2015, she was deeply honored to be invited by the University of New Mexico to present the annual Rudolfo and Patricia Anaya Lecture on the Literature of the Southwest. She is a frequent presenter at the Tucson Festival of the Book and represented New Mexico at the National Book Festival hosted by the Library of Congress. Emily Kirkpatrick, NCTE Executive Director Emily Kirkpatrick is Executive Director of the National Council of Teachers of English (NCTE), one of the most influential literacy and education organizations in the United States. The celebrated innovator and organizational leader joined NCTE in November 2015. Kirkpatrick’s business acumen in building organizational strategies; ability to envision benchmark initiatives that link policy, practice, and research; and tenacity in pushing for creative results to hard‐to‐solve problems position her as one of the most notable thought leaders in the literacy and education space.

She previously served a 17‐year tenure at the National Center for Families Learning (NCFL), the last 7 years as Vice President and chief innovator, where she provided change leadership to evolve the organization’s mission and strategy. Under her guidance, NCFL created Wonderopolis®, a digitally based learning platform that unites educators, parents, and children around ongoing learning outside the classroom. Wonderopolis® was recognized by TIME Magazine as one of the Best 50 Websites in the World.

A dynamic speaker, leader, and innovator, Kirkpatrick has traveled the world for both work and play, holds board and advisory board positions with three noted education organizations, and also leads literacy education for her most important audience – her three sons.

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Breakout Session 1: 11:00 – 11:45

How Do You Feel About Your Hair? Strand: Secondary Education: High School (9‐12) Lead Presenter: Cheryl Tomlin, Secondary Teacher Co‐Presenter: Lauren McDougall Room: M172 Using text sets to answer life's most pressing questions, learn how to improve reading skills, provide differentiation strategies, and help students make connections to text, self, and world, all through a discussion of hair. Text sets help us to explore various topics, genres, and strategies for active reading and text engagement, including discussion formats.

Engaging Boys in ELA Strand: Secondary Education: High School (9‐12) Presenter: Jacob Kolander, Teacher/Department Chair English Language Arts Teacher, Post‐Secondary English/Writing Instructor Room: M161 When you hear “behavior difficulty”, “disengaged”, “not doing work”, or “falling behind”, what group of students do you think of? If you’re part of the global educational system, the answer, almost invariably, is BOYS. Not just a local issue, boys falling behind, especially in English Language Arts, is an international concern that has world leaders thinking about how to get boys motivated, reengaged, choosing rigor over apathy, and finding greater academic achievement in school. This session is specifically designed to address those issues. Based on four years of engaged research into the gender gap occurring in New Mexico, nationally, and globally, this interactive presentation will have you thinking and acting differently about boys and where they stand in our classrooms. This session addresses the reality of boys in our educational system, and the risk we run by ignoring the growing need. I will ask you to tell your stories, share your observations, and bring your willingness to learn how to better engage with and promote rigor among our young men. Please be ready to share your best practices as I will share mine, and together, we can begin creating the change we need to make our classrooms a place of growth and learning for ALL our students.

Shaping rhetorical voice with T’ai Chi’s conceptual metaphors Strand: Secondary Education: Middle School (6‐8), Secondary Education: High School (9‐12), Community College/Post‐Secondary Presenter: Stephen Weatherburn, English Instructor, NMHU Co‐Presenter: Aimee Lynn Stearns, Graduate Teaching Assistant, NMHU Room: Conference Room A In this interactive workshop, we practice two T’ai Chi movements (no experience necessary), discuss the process of physically embodying the movements’ conceptual metaphors, and use this as a springboard for shaping rhetorical voice. In our writing, for example, we sometimes either push a reader too forcefully or too weakly, resulting in ineffective prose. And sometimes we find the Golden Mean: the right balance between doing too much 5

and too little. T’ai Chi’s conceptual metaphors allow us to move from practicing this balance physically, to cognitively, and then to rhetorically – raising our awareness of effective voice. This workshop offers a different way for teachers to consider shaping effective voice. We will practice a little T’ai Chi, write two short pieces, revise in groups, and discuss applications for the classroom. 6

Session 2: 1:15 – 2:00

Creative Close Reading: Poetry from Documents Strand: Secondary Education: Middle School (6‐8), Secondary Education: High School (9‐12) Lead Presenter: K. Geetha Holdsworth, 7th & 8th Grade History Teacher/Middle School Director Co‐Presenter: Joseph Smith; 7th & 8th Grade English Teacher Room: M164 English content area teachers are often required to teach close reading skills to their students using a variety of documents and literary sources. While this approach offers students the voice of others, where is the space for students to find their own voices? By using an approach that focuses on found poetry, teachers can provide opportunities that allows for close reading, differentiation for a range of learners, and personal creative interpretation. The goal of this workshop will be to delve into the ways that poetry can be used as a tool to unlock more than just the facts of academic and historical writing. Rather than traditional textual analysis, this workshop will focus on integrating close‐reading skills and personal expression through creating found poetry. Participants will examine a variety of documents and literary sources to explore and create found poems and personally experience the ways in which creative expression can dovetail with academic expectations and content standards. They will leave with exemplars, new approaches, and a sense of their own inner poet.

