Two weeks ago, we shared Part One of our inspiring conversation with Julian Gaines is a globally recognized artist whose work is unique, inspiring, and embodies what it is to be MORE. Here is Part Two.

Once upon a time, students engaged in creative writing. In fact, creative writing constituted the bulk of the writing students generated. The educational pendulum rarely finding balance has now swung wholeheartedly to expository writing, often completely shunning narrative writing instruction.

Because of his work and belief in the potential in every child, Voyager Sopris Learning commissioned Julian to create our signature #IAmMore graphics, which have been the focal point of the movement and campaign designed to give teachers and students a voice and share their stories of what makes them more than meets the eye.

Dyslexia is the most common type of developmental reading disability and one of the most studied of all learning disorders. Advocates have successfully pushed more than 40 states to adopt rules and guidelines for the identification and treatment of dyslexia. Given prevalence estimates of about 5 percent to 17 percent of all students, one or two who merit this descriptor are likely to be in every classroom. Thus, every teacher should be familiar with the nature of the disorder and how to teach children who are affected by it.

How do we get students to understand and retain the concepts we are teaching? And, how can you incorporate research-based writing strategies into your current instruction?

In the scope of a school year, it’s difficult to fill the cups of educators to support and refine knowledge of teaching literacy. Still, professionals require professional development.