Instructor Spotlight: Nayda Tinsley
Ms. Tinsley with her Reading Rescue tote bag and binder!
Before COVID-19 fundamentally changed the running of schools across NYC, Ms. Nayda Tinsley had a number of responsibilities within P.S. 158 in Manhattan. Having worked at the school for 20 years, she assisted with lunchroom supervision, recess supervision, office work, and other critical non-instructional roles. However, as schools transitioned into remote or blended learning in 2020, Ms. Tinsley was given the opportunity to become a Reading Rescue instructor and work directly with students who needed support with literacy. She has thoroughly enjoyed the Reading Rescue professional development and support from Literacy Trust staff, and has found it extremely rewarding to facilitate student learning in this new way.
As her principal suspected she would be, Ms. Tinsley is skilled at forging or revisiting a personal connection with all five of her Reading Rescue students. As a result of the changed schedule due to COVID-19, Ms. Tinsley is able to support students with their literacy for most of the day. She says that before COVID-19, she always helped one of her students with their lunchbox so now when she does the Reading Rescue session with the student, they are excited to see her again–this time outside of the lunchroom! One of Ms. Tinsley’s students, Elizabeth, invites her dog to join the Reading Rescue sessions, while another student, Maddie, often has her favorite doll join the session. Ms. Tinsley says she loves making her students feel comfortable, and finds it important to do so in order for the students to feel confident in the Reading Rescue session. She aims to make her sessions fun and personalized for each student so that the students get excited about learning to read, and said “I’ll make (the doll) part of the story if I have to!”
Ms. Tinsley with one of her Reading Rescue students, Maddie
Like many new Reading Rescue instructors, Ms. Tinsley was nervous before the professional development sessions, but wanted to support students in a new way. Once she realized she could do it, she gave it her all. “If I wasn’t going to give my full percent, I wasn’t going to do it... so that’s why I seek out help when needed.”
Ms. Tinsley does not shy away from seeking support when offered. She thanks her granddaughter, Megan, for helping her with technological obstacles. Megan is a paraprofessional at P.S. 158 and is always willing to lend Ms. Tinsley a helping hand as a fellow Reading Rescue instructor. Ms. Tinsley says she also finds a great support system in Corneisha, one of Literacy Trust’s Program Managers who works with PS 158. Corneisha supports instructors like Ms. Tinsley with the substance of the Reading Rescue lesson, as well as best practices and support with data and materials. Ms. Tinsley notes that she really feels supported with RRData, Zoom, and any other technical duties that have arisen out of the transition into remote instruction during her first year as a Reading Rescue instructor.
Every morning, Ms. Tinsley lays out her Reading Rescue on her bed to start the day off!