Patty Hoppe is the principal of Resurrection Christian School in Loveland, Colorado. In this interview, she and her teaching staff share feedback about their Collaborative Literacy and SIPPS implementations.
Ms. Hoppe says, “Students take ownership of their learning with Collaborative Classroom materials. Community is built, relationships are formed, and students become better readers and writers.”
Tell us a little about yourself, Resurrection Christian School, and the students that you serve.
My name is Patty Hoppe and I have been an educator for forty years in the following roles: teacher, literacy coach, elementary assistant principal, and elementary principal.
I am currently the elementary principal at Resurrection Christian School in Loveland, CO.
Resurrection Christian School (RCS) is a private Christian school with attendance of 560 elementary students. Our campus hosts children in preschool through high school with a total attendance of 1,600.
What is the most rewarding part of being an educator for you?
The most rewarding part of being an educator for me is training teachers to use effective, research-based, highly-engaging teaching techniques and curricula to meet the needs of their students.
How did Resurrection Christian School become interested in Collaborative Classroom programs?
I network with many administrators and educators around the country. In my conversations, I constantly heard about how great Collaborative Classroom materials are, so I had to check out Being a Writer, Making Meaning, Caring School Community, and SIPPS for myself.
I found that the materials intentionally provide many opportunities to build community in the classroom by teaching students how to truly listen and respond to one another.
I found that the materials intentionally provide many opportunities to build community in the classroom by teaching students how to truly listen and respond to one another.
I also hired two teachers who had used Collaborative Classroom materials in their previous districts and gave positive feedback about the high quality of Collaborative Classroom materials.
How long has Resurrection Christian School been implementing Collaborative Classroom programs? Tell us a little about the implementation.
The 2022–23 school year was the first that all of our teachers used the programs. A few teachers had piloted the Being a Writer program the year before.
What do teachers appreciate about implementing Collaborative Classroom programs?
The teachers most appreciate seeing their students engaged, reflective, and invested in their learning.
We also did a survey, and here is a sample of our teachers’ feedback after using the programs:
“I appreciate the support Collaborative Literacy offers my students with strategy mastery and discourse. My students are equipped with excellent conversational skills at this point in the year and are able to engage in thoughtful, respectful, and sustained conversations about a given topic.” —4th grade teacher
“I appreciate the freedom it gives for students to read independently. My students have read more books this year than ever before!” —3rd grade teacher
“I love the language and practices that Collaborative Literacy teaches our students. The daily reading is so much fun with the class.” —5th grade teacher
“The students are building their communication skills with other students; it allows for every student to be heard. They are able to hear and build off of their conversations with each other.” —teacher (no grade level provided)
What have you noticed about students’ learning and engagement? What have teachers noticed?
I’ve noticed that our students have learned to interact with one another, instead of directing all comments and questions to the teacher. They have also learned to listen intentionally and to give helpful feedback to their peers.
Teachers have learned how to give constructive feedback to their students by having individual conferences with them.
I’ve noticed that our students have learned to interact with one another, instead of directing all comments and questions to the teacher.
Here are some of our teachers’ observations about their students’ learning and engagement:
“My class loves reading a book together and discussing it. They get excited for the new story. There is also a lot of engagement in our vocabulary activities.” —5th grade teacher
“My students are highly engaged and excited to discuss read-alouds and IDR books. When we have classroom visitors observing us, the repeated feedback I receive is always something like: ‘Wow! Your students are ALL engaged!’ When given the opportunity to talk to their partners, they are excited or invested in the lesson so they stay on topic and speak in complete sentences!” —4th grade teacher
“Collaborative Literacy gets everyone thinking and engaged during the lesson. Students feel confident to share because of the community that is set up.” —5th grade teacher
“Students are more engaged with their peers because they are so used to having to discuss what they are learning.” —3rd grade teacher
How has implementing Collaborative Classroom programs shifted your teachers’ instructional practices? What have they shared about their own learning?
Here are some reflections from our teachers about what they have learned:
“Collaborative Literacy has absolutely shifted my instructional practices by helping my weekly lessons to be very focused on a given strategy. My students are given ample time to take complete ownership and apply a given strategy like never before! Additionally, I administer far fewer multiple-choice assessments. Instead, we engage in far more discussions, conferences, and written assignments.” —4th grade teacher
“Collaborative Literacy really drives home to the students that we can all learn from each other and the importance of listening to and respecting their classmates’ ideas.” —teacher (no grade indicated)
“I am actually able to explain concepts better because of the scaffolding that the curriculum has in place.” —5th grade teacher
“My greatest learning this year has been in the power of conversation, collaboration, and reading.” —3rd grade teacher
As the school leader, how have you supported your teachers as the implementation began?
It is so important to build a sturdy foundation and to go slow enough that teachers can implement new programs well. The collaboration between teachers has been key to our success.
I have scheduled more time for teachers to share their success stories and struggles so that they can support one another.
I also set reasonable expectations for teachers to implement the Collaborative Classroom materials. Not all teachers were comfortable implementing SIPPS or Book Clubs right away, so I have given them the freedom to go and observe other teachers who are implementing these programs and have provided time for them to process and support one another.
What thoughts or insights would you and your staff share with a school or district that is considering Collaborative Classroom programs?
On any teaching staff, some educators are already skilled at having their students work collaboratively, and others have not been taught how to do this.
Collaborative Classroom programs are written so that every teacher can develop their skills and effectively teach children to have discussions with one another and to interact respectfully with one another.
Students take ownership of their learning with Collaborative Classroom materials. Community is built, relationships are formed, and students become better readers and writers.
Students take ownership of their learning with Collaborative Classroom materials. Community is built, relationships are formed, and students become better readers and writers.
Here are some insights and advice from Resurrection Christian School educators to teachers who are about to implement Collaborative Classroom programs:
“I would make sure [teachers] know how easy it is to implement. I feel like the teacher’s manuals walk you through how to teach and give suggestions if you have struggling students.” —teacher (no grade indicated)
“Read the ‘Teacher Notes’ in the margins of your teacher’s manuals! They are your own personal mini professional development tips. They are always so helpful and I have learned many great facilitation tips that I continue to implement throughout the instructional day!” —4th grade teacher
“Stick to the curriculum. It flows well and circles back to help the kids really retain the information.” —teacher (no grade indicated)
“Collaborative Classroom’s materials are a great way to promote literacy and cross-curriculum collaboration in your classroom.” —3rd grade teacher
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Related:
Learn more about Collaborative Literacy.
Learn more about SIPPS.