OAR is proud to present a transcript of Jack's keynote address to members of the Third Act, Reflect, Revise Conference held in Brantford, Ontario.

Abstact
This two-year project explored the effects of teachers' participation in an action research professional learning community, focused on the development and use of primary-grade cumulative literacy assessment portfolios, in an attempt to streamline assessment practices and facilitate implementation of responsive early reading programming.

Abstract
A Grade Two classroom teacher and a university professor e ngaged in an action research study that linked a trait-based writing instruction approach with a genre-focused instruction approach. To capture the experience, fieldnote observations, interviews and samples of students' work were collected. The teacher recognized the need to augment her initial trait-based lessons and connect the two instructional approaches. The professor affirmed these decisions and documented the efficacy of her hybrid approach. While the teacher engaged in reflective practice that was nurtured through the process of action research, both researchers continue to refine their hybrid model and record their ongoing experience.