Author: Cathy A. Toll
Publisher: International Reading Assoc.
Release Date: 2014-02-09
In the decade since the first edition of The Literacy Coach's Survival Guide, education has changed considerably. One thing that has not changed is Cathy Toll's leadership in the field. Drawing on her vast experience with thousands of coaches across the world, Toll maintains her practical approach and conversational style while expanding the wealth of insights and strategies that she shares. The extensive revisions in this second edition reflect Toll's refinement of her approach to coaching as well as her response to the challenges that coaches face today. It guides new and experienced coaches through important topics, such as the following: Effecting change Working with teacher partners individually and in teams Communicating well in coaching conversations Dealing with difficult situations Coaching around special initiatives, such as the CCSS and RTI
Author: Shelley B. Wepner
Publisher: Teachers College Press
Release Date: 2016
Genre: Language Arts & Disciplines
Literacy Leadership in Changing Schools will help literacy leaders improve teachers professional development in grades K6. The authors use literacy basics to suggest concrete approaches that leaders and coaches can use to help teachers improve their instruction with culturally and linguistically diverse students. Based on firsthand experiences, research, and a school-university-community collaborative (Changing Suburbs Institute in New York), this practical book homes in on what literacy leaders need to do in todays rapidly changing schools. With vignettes, strategies, and guidelines, each chapter is devoted to one essential component of serving as an effective literacy leader. Throughout, the book addresses typical issues leaders and teachers face, such as high-stakes testing, increasing failure rates, rigorous teacher and principal evaluations, family engagement, shrinking resources, and teachers inexperience with instructing diverse students. Todays educators are faced with the challenge of meeting the increased expectations associated with a high quality education for all children. The contributors provide an excellent resource of relevant information along with a wealth of concrete suggestions for meeting that challenge through effective leadership and ongoing, embedded professional development. The result is a road map for enriched learning experiences for the professionals involved and ultimately for the students they teach. Dorothy S. Strickland, Samuel DeWitt Proctor Professor of Education Emerita, Rutgers This book encourages and supports leaders as they create bold, thoughtful and empowering pathways for professional development. It is a recipe that has the power to highlight the joy of professional growth and learning for leaders, teachers and students alike. To me, that is truly fabulous. Jennifer Scoggin, Director of LitLife, Connecticut The authors address important aspects of the decision-making process, namely how to really know someone or something well before making a choice. Too many of our educational choices are based on outdated or misinformation and this book clearly shows school leaders how to obtain accurate information when creating a cohesive literacy model. This book also takes complex aspects of literacy professional development, such as standards and instructional techniques and breaks them down in clear and applicable ways so that decisions can not just be made but also be implemented. Gravity Goldberg, Literacy Consultant, Director, Gravity Goldberg LLC
Author: Michael C. McKenna
Release Date: 2013-01-11
This Handbook provides a comprehensive and international representation of state-of-the art research, theory, and practice related to principal areas in which significant developments are occurring in the study of literacy and technology. It offers a glimpse of the commonalities faced by literacy educators around the world, together with specific challenges raised by unique circumstances. Volume I of this Handbook endeavored to lay essential groundwork for the study of literacy and technology; it retains an explanatory value that will not weaken over time. Volume II differs considerably in conception. It assumes for the most part a higher level of expertise on the part of readers, and the projects and applications described by the contributors are characterized by greater sophistication. The scope of technology use is broader, and the challenges that have emerged are in sharper focus. A powerful feature of this volume is the addition of commentaries from experts across the field on the potential of technology in key dimensions of literacy. The title of Volume II has changed slightly to reflect the inclusion of contributions on a broad geographic basis. It is now a truly international Handbook, with chapter authors from six countries and five continents. The International Handbook of Literacy and Technology: Volume II is organized in five sections: *The Role of Technology in the New Literacies; *Technology Applications with Specific Populations; *Literacy Software and the Internet; *Teacher Education and Professional Development; and *The Potential of Technology in Key Dimensions of Literacy. The effects of technology on literate activity have been both sweeping and subtle, marked by an increasing variety of changes that are difficult to evaluate and project. Perhaps the only prediction that can be offered with certainty is that the impact of technology is irreversible. Specific changes may come and go, but literacy and technology seem inextricably linked. This Handbook is dedicated to that linkage and to examining the intricacies that define it. International Handbook of Literacy and Technology: Volume II is an essential reference for researchers, professionals, and students in reading/literacy education, literacy and technology, educational technology, and related areas, and will serve well as a text for upper-level and graduate courses on these topics.
