Vicki Vinton is a literacy consultant and writer who brings her passion for language and literature, and her abiding belief in the power of children and teachers to grow as thinkers and learners, to every setting she works in.
Vicki began her career at the Teachers College Reading & Writing Project where she worked as a writer-in-residence before becoming one of the Project's teacher-trainers. Since then, she has worked in schools and districts across the country and around the world for nearly twenty years, and she’s a regular presenter at NCTE's annual convention as well as at institutes and conferences both at home and abroad. As a member of the Metamorphosis family she provides literacy coaching and facilitates coaching and leadership institutes.
With her colleague Dorothy Barnhouse, Vicki is the author of What Readers Really Do: Teaching the Process of Meaning Making (Heinemann, 2012), which has been called "the best book . . . about reading in the age of the Common Core" by Kim Yaris at Burkins & Yaris. Her other books include The Power of Grammar: Unconventional Approaches to the Conventions of Grammar (Heinemann, 2005), co-authored with Mary Ehrenworth, and, under her full name Victoria Vinton, the novel The Jungle Law (MacAdam/Cage 2005). She is also the voice behind the literacy blog To Make a Prairie (http://tomakeaprairie.wordpress.com), where she regularly shares resources, new ideas and classroom stories, and is a contributor to The Teacher You Want to Be: Essays about Children, Learning, and Teaching (Heinemann, 2015).
Q: What are you most passionate about in education?
Helping teachers to help every student in their classrooms to fall in love with reading and the power of language to connect and uplift us.
Q: What do you love about Metamorphosis?
I love the way my Metamorphosis colleagues keep me thinking, learning and growing. I always leave meetings energized and excited to share new ideas with the teachers and schools I work with.
Q: What do you want to influence in education?
I want to empower teachers to re-envision their role in classrooms: from helping their students master standards and skills to helping them develop identities and agency as readers and writers and build their capacities as critical and creative problem solvers and thinkers.