Each of my recent visits to Facebook reveals another parent, student, or teacher bemoaning the inevitable approach of the next school year. I usually catch myself rereading these status changes that count down the days until the first day of school and wonder, how do I really feel about summer ending and a new school year beginning?

The new school year is a fresh start. It’s a time to revise my thinking, my teaching, my classroom layout. It’s a time to start with a clean slate, a positive attitude, fresh energy. It’s a time to clarify and redefine my beliefs about teaching and view my daily routines and pedagogy in light of my beliefs. Does each item in my classroom and every moment in my teaching day accurately reflect my beliefs? Kathy Collins’ of the Teachers College Reading and Writing Project shares her five beliefs about teaching and learning in Growing Readers.

Collins’ first stated belief is that our knowledge base about reading and writing must be ever-growing, and it must lead us to more inquiries in our teaching. The LMWP Summer Institute and Teacher Researcher course focus on increasing each fellow’s knowledge base and pursuing action research in the classroom.

Secondly, Collins emphasizes the importance of safety and consistency in the classroom environment. I first experienced this safety in the company of likeminded educators at the 2006 Summer Institute. Each of my attempts and approximations were supported and respected, which encouraged me to delve deeper.

Collins third belief is in the importance of providing opportunities for independence. Our work with the LMWP is our own. We use information gained from collegial conversation and inquiry to pursue our own projects and interests, learning to solve problems, develop resiliency, and become resourceful with the support of those who have gone before us.

A print-rich, talk-rich, inviting classroom is a clear description of each Summer Institute’s classroom home and is listed as Collins fourth belief. Evidence of our Summer Institute experiences and learning decorates the walls and fills our portfolios.

Lastly, Collins identifies the value of clear and high expectations. As a Fellow in the Summer Institute and as an Action Researcher in my classroom, LMWP clarified the high expectations I was to meet, as well as encouraged me to define personal and professional expectations for myself. I understand the value of Collins’ five identified beliefs because I experienced the same beliefs though the LMWP.

Although I agree with each belief that Collins shares in Growing Readers, I cannot claim them as my own. I must look deeply within myself, shining a bright light on what is most important to me. I must clarify and articulate my beliefs, and I need to use that lens to review and revise my classroom, its’ routines, and my own pedagogy. The beginning of each school year will continue to serve as a check-in point on my journey as an educator. A journey in which I can never expect to arrive.

Once again, I find myself on Facebook updating my status: Looking forward to a new school year to demonstrate and make visible my beliefs as a learner and as a teacher. Join me!