Welcome Erika!

posted in: Parent Engagement, Parents | 1

We believe that education is a partnership between families, schools, and communities. To strengthen the work we do in support of families, we are growing our parent engagement team. We are so excited to introduce our newest member of Link Education Project!  Erika Isaac is joining us as our Parent Engagement Assistant. She will work closely with Jane Harris, our Director of Parent Engagement to welcome families into our groups, and to plan and facilitate parent meetings in schools and local communities. She brings joyful energy, commitment and much experience working with parent leadership teams. As a Cleveland resident, she is excited to work with CMSD schools to help build strong communities among parents. Erika is fluent in American Sign Language.

Erika’s favorite children’s books are Roll of Thunder, Hear My Cry by  Mildred D. Taylor and
Phantom Tollbooth by Norton Juster.

Everyone’s Experimenting!

posted in: Uncategorized | 0

Everyone is busy these days rethinking how they do what they do. We at Link Education Project are experimenting with creating some videos to support the hard work that parents and teachers are doing at home. Link@Home will be a series of tips, stories, and ideas about literacy learning at home. From our homes to your homes, here are some of our early efforts. Leave a comment if you have requests, ideas or suggestions for Link@Home.

Helping Your Kids with Reading Comprehension

Making Connections with Rebecca



Goals for Early Writers

Writing with Connie




Dragons Love Tacos – A Read Aloud for Young Children

Story Time with Halle

“Fixing” Education by Rebecca Rumsey

I know this isn’t a popular opinion these days, but I believe the quality of teaching is better in this country than it was 40 years ago.

Forty years ago, when I was in school, science experiments were rare; we read about science from a textbook. There was no flexible grouping for teaching reading; we had the blue birds, the red birds, and the sparrows. There was only one way to solve a math problem and it didn’t involve manipulatives; consequently, a whole generation believed themselves “bad at math.”

So, yes, I think the teaching is better.

But why does it seem like there are still so many struggling schools? Some of the schools, anyway … those that serve our neediest students.

Everyone seems to have a theory about this. Teachers and teacher unions are a popular scapegoat for those outside the profession. Other folks, often without school-age children themselves, blame the breakdown of the family, or what they consider to be a lack of values in our youth. Still others point to technology and the advent of the iPhone. Educators debate the damage done by the culture of testing, increased trauma for kids, school choice, and unrealistic standards and expectations. Those with money (Bill Gates, Betsy DeVos, et al.) get the chance to push their theories on the American public.

If you’re reading this, hoping I’ll share an enlightened opinion about any of the above, I’m sorry to disappoint. I will tell you that I’m sure several of the above are contributing factors to greater or lesser degree. I do find testing oppressive, and I think we do a real disservice to teachers, students, and families with policies such as the “Third Grade Reading Guarantee” here in Ohio.

But how can we fix it?

I was always of the belief that education could be the great equalizer. Beautiful stories such as the recently popular Educated by Tara Westover, share the impact of schooling over poverty and ignorance. As an educator, I love those stories. They always made me feel that, if we just worked really hard and did our very best teaching, all schools would be great, and all children could succeed.

I’m reminded of an opinion piece I read last summer* which identified my approach as “educationism” – the belief that fixing America’s education system will fix inequality, will give all kids the access to great schools. And as a literacy consultant, fixing (or supporting, as I prefer to call it) is the work I do. But I know it’s not enough. It’s just not enough. Are there things that need fixing in our schools and in our communities? Of course. Many are listed above. But deep down, I think we all know that the real problem is more pervasive and harder to address … It’s the growing chasm between the haves and the have nots. And until we fix the problem of inequality, all students aren’t going to get a great education, no matter how dedicated their teachers are.

I strongly suggest reading the article, below, if you are truly interested in supporting education. Using teachers or families as punching bags isn’t going to get it done. But voting just might.

*Better Schools Won’t Fix America

We’re Hiring!

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Link Education Project is looking to hire a part-time Elementary Literacy Coach to work with our team in schools in the Greater Cleveland Area. This is a one-year, independent contractor position for the 2019-20 school year.

With the support of the Director of Collaborative Leadership, the Elementary Literacy Coach will work on-site with teachers, principals, and students to develop and deliver a comprehensive professional development program that supports school and district goals. The coach will facilitate grade level meetings, model comprehensive literacy instruction in classrooms, analyze student data, and collaborate with teams of teachers and coaches to provide high quality professional development.

Primary Responsibilities:

  • Builds effective working relationships with principals and teachers
  • Develops teacher knowledge and skill related to collaboration and effective teaching and learning through:
    • Facilitating team meetings
    • Modeling classroom literacy strategies
    • Consulting/coaching one-on-one with teachers
    • Using Link frameworks to develop and deliver support and professional development.
    • Promoting collaboration
  • Participates in school-wide planning as requested
  • Remains current in instructional research and practices
  • Participates in monthly collaboration
  • Takes on additional responsibilities as needed

The ideal candidate will possess:

  • 7 or more years of classroom experience – mostly in PreK-3
  • 3 or more years of experience in adult, school-based professional development
  • Experience with professional learning communities, peer collaboration, and developing positive school climate
  • Strong content knowledge and experience in early literacy instruction
  • Experience working with groups of adult learners to bring about meaningful change
  • A growth mindset
  • Ability to analyze student data, clarify instructional implications, and develop learning plans in response to the data
  • M.Ed or Masters in Education
  • Excellent interpersonal and leadership skills
  • Broad knowledge of child development and literacy instruction (including reading/writing workshop and phonics instruction)
  • Able to work with a variety of stakeholders (and personalities)
  • Able to work effectively with both adults and children
  • Values collaboration and understands what it means to be part of a team
  • Able to promote high expectations for teachers, principals, parents and students
  • Strong organizational and time management skills
  • Ability to take initiative, work independently, and follow through with commitments

Please apply by May 24th.  Send cover letter, resume, and contact information for 3 references to connie@linkeducationproject.org