"Do you believe?" Strand: Early Childhood/Pre‐K Education, Early Elementary Education (K‐2), Upper Elementary Education (3‐5), Secondary Education: Middle School (6‐8), Secondary Education: High School (9‐12), Community College/Post‐Secondary Presenter: Portia Sharp, Instructional Coach Room: M161 Collective teacher efficacy, has an effect size of 1.57. We know as educators that anything over a 0.4 is worth paying attention to. John Hattie's research titled "Visible Learning" contains the research to support this finding and can be located at https://visible‐learning.org/nvd3/visualize/hattie‐ranking‐ interactive‐2009‐2011‐2015.html. Efficacy is defined as one's belief in one's ability to succeed in specific situations or accomplish a task. Education can be a highly rewarding profession where we get to influence, guide and facilitate the learning of others. Education can also be a lonely, isolating and competitive profession... How does our collective teacher efficacy impact our work? In this workshop we will look at growth mindset, self efficacy and the concept of our circle of control and influence. Flipped Workshop: Check out this article before attending this Workshop: https://www.naesp.org/sites/default/files/resources/1/Pdfs/Teacher_Efficacy_What_is_it_and_Does_it _Matter.pdf

Teaching Journals: Fostering Reflective Writing Practice Through Teacher Collaboration Strand: Early Childhood/Pre‐K Education, Early Elementary Education (K‐2), Upper Elementary Education (3‐5), Secondary Education: Middle School (6‐8), Secondary Education: High School (9‐12), 7

Community College/Post‐Secondary Lead Presenter: Jason McIntosh, Assistant Professor of English, NMHU Co‐Presenter: Aimee Lynn Stearns, Graduate Teaching Assistant, NMHU Room: M163 Aimee Lynn and Jason are team teaching a combined Composition I and developmental writing course at New Mexico Highlands University. In order to facilitate communication and planning between our classes, we keep teaching journals and share them with each other during weekly planning meetings. The collaborative nature of sharing from our journals fosters communication between co‐teachers and helps us commit to sustaining reflective practice, ultimately making us better teachers. This session will begin with a brief review of recent research about teaching journals and reflective writing. Aimee Lynn and Jason will then share their experience keeping teaching journals as part of their team‐taught writing course. Participants will then write several types of journal entries and share them in small groups. The session will conclude with a full‐group discussion of the activity. Participants will be encouraged to share their experiences with teaching journals and brainstorm how they might use them in content area or grade‐level teams.

Reading Assessments for Classroom Teachers Strand: Early Elementary Education (K‐2), Upper Elementary Education (3‐5), Secondary Education: Middle School (6‐8), Secondary Education: High School (9‐12) Presenter: Mary Rice, Assistant Professor of Literacy Room: M172 One of the persistent challenges teachers face is the range of reading skills students bring to their classes. To face these challenges, teachers need to understand more about how to assess the reading skills of students in efficient ways and then make decisions for instruction. The purpose of this presentation is to provide a basic overview of the key elements of reading assessment and then to demonstrate ways that teachers can administer, analyze, and make decisions about reading assessment data. The basic overview at the beginning of the presentation will focus on five areas of basic reading: phonemic awareness, phonology, fluency, vocabulary, and reading comprehension. The next part of the presentation will feature demonstrations of assessments for each of these areas. For this part of the presentation, teachers will be able to choose from an array of assessments and practice them with fellow attendees. Some of these assessments for phonemic awareness include: guess the word, segmentation, and change‐a‐name. For phonics, assessments include: hearing letter(s)/writing sound(s); hearing sound(s)/writing letter(s), and nonsense words. For fluency, featured assessments will include timed re‐readings, prosodic readings, and choral readings. For vocabulary, teachers will learn CLOZE passages, picture vocabulary, and self‐report strategies. Finally, for comprehension, assessments will include answering literal comprehension questions, inferential comprehension questions, picture retelling, stimulated recall, and unaided recall. After the demonstration session, the group will gather together to discuss learning from the activities and the presenter will present several dilemmas with literacy data where the group collectively determines recommendations.

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Session 3: 2:15 – 3:00

Documenting Learning and Language in the Early Childhood Setting Strand: Early Childhood/Pre‐K Education Presenter: Lynda Torres, APS Bilingual Pre K Teacher CNM Part Time Faculty in ECME Bilingual Education Room: M164 In this presentation a Pre‐k public school teacher and Art Resource Teacher will discuss some ideas of how to document learning and language when working with young children. It will include discussion about the process of studying how to work with Reggio‐inspired pedagogical documentation while exploring art and other materials with children. The presentation will show how the process of studying documentation with families and children has influenced their understandings of children’s expressions and ideas. The presenter will share how to (1) develop the habits of documenting, (2) engage with children in studying documentation (3) make children’s theories, expressions and ideas visible to share with families. Participants will see firsthand how to use documentation protocols such as See, Think, Wonder, that can then be transferred to their own classrooms.

