This article tells the story of how Pontiac High School began building a stronger focus on reading, writing, and thinking in every subject. The work started with a few shared questions, not a detailed plan. A small group of teachers and coaches came together to figure out how to help students think more deeply and express their ideas more clearly. Over time, they led staff-wide efforts that included planning lessons together, visiting each other’s classrooms, and trying out new teaching moves. Feedback from students and staff helped guide the work. Along the way, teachers began to shift their instruction, and students became more confident and engaged. The authors share what helped, what they’re still figuring out, and what other schools might consider if they want to do the same.
Author Bio
Bradley Stabler is a Secondary ELA Instructional Coach at Pontiac School District. He is interested in disciplinary literacy, collaborative teacher learning, and building teacher leadership. He can be reached at bradley.stabler@pontiacschools.org.
Ruth Poulos is an experienced educator with over 15 years in secondary education and currently serves as an instructional coach in the Pontiac School District. She is passionate about social studies education, developing new teachers, and advancing disciplinary literacy, with a strong commitment to equity, critical thinking, and media literacy. Ruth holds degrees from Michigan State University and Saginaw Valley State University and actively contributes to leadership networks at the ISD level to enhance educational practices. Inspired by exploring the Detroit area with family and friends, she brings fresh, innovative ideas to her work and strives to empower students to become informed, engaged citizen leaders. She can be reached at Ruth.Poulos@pontiacschools.org.
Recommended Citation
Stabler, Bradley and Poulos, Ruth
(2025)
"From Belief to Practice: Building a Culture of Disciplinary Literacy,"
Michigan Reading Journal: Vol. 58:
Iss.
1, Article 9.
Available at:
https://scholarworks.gvsu.edu/mrj/vol58/iss1/9
