📝 The Quiet Count

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📝 The Quiet Count
The words escape them, fleeting, quick and slight,
A casual “friend,” a breath upon the air.
A convenient emblem, shining in the light,
But utterly vacant when true burdens bear.

The sun-drenched moments made the title easy,
A fashionable accessory for all to don,
But in the silence, when the world grew hazy,
The fragile tie that held them proved undone.

When the harsh fever gripped me, cold and deep,
And a thick curtain of despair descended low,
While the wide world was safely fast asleep,
The names they boasted felt like phantom snow.

The multitude of vows they’d freely made
Were exposed for what they truly were: mere trade.
A cruel calculation, bought and then resold,
For only the barest fraction cared to call.

A digital whisper, a short text, faint and few,
A brief, uncertain spark against the gathering night.
The many voices that asserted that they knew
Simply vanished, eclipsed by shadows’ might.

My makeshift sickroom was a lonely tomb,
And they, the vibrant ghosts who wouldn’t share the gloom.
I picture them now, the laughter bright and strong,
Their glossy images emblazoned everywhere,

And the harsh, clear truth of where I don’t belong
Strikes with the certainty of chilled, vacant air.
They spin their narratives, both dazzling and loud,
And in their hurried chronicles, a mention flits,

A distant, chilling resonance within the crowd,
As my memory into the past slowly transmits.
The fast, unforgiving current of their days
Sweeps them onward, leaving me a fading haze.

I was a footnote, a forgotten, minor scene,
Now pushed aside by brighter, more compelling sheen.
The intimacy they claimed was but a lie,
A simple piece of scenery they let drift by.

So let the vast machinery of life turn on,
Let them find pleasure in their bustling, self-made world.
My period of painful self-deception is now gone;
The flag of my true solitude has been unfurled.

I’ve met the piercing truth, and there’s no turning back:
I am the one who isn’t here, a silent, missing track.
I have been edited out, a frame cut from the reel,
A ghost inhabiting the spaces where they feel.

And in this quiet haven, this deserted room,
Where the walls listen and the shadows softly creep,
I sit and learn the texture of my newfound bloom,
The quiet dignity the deeply wounded keep.

For in the harsh, raw landscape of this fading light,
Where vanity and false pretense cannot remain,
I’ve sculpted out a solitary space, pure and white,
A quiet harbor safe from any transient pain.

I stand alone, a fact I must completely face,
The few dear souls who checked, I hold them close and tight.
But for the bulk, the swiftly passing, loud-mouthed race,
The thunder of their grand claim is hard to hear in the night.

Their grand pronouncements of unwavering devotion
Are stripped of substance, a hollow, mocking notion.
The silence speaks louder than their fleeting sound,
And in that silence, genuine peace is found.

More Works by Nancy Ann Creed

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THE SHADOW REALM CHRONICLES: MAEVE

She was a mother. A wife. A fairy. Then a vampire’s bite turned her into a monster. Her husband betrayed her. Her town tried to burn her alive. Now, she has returned. She’s sealed the town under a dome of darkness, and this time, she won’t be the one who burns.

THE SHADOW REALM CHRONICLES: MAEVE

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The Three Lenses: The Influence of Literacy Coaches and Observations 

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The Three Lenses: The Influence of Literacy Coaches and Observations 

When Literacy Coaches observe teachers, most of the time they use set rubrics to determine what the teacher needs to work on and what they are doing well. “Our analysis of the coaches’ discussion about their ratings on the rubrics led us to identify three lenses- or ways of looking- that influences their observations: the pedagogy lens, the responsiveness lens, and the relevancy lens,” Rodgers & Rodgers, (2007). What do these lenses mean and how do they affect our teaching and our ability to coach?  

Each time the Literacy Coach watches a lesson and observes how a teacher teaches; they think about how they would have taught that lesson. “Adrian conceptualized a mechanism called a pedagogical lens to help understand how the same teaching might be viewed and interpreted differently by different people (A. Rogers, 2002),” Rodgers & Rodgers, (2007). In other words, an English teacher may observe a teacher teaching a lesson on Shakespeare. The observer might have already taught a lesson like this and comes to the observation with their own ideas on how this subject should be taught.  

The observer is analyzing the lesson by seeing how they would have taught it.  

Another lens observers use is called the Responsiveness Lens. “When the coaches in our study discussed rationales for their ratings, they often referred to what we call the responsiveness of teaching as a factor in their analysis,” Rodgers & Rodgers, (2007). This means how well the teacher is responding to students. If the subject is too difficult, can the teacher adjust her lesson while teaching to help those students?  