Author: Adrian Rodgers
Publisher: Teachers College Press
This innovative book moves beyond the day-to-day matters of coaching to a deeper examination of how literacy coaching can improve instructional practice. The authors offer research-based strategies that can be used to create the professional and dynamic relationships needed for successful teacher–coach collaborations. Readers will hear the voices of coaches as they analyze their own efforts to scaffold adult learning, guide collaborative inquiry, and support teacher reflection. Featuring concrete examples, this practical book: Provides a model for literacy coaches to analyze and examine their own practice. Details the importance of systematic observation of teaching and how to use observation to shape subsequent coaching sessions. Examines guiding teacher inquiry in whole groups, small groups, and pairs, to reflect and act on teaching and coaching. Charts the usefulness of teachers and coaches talking about teaching, and how this supports the change of teaching practices. “The authors have provided a rich description of what literacy coaches actually do as they work daily with teachers. Each chapter is soundly grounded in the research literature but goes beyond it to provide many practical examples.” —From the Foreword by Gay Su Pinnell, The Ohio State University “The authors deal deftly with key aspects of coaching that characterize successful coaches and for which even the most knowledgeable literacy coaches are often ill-prepared. An excellent resource for anyone whose responsibilities sometimes include the role of coach.” —Dorothy S. Strickland, Rutgers, the State University of New Jersey
Author: Linda Bowgen
Publisher: Solution Tree Press
Release Date: 2009-10-21
If differentiated instruction works for diverse student learning needs, why not apply it to teacher learning? The authors draw from real experience and PLC concepts to support the value of differentiated professional development. A practical guide for designing school or district professional development plans, this book explains a three-step model that is core to the differentiation process.
Author: Mary Kay Moskal
Publisher: Guilford Press
Release Date: 2011-08-01
Genre: Language Arts & Disciplines
Packed with vivid examples from actual schools, this book explores specific ways that literacy leaders can partner with teachers to meet all students' instructional needs. It provides a range of research-based strategies for implementing effective instruction in a response-to-intervention framework. It also describes innovative interventions—including schoolwide programs and family and community initiatives—that promote success for struggling readers. Practical ideas are presented for engaging particular populations, such as boys and middle and high school students, and for supporting teachers' professional development. Eight reproducible handouts and forms can be downloaded and printed in a convenient 8 1/2" x 11" size.
Making sure that all students read well is a top priority for schools, and literacy coaches are playing an increasingly important role in the effort. Their challenge? To deliver the kind of instruction and support best suited to the teachers they work with and most likely to help those teachers improve the literacy of their students. In Differentiated Literacy Coaching, Mary Catherine Moran presents a solution for meeting the diverse needs of literacy coaches and their charges. The heart of the book is an exploration of the Literacy Coaching Continuum, a series of professional learning formats that coaches can use singularly or in combination to design and deliver the most effective, most appropriate support: * Collaborative Resource Management * Literacy Content Presentations * Focused Classroom Visits * Coplanning * Study Groups * Demonstration Lessons * Peer Coaching * Coteaching Moran reviews the key considerations school leaders and literacy coaches must keep in mind when determining program focus and scope; describes the roles, responsibilities, and procedures involved in each coaching format; and offers guidelines based on research findings, exemplary coaching programs, and insights from her nearly 30 years as an educator. Readers will also find more than a dozen modules for coaches' professional development, including recommended materials and step-by-step procedures to help both new and experienced coaches expand their expertise. An extensive collection of print and online resources further enhances the book's usefulness for anyone interested in learning more about establishing--or improving--a literacy coaching program.
In Literacy Leadership Teams: Collaborative Leadership for Improving and Sustaining Student Achievement, Pamela Craig, a veteran English teacher and a vice-president of the Florida Council of Teachers of English, focuses on practical ways for school leaders to establish school-based literacy leadership teams. She carefully outlines each step of the process so that readers will be able to create and sustain literacy leadership teams at their own schools. Craig provides insights and tools designed to bring teachers, administrators, and other members of the school community together to set and achieve goals for improving student achievement in literacy.
