Confidently lead early literacy improvement in your professional learning community (PLC). Aligned to the Every Teacher Is a Literacy Teacher series, this results-focused guide outlines how to take urgent action to address deficiencies and increase literacy rates. Learn how to bring a new level of focus to your teacher teams and help them do the important daily work of ensuring every student successfully reads and writes at or beyond grade level. Understand the importance and goals of literacy-focused instruction in an elementary setting. Gain specific suggestions for four types of leaders: (1) district, (2) school, (3) coach, and (4) teacher. Help collaborative teams emphasize literacy knowledge and reading and writing skills in a curriculum's essential standards. Create effective data-inquiry practices that inform team decision-making about interventions and extensions. Facilitate high-quality literacy instruction using the gradual release of responsibility framework. Develop equity in literacy instructional strategies to ensure growth and development for all. Contents: Introduction: Leaders of Literacy Chapter 1: Establish Clarity About Student Learning Expectations Chapter 2: Examine Assessment Options for Literacy Chapter 3: Create a Learning Progression to Guide Instruction and Assessment Chapter 4: Develop Collective Understanding of Learning Expectations Chapter 5: Respond to Student Data to Ensure All Students Learn Chapter 6: Design Lessons Using the Gradual Release of Responsibility Instructional Framework Chapter 7: Plan for High-Quality Instruction in Literacy Chapter 8: Select Appropriate Instructional Strategies Chapter 9: Consider Equity in Literacy Epilogue Appendix A: Reference Points, Templates, and Tools Appendix B: List of Figures and Tables References and Resources Index
A Leader's Guide to Reading and Writing in a PLC at Work, Elementary by Kathy Tuchman Glass and Karen Power is the ultimate guide to leading literacy instructional efforts in an elementary setting.
Are you a K–8 principal ready to implement the PLC at WorkTM process?
Kegan, R., & Lahey, L. (2001). How the way we talk can change the way we work: Seven languages for transformation. San Francisco: JosseyBass. Kendall, J., & Marzano, R. J. (2000). Content knowledge: A compendium of standards and ...
... goals that will be pursued during this time and providing necessary resources to support the ongoing inquiry that is central to the work of these teams (Louis, Marks, & Kruse, 1996; Mullen & Hutinger, 2008; Olivier & Hipp, 2006).
This book is an all-encompassing resource to help priority school leaders take steps to turn their school around.
With foreword by Douglas Reeves As a school leader, your influence and impact on students, staff, and families is beyond measure. Designed as a guide and reflective tool, Leading With Intention will help focus your invaluable everyday work.
By focusing on what students learn rather than what they are taught, schools can redefine their mission and begin the transition to a professional learning community.
This is the whole package." —JON SAPHIER, founder and president, Research for Better Teaching, and chairman emeritus of Teachers 21 "Paul Bambrick-Santoyo's book is a triple threat to the achievement gap: not only has he presided over ...
Provides recommendations on ways to improve school performance.
Organizational behavior in education: Adaptive leadership and school reform. Boston: Pearson Education. Parscale, G. (2008). Building a pyramid of interventions. In The collaborative administrator: Working together as a professional ...