One coach summed up the responsiveness lens nicely, ‘What you’re really looking for is, is she meeting the needs of those kids?” Sometimes the teacher must adjust the lesson to help students. What are the students getting from this lesson? Is the teacher matching what she is reaching to how her students are responding?  

When I started teaching Social Studies, I didn’t realize that some of the terms in the book that were known to most students, were not known to my particular group of students. I had to stop the lesson and go over some vocabulary that I thought was common knowledge.  

Finally, the last lens is called the relevancy lens. Are the students learning from what is being taught? “Their reflections on their retains also dealt with whether they thought students could profit form the teaching; this could only happen if what the teacher was teaching matched what students could use to learn,” Rodgers & Rodgers, (2007). The observer questions when teachers are teaching something that is “not meaningful or useful for students, and notes missed opportunities for learning,” Rodgers & Rodgers, (2007).  

 Literacy specialist must collaborate with others in their schools. “To be successful, literacy specialist must be able to work collaboratively and cooperatively with teachers, administrators, families and community agencies,” Bean and Goatley (2021). For example, just as I assumed when I started teaching Social Studies that my students should have already known certain vocabulary, Literacy Specialists come equipped with experiences from previous jobs and life experiences. They must also understand the different lens that they observe with and understand how to use those lenses to help teachers and others to becomes the best they can be.  

References 

Bean, R. M., Goatley, V.J. (2021).  The Literacy Specialist. Leadership and coaching for the classroom, school, and community.  4th ed (374 pgs) Guildford Press.  

Rodgers, A., & Rodgers, E. M. (2007). The Effective Literacy Coach: Using Inquiry to Support Teaching and Learning. Teachers College, Columbia University. 

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Fall in love with the Shadow Realm Chronicles Her love was her light. Her transformation, her curse. Her revenge, a looming shadow. Before the Great War shattered the realms, Maeve was a fairy, wife to Hunter, and mother to baby Alexander. But a brutal attack by the vampire Marius rips her from her life, turning her into a creature of the night. Desperate and alone, she falls into the clutches of Jonathan, the enigmatic Shadow King, becoming his queen in a realm of perpetual darkness. Years pass, and the quiet town of Rivers Peak is unknowingly in the crosshairs of Maeve’s monstrous ambition-and the Shadow King’s grand design. Her human family, including a fiercely loyal Hunter and a son, Alexander, now grappling with his own magical heritage, are drawn into a conflict far beyond their understanding. As Maeve’s grandson, Justin (Shawn), uncovers the truth of his lineage, he becomes a pawn in a larger game. Torn between the monster she’s become and the vestiges of her former self, Maeve must choose: succumb to the bloodlust and orchestrate the destruction of those who wronged her, or fight for the fractured family she left behind. But in the Shadow Realm, even love can be a weapon, and the cost of freedom might be her very soul.

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Her love was her light. Her transformation, her curse. Her revenge, a looming shadow. Before the Great War shattered the realms, Maeve was a fairy, wife to Hunter, and mother to baby Alexander. But a brutal attack by the vampire Marius rips her from her life, turning her into a creature of the night. Desperate and alone, she falls into the clutches of Jonathan, the enigmatic Shadow King, becoming his queen in a realm of perpetual darkness. Years pass, and the quiet town of Rivers Peak is unknowingly in the crosshairs of Maeve’s monstrous ambition-and the Shadow King’s grand design. Her human family, including a fiercely loyal Hunter and a son, Alexander, now grappling with his own magical heritage, are drawn into a conflict far beyond their understanding. As Maeve’s grandson, Justin (Shawn), uncovers the truth of his lineage, he becomes a pawn in a larger game. Torn between the monster she’s become and the vestiges of her former self, Maeve must choose: succumb to the bloodlust and orchestrate the destruction of those who wronged her, or fight for the fractured family she left behind. But in the Shadow Realm, even love can be a weapon, and the cost of freedom might be her very soul.

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The Interactive Framework of Literacy Coaching and Guiding Inquiry  

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“Coaching seems to be the right term to use for this supportive work with teachers, especially if we think about the definition of a coach as an individual who provides guidance and feedback that enables someone else to become more proficient,” Bean and Goatley (2021). Reading Specialists are often asked to coach teachers and other professionals. There are two schools of thought in the realm of Literacy Coaching as presented by Bean and Goatley (2021) and Rodgers & Rodgers, (2007). Bean and Goatley (2021), identifies Interactive Framework for Instruction Coaching whereas Rodgers & Rodgers, (2007) discuss Guiding Inquiry. How do these two approaches compare to each other? In this paper, I will discuss if these two approaches affect my own Teacher Leadership Project. 

