Meet Darlene Robertson who is our Director of Professional Development and manages the Assets Teacher Training and Outreach Program (ATTOP). Darlene has worked at Assets School in numerous capacities since 1982.What do you value most about Assets School?
I appreciate being part of an intimate school community that works with and embraces learning variations. Students here get to participate in programs according to their strengths and affinities as well as focus on educational needs. Thanks to the work of caring and talented adults, the school cultivates a safe learning environment for those who benefit from differing approaches to expression and instruction. I am fortunate to have the opportunity to work with students, share with teachers, communicate with parents and interact with the public in association with this distinctive and supportive setting that fosters "all kinds of minds".
What is your goal for the current school year?
Beginning in 2011, ATTOP will start offering a free early reading screening for children mid-kindergarten through third grade from the general public who might be at risk for reading difficulties. The screening session will include individualized feedback and suggestions related to the assessment results. Information about this project can be found on the Assets website.
Early identification and intervention is key for dealing with reading problems. If reading achievement is already behind at the end of first grade, it becomes increasingly difficult to catch up. As time passes, the reading literacy gap expands exponentially and by fourth grade, four times as much specialized instruction is required to help the student than what would have been needed if such intervention had begun in mid-kindergarten. (National Institute of Child Health and Human Development)
What drew you to be an educator?
While I was finishing my undergraduate degree in English and earning my teacher certification at Lewis and Clark College, the college initiated a new graduate level program that would make participants eligible for a specialized endorsement for teaching reading. Since I grew up with a love of reading and books, it seemed natural to enter a program that seemingly shared a similar conviction. This graduate program turned out to be much more involved than I had first envisioned, though, it served to introduce me to the complex science involved in reading, assessment and strategic planning. This happening became the first step in a cumulative and multifaceted journey that led me to what I am doing now.
My most compelling reason for being an educator is a desire to see students thrive. Learning is an experience that involves human relationships and endeavors in addition to practicing technique. I strive to make a difference by empowering students to make connections so they can realize their potential and gain confidence as learners.
What is your book by your bedside?
I am presently enjoying Stanislas Dehaene's book, Reading in the Brain: The Science and Evolution of a Human Invention
. This book was recommended to me by a colleague who could not put it down. It is a lively read that incorporates science, history, culture, and learning and sprinkles some interesting side stories in between.
I stay current with what is happening with research and development in a number of ways. These include reading (books, periodicals, newsletters, reports), web site subscriptions, memberships in local/national organizations, corresponding with colleagues, attending conferences, partnering with other agencies and networking.
