Curiosity has become my unofficial One Little Word for 2026. It all began when I wrote a TWT post in August entitled, Staying Curious: A Shared Responsibility. My original goal was to invite parents to question what was going on regarding writing (really, literacy) instruction in their children’s schools. The more I thought about this word, the more I began to notice curiosity missing from the world of education as a whole. As a literacy coach, I feel like curiosity is my job description. I don’t hold all of the answers, but I’m willing and eager to mess around in order to find solutions or better ways of doing things. I love this mode of discovery.
When our principal let our literacy team know that we would once again be able to have a vertical literacy team at our school this year, I thought this would be the perfect place to spark curiosity. Dawn, Ashley, and I planned our first meeting around our school goal, which centers around student engagement. We asked teachers what engagement looked like and sounded like. We asked them to think and discuss what they were curious about as they thought about increasing student engagement. The teachers complied but the conversation felt forced and in the end when we asked, “what should we do next?” you could hear in a pindrop in the silence that followed. I felt the heaviness of what teachers are being asked to do and there was a reluctance of taking on one more thing.
However, when someone suggested teaming up and doing some read aloud work together, there was a tiny spark of excitement. We ended that initial meeting with a glimmer of an idea, which was enough for our team to build upon.
On Monday afternoon, our vertical literacy team met again. Our principal was the first to the meeting and I let her know that the agenda was loose, “We’re going to just see where this goes,” I warned.
We opened by introducing two books we had chosen as potential read alouds. We let the teachers browse the books and then asked, “So what do you want to do?” The teachers chatted about which book they wanted to try and ulimately, the group decided on one. Teachers then paired up to plan a read aloud, an upper grade teacher with a lower grade teacher.
This is where the magic happened. This was the moment I felt the teachers invest in and get excited, and perhaps curious, about the work. I mostly sat back and listened in as the teachers talked about what read aloud has looked like so far in their rooms this year. (Read aloud has been a district-wide focus.) They discussed places they would stop. Potential questions and conversations that would ensue. Our paired-up second and fifth-grade teachers even pulled up their standards and compared how they. built upon one another. There was a buzz that I always hope for when we have an opportunity to pull teachers together, a buzz that for me is what keeps me going as an educator.
Writing this now, I realize that there is a parallel between what happened in our literacy team meeting and the focus of our read aloud work in classrooms this year. In my coaching around read aloud, I’m constantly thinking with teachers about ways to get students doing more of the work. I use the example all the time that yes, WE model retelling a story all the time, but how often are the kids actually doing that work? The words coming out of their mouths? As we’ve worked to make our read alouds truly more interactive and intentional, we’ve seen a shift in engagement as students are doing more of the heavy lifting. They’re excited, engaged…curious.
In some of our pd sessions around read-alouds, teachers have said, “Can’t you just give us the plans?” While that may feel easier and would ensure perhaps more cohesion, I’m encouraged by the energy that can come from giving teachers space to be curious and I’m going to continue thinking about ways to make space for this work.
Where In The World Am I Writing From: I took advantage of our suprise snow day and a quiet house and began a draft, still under a cozy blanket on my couch!
Where There Is Joy 
Thank you for your reflection on the word curiosity and how you are fostering it with teachers. This week, a few teachers on my school’s literacy committee met to begin co-writing plans for rich read-alouds. I was buoyed by our excitement at finding books that are rich texts with many possible themes, and by our collaborative efforts. We were all curious…and it brought me joy!
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I am always fascinated by your work. Oh, how I wish our district had coaches the way yours does. That aside, I am inspired by this observation, “As we’ve worked to make our read alouds truly more interactive and intentional, we’ve seen a shift in engagement as students are doing more of the heavy lifting. They’re excited, engaged…curious.” I’m going to put this aside to consider with my grade 9 classes. One in particular is super reluctant to do much work; I wonder if they need a bit more heavy lifting? Thanks for the nudge! Your work extends past your own school!
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Oh! Let me know how it goes. I’m happy to share what we’ve been trying. We’ve been really intentional with the ways we model writing about reading and note taking. It’s really focused and kids get good at it. I think feeling successful is motivating them!
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What wonderful news of the turn-around with read alouds~ Nothing is better than a good book that spurns excitement and CURIOSITY! #BigWin I love hearing about teachers feeling new thoughts about getting children involved in thinking, writing, and responding in positive ways!
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The shared curiosity in that meeting was so good! The work you’ve done this year helped lead us to that meeting where they got messy in decision making, planning and actually having fun in the process! Yay you! Yay them!
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Yeah us! I’m so grateful for our shared vision and collaboration. Couldn’t do it without our people.
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I’m always so curious where you get your ideas and creativity. But I think it’s truly that you allow it ti be messy. You’re ok for it to be a flop and try again! Nice work!
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Your work is inspiring and hopeful, Jess. I love the nod to curiosity, and that you’re able to spark that in teachers— wow! I also love the deep respect you have for the people around you that comes out so organically in your piece. What a beautiful reflection to write on a snow day.
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“The more I thought about this word, the more I began to notice curiosity missing from the world of education as a whole.” A lot of this resonated, and I feel the sentiment. AI is coming for all of our curiosity. But, if we can model curiosity ourselves and make it a going concern we can weather that storm. Thanks for a thought-provoking slice! 🙂
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This is such important work! We are getting back to vertical alignment next year. I’m excited!
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Well this is encouraging. I heard the tail end of an NPR story that had a similar theme. I wrote down the date (2/17/26) so that I could go back and listen to the person being profiled. He was an artist, and at the end of the interview, the interviewer asked him how he felt that art could cure loneliness (which was his thesis). His answer was very succinct: Be curious. Make something. Have conversations.
It occurred to me that that is exactly what the Slice of Life Challenge is all about. It’s also what I think every day in school should be about. For students AND teachers AND paraeducators. Read Aloud is a start.
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Love this. I will look for the npr story. “It’s also what I think every day in school should be about. “ I agree!
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Thanks for letting me be a fly on the wall as you led your meeting. As I read, I kept thinking I’d love to be working at your school, a place where its leaders plan intentionally but also go slow to see how it goes. When discussing the students, you said: I’m constantly thinking with teachers about ways to get students doing more of the work. It seems to me, your teachers were your “students” in this meeting and by going slow and observing, you got the teachers to do the work! Congrats! You guided a magical meeting!
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I would love to work with you!
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