Bean and Goatley (2021) identify Interactive Framework for Instruction Coaching. This consists of three important components: The coaching model, the context, and the coach. This process relies on many different aspects of each component. How much experience does the coach have, what coaching model is the school using, and in what context is the coaching occurring?  

Rodgers & Rodgers (2007), discuss guiding inquiry as a coaching approach. The coaching is based on asking questions or investigation. In this approach, teachers learn how to change and evolve their teaching practices though asking questions and exploring their own skills. According to Rodgers & Rodgers (2007), change cannot be mandated. There are times when certain things are mandated, such as government policies and reforms, but changing how someone teaches needs to come from within.  

“In Fullan’s reasoning, simple changes such as using new, updated forms or revising the dates for ongoing monitoring of student progress probably can be mandated without too much trouble, but changes to how and what we teach are much more complex and likely to fall if simply mandated,” Rodgers & Rodgers, (2007). Changes such as these, need to come from within. It is difficult to get seasoned teachers to accept change. This is one of the reasons why Guiding inquiry is used in these cases. When the teachers lead the change and are invested in it, their ideas will have a better chance of being accepted.  

In my experience as an English Teacher, the only person who was involved in the coaching aspect was our curriculum specialist. She would observe us teaching 3 times a year. Then then we would meet with her to discuss the areas we performed well and areas we needed to improve on. These 3 observations are required by the State of New Jersey, but an individual teacher could request more observations if they wanted. I did this my first few years of teaching. I knew I needed more help and that I could become a better, more effective, teacher. Sometimes it’s difficult to hear the negative, but we need to be able to put that aside so we can grow as a teacher and reach our students.  

The Interactive Framework for Instruction Coaching breaks down how coaching is done. Whereas guided inquiry is a coaching model. There are many other coaching models that schools can choose from. My school uses the guided inquiry method. 

Recently at my school we implemented Professional Learning Communities. All teachers are in PLC and each group gets to decide what they want to present. This follows the Guided Inquiry model as the teachers are deciding, asking questions, and researching. The issue I see in this is that some things that need to be addressed are not being addressed because the teachers decide what gets explored. Instead of the teachers coming up with a list of things to discuss, this should be open to everyone who works with students such as classroom aides, personal aides, therapist and Reading Specialist.  

References 

Bean, R. M., Goatley, V.J. (2021).  The Literacy Specialist. Leadership and coaching for the classroom, school, and community.  4th ed (374 pgs) Guildford Press.  

Rodgers, A., & Rodgers, E. M. (2007). The Effective Literacy Coach: Using Inquiry to Support Teaching and Learning. Teachers College, Columbia University. 

A Soul Connection, in This Lonely Space.

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The quiet hum of an empty room,
Aching with silence, shrouded in gloom.
A longing for laughter, a shared embrace,
A soul connection, in this lonely space.

To find a friend, a kindred spirit true,
Whose words bring comfort, whose thoughts shine through.
Someone to message, without a second thought,
Whose conversations leave my spirit caught.

To share the mundane, the dreams, the fears,
To wipe away the lonely, silent tears.
A bond unbreakable, a trust so deep,
Knowing my secrets, they’ll forever keep.

But fear whispers doubts, a constant refrain,
“Will I be too much? Will they feel the strain?”
The need for connection battles the dread,
Of being a burden, words left unsaid.

Yet hope flickers still, a tiny flame,
That somewhere out there, someone feels the same.
A yearning for friendship, a hand to hold,
A story waiting, waiting to unfold.

Meet Maeve

Journey into the Shadow Realm with Maeve! 🧛‍♀️✨

Dive into a world of magic, darkness, and vampires with “The Shadow Realm Chronicles: Maeve” by Nancy Ann Creed.

What if you were turned into a vampire against your will?

Maeve, once a loving wife and mother, is now a pawn in a dangerous game. Torn from her family and forced to serve the Shadow King, she must fight to reclaim her soul and reunite with her son.

This captivating tale will:

Transport you to a realm where darkness reigns

Introduce you to unforgettable characters and magical creatures

Keep you on the edge of your seat with thrilling twists and turns

Perfect for fans of:

Vampire lore and urban fantasy

Strong female protagonists

Stories of redemption and family

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