Author: Jennifer Allen
Publisher: Stenhouse Publishers
Release Date: 2006-01-01
Becoming a Literacy Leader chronicles the work of Jennifer Allen, an elementary teacher who moved to a new school and a new job as a literacy specialist, and found herself tackling everything from teacher study groups to state-mandated assessment plans. The book is rooted in Jennifer's belief that teachers know what they need when it comes to professional development in literacy, and the best literacy leaders are those who listen to and respect the educators in their midst. Grounded in research but thoroughly practical, Jennifer shares advice on: organizing a literacy room with resources for classroom teachers, including book lists, bins of children's books tied to craft and strategy lessons, bulletin board ideas, and files with instructional materials; developing intervention classrooms for struggling readers and writers built on collaboration between teachers and literacy specialists; setting up assessment notebooks for teachers, and preparing new and veteran teachers for student assessments across grades; creating model programs for dealing with schoolwide problems like reading fluency, and then moving from the pilot to implementation in many classrooms; coaching new and veteran teachers in the latest literacy practices, without taking on the role of expert; analyzing and using books, videos and journals in professional development programs; infusing routine staff meetings with discussions of new literacy curricula; leading teacher study groups using a variety of formats; finding and budgeting money for professional development programs in literacy; protecting time and scheduling priorities, to ensure the literacy specialist position doesn't become a “catch-all” for the random needs of teachers or administrators. At a time when all administrators are urged to be literacy leaders, this insider's view helps to define what leadership looks like and shows how to create an environment that fosters professional development. Jennifer Allen shares the balance leaders struggle with, as they strive to support and honor the fine practices of teachers, even as they nudge colleagues to improve their literacy instruction. Ultimately, Becoming a Literacy Leader is a hopeful book, an optimistic and realistic portrait of life in schools among teachers committed to doing their jobs well.
Author: Kathy Hall
Publisher: John Wiley & Sons
Release Date: 2016-10-31
The "International Handbook of Research in Children's Literacy, Learning and Culture" presents a careful distillation of the current research in the field of primary years literacy studies. Well known contributors critically review and synthesize seminal studies on various themes, offer fresh perspectives and conceptualizations, and point to new directions for further investigation and study. Chapters vividly illustrate the interdisciplinary nature of contemporary educational thinking and research on literacy by offering perspectives from a wide range of disciplines--from aesthetics and anthropology to cultural psychology and curriculum theory. Literacy topics are addressed in three sections, namely 'society, culture, and community', 'school, culture, and pedagogy', and 'teachers, culture, and identity'. In presenting cutting-edge knowledge on all aspects of literacy learning in the primary/elementary school years, the "International Handbook of Research in Children's Literacy, Learning and Culture" provides an essential resource for scholars, educators, and researchers in charting the future of the increasingly important field of literacy in the 21st century.
Literacy Coaching takes you inside today's main coaching models, exploring their roles and responsibilities. Beginning with what coaches do, Casey provides real-life examples of what you'll need to know and what abilities the job requires, as well as crucial but often overlooked details such as how to build a relationship with your principal and how to assess the strengths and needs of the teachers you'll work with. Then she presents a variety of professional development structures that help you deliver smart, targeted instructional support where and when teachers need it most. Literacy Coaching gets into the nitty-gritty, offering experience-honed advice on these and numerous other important coaching functions: gathering materials, gaining entry, and getting started developing trusting relationships taking notes while observing teachers and students using data to uncover areas of instructional need teaching side by side with a host teacher and debriefing afterward coaching strategies and language running powerful workshops, visitations, and meetings
Author: Emily M. Rodgers
Publisher: Heinemann Educational Books
Release Date: 2002
Genre: Language Arts & Disciplines
Emily Rodgers and Gay Su Pinnell provide insights into the complexity of providing effective professional development for literacy educators and the challenges of bringing about fundamental change to literacy instruction.
Author: Shelley B. Wepner
Publisher: Teachers College Press
Release Date: 2013
Now in its fifth edition, this popular textbook is still the most comprehensive resource available on the oversight of literacy programs (PreK-12). Focusing on what literacy leaders need to know and do to meet today's mandates, experts in the field offer new insights that reflect the nation's changing policies related to the new Common Core State Standards for English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects. It also addresses forthcoming assessments aligned to the common core standards, and new mandates for evaluating teachers and principals. Literacy luminaries provide specific guidelines for all levels of instruction, including selecting and using materials and new technologies, promoting writing, assessing students, evaluating teachers, providing professional development, working with linguistically diverse and struggling learners, working with parents and the community, and evaluating school-wide literacy programs.