Poetry Out Loud Strand: Secondary Education: High School (9‐12) Presenter: Martha Bedeaux Room: M161 Are you looking for a way to increase reading comprehension and analysis skills? Do you love poetry but your students don't? Perhaps your students are technology-dependent, and you would like them to leave school with something in their brains? Poetry Out Loud, sponsored by the National Endowment for the Humanities, offers a school-wide focus on recitation, memorization, comprehension, and analysis. This session will provide an overview of the national competition with tips for finding resources and putting on a school or class competition.

Teaching Stereotypes Strand: Secondary Education: High School (9‐12) Presenter: Eileen Reyes, English Language Arts Teacher Room: M172 This session will share a lesson intended to teach students about stereotypes. Students may think they know what stereotypes are but really don't. In this session, participants will participate in the lesson by working in small groups of three to interrogate unfair stereotypes by creating stereotypical statements about people based on their shoes.

Fearlessness, Presence, and Play: “Yes/And” in the Writing Center and the Writing Classroom through Improv Strand: Secondary Education: Middle School (6‐8), Secondary Education: High School (9‐12), Community College/Post‐Secondary Lead Presenter: Patricia Gilikin, Writing Center Director, Professor Co‐Presenters: Sarah Arthur, Writing Center Consultant; Ector Hernandez, Writing Center Consultant 9

Room: Conference Room A In this session, consultants and the director of the UNM‐Valencia Writing Center will demonstrate how improv activities and games are useful for peer writing tutors and for writers and teachers in writing classrooms. Improv teaches how to be present, how to listen, how to be fearless, how to be ready for anything, and how to accept what someone else brings while at the same time contributing from oneself—also known as “yes/and.” Attendees will first experience several improv warm‐up games such as zip‐zap‐zop, word association, “and that means,” and others. These promote attentive response and clear giving of information— relationship and collaboration. Then, attendees will see and experience how improv practices can be used to help writing consultants—tutors—be better consultants through role‐play scenarios. Similarly, improv games can be useful in the classroom—as ice‐breakers, as community‐builders, and as ways to practice brainstorming and letting go of judgment. In fact, as participants in this session will experience, the frame of mind that improv play cultivates is remarkably similar to what freewriting does for writers. Though it is not the direct purpose of this session, the presenters also represent the UNM‐Valencia Writing Center, and will be happy to share information about what a writing center is and best practices for writing center work.

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Conference Feedback Survey

Please complete the conference survey before leaving today. We hope you have enjoyed the conference as well as this opportunity to network with your colleagues from around the state. We know that there is much to improve upon for next year’s conference!

You may access the survey at the link below or by using the QR code. https://tinyurl.com/y7z4qwh7

Save the Date!

The New Mexico Council for Teachers of English Fall Conference 2018 will be held on October 19th – 20th.

If you are interested in joining the Conference Planning Committee, please email [email protected].

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GET PUBLISHED New Mexico English Journal The executive board of the New Mexico Council of Teachers of English proudly announces the Call for Submissions for its next issue of New Mexico English Journal. We are seeking submissions by prospective and practicing literacy/language teachers, instructional coaches, and teacher educators throughout the state. Possible topics include: o Mentoring new teachers in literacy practices o Honoring cultural diversity and linguistic equality o Highlighting best practices and program innovation o Fostering conversations about literacy policies o Building capacity for sustained inspirational leadership o Incorporating digital or technological learning into literacy/language instruction o Maintaining or building identities as language/literacy teachers We are accepting four types of submissions: 1. Practitioner research articles—Did you engage in a formal literacy project in your classroom? Tell us about it. Articles should be organized around a research question or purpose, provide a review of literature and explanation of methods, report of findings and a discussion of the implications. Use MLA or APA style, but be consistent. 3‐4,000 words 2. Personal essays—Do you have something to say about yourself as a literacy teacher, your teaching context, or policies around English/literacy teaching? Share your personal perspectives. Use MLA or APA style, but be consistent. 2‐3,000 words 3. Materials review—What books or other materials do you use to teach? Share these materials with other teachers. Write a summary of the book/material and give some ideas for how you used it to make curriculum. Use MLA or APA style, but be consistent. 1‐2000 words 4. Creative work—Do you paint, draw, take photos, write poems, or do other creative work? Send it to us! Submissions will be reviewed by a panel of teachers and teacher educators from all over the state. Please remove all identifying information (e.g., name/school) from your submission. Send submissions as Word Documents to [email protected] INITIAL SUBMISSION DEADLINE: January 5, 2018 ACCEPTANCE NOTIFICATIONS: March 9, 2018 FINAL REVISIONS FOR MANUSCRIPTS: May 4, 2018 PUBLICATION: NMCTE 2018 CONFERENCE

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New Mexico Council for Teachers of English Fall 2017 Conference

Presented To:

for attending the NMCTE Conference on Saturday, October 28th 2017 at the Albuquerque Public Schools Lincoln Building

Maria Ladd, Conference Chair