INSIGHTS FROM THE CLASSROOM

Suzie K. Oh, principal, Third Street Elementary School in the Los Angeles Unified School District.

There is no quick fix or one-size-fits-all approach to raise literacy levels for students. What is required is a clear focus as a learning community. A central task of the school administrator is to ensure that school goals are translated into practice.

At Third Street, we have posted test scores that substantially exceed the district and state averages. I try to use a number of strategies to help teachers provide the best instruction possible.

This includes monitoring classroom instruction by observing and supervising teachers in a meaningful way.

Typically, I commend teachers for their strengths. In terms of improvement, I usually ask them how they would do something differently if they had to teach the lesson over again. I may suggest that teachers have children make predictions as they read, then have the students revise those predictions as they read further.

I also ask to see students’ sample work as a result of a particular lesson so we can examine it together to confirm that students understand how to use the writing process independently, including pre-writing, drafting, evaluating, revising, editing and publishing.

My incoming mailbox does not just contain district memos. It’s also filled with student work.

Then I provide support such as securing more instructional materials for teachers or providing professional development opportunities to enhance their skills. I am a strong believer that my role as principal should be to facilitate effective teaching and powerful student learning.

Every time I participate in professional development activities, I share my experiences with my teachers. I make copies of articles and purchase books for all of us so we stay abreast of educational trends and issues. For example, at one of our principals’ staff development meetings, the keynote speaker recommended a book called “Mosaic of Thought: Teaching Comprehension in a Reader’s Workshop,” by Ellin Keene and Susan Zimmermann.

I immediately ordered 50 copies so that our teachers could read and reflect on the ideas. Granted, some teachers were too busy to read it right away, but others who took the time to read it gave me a very positive feedback about how practical the book was in helping their students develop a love of reading.

The school district and the state are holding teachers and principals accountable to boost test scores. To create a sense of urgency, I include a countdown such as “30 Instructional Days Till Stanford 9 Testing” every week in our weekly bulletin. We are eager to raise scores for all students, especially for our lowest-performing students.

The Chinese word for “crisis” also means “opportunity.” Public schools are the mirror of a society. As a mirror of the overall school demographics of Los Angeles, my school is a predominantly minority and immigrant student school, with more than 50% of the student population categorized as English learners. We need to teach all children to meet the grade-level standards. If we can see this challenge as an opportunity in our classrooms, perhaps we will come to view challenges and obstacles as fascinating opportunities.

BOOK EVENTS

* Monday in Pasadena: Story time at Pasadena Public Library. 825 E. Walnut St., 11 a.m. (626) 744-4046.

* Tuesday in Cerritos: Story time at Barnes & Noble Bookstore features a reading of “What If Zebras Lost Their Stripes,” by the book’s author, John Reitano, and illustrator William Haines. 6 p.m. (562) 809-5767.

* Wednesday in Hollywood: Join a St. Patrick’s Day party at the John C. Fremont Branch Library with stories and surprises for all ages. 6121 Melrose Ave., 3:30 p.m. (323) 962-3521.

* Saturday in Los Angeles: Story time at Children’s Book World with finger plays and songs. 10580 1/2 W.Pico Blvd., 10:30 a.m. (310) 559-2665.