The Literacy Leadership Team: Sustaining and Expanding Success provides clear and practical time-proven practices to assure that schools are consistently developing an "informed eye" when developing literacy curriculums and programs. This unique book provides a wealth of information to assist not only the literacy coach as a lead learner, but the entire literacy leadership team to focus on positive change or forward shifts in schools.
Kathy S. Froelich received her Ph.D. from Fordham University in New York and has provided professional development opportunities to teachers and literacy coaches at the national level. In addition to her years of classroom teaching experience, she has taught at Agnes Scott College and Thomas University. She is currently teaching in the School of Teacher Education at Florida State University and is the Program Coordinator for Undergraduate Reading. She is co-author of The Literacy Coach: Guiding in the Right Direction (2007, Allyn and Bacon) Enrique A. Puig is the Director of the Florida Literacy and Reading Excellence Center at the University of Central Florida. He is a certified Reading Recovery teacher and Literacy Collaborative trainer. In addition to being president of the Orange County Reading Council (Florida), Enrique serves as an elected board member of the American Reading Forum and continues to work with students. He is author of The Literacy Coach: Guiding in the Right Direction (2007, Allyn & Bacon) and Guided Reading and Spanish Speaking Students (Scholastic).
TABLE OF CONTENTS The Literacy Leadership Team: Sustaining and Expanding Success (A companion volume to The Literacy Coach: Guiding in the Right Direction) Table of Contents Preface Foreword by David Booth Introduction SECTION 1: Creating a Foundation to Sustain Success Chapter 1 Understanding adult learning * "X-ed" Change * Andragogy * How Andragogy differs from Pedagogy * Models for Adult Learning * Who is an Adult Learner * Summary * Libretto * Reflection * Exchange Chapter 2 Understanding Conditions for Learning * "X-ed" Change * Expectation * Responsibility * Immersion * Use * Response * Demonstration * Engagement * Approximation * Summary * Libretto * Reflection * Exchange Chapter 3 Developing a Common Language * "Xed" Change * Benefits of developing a common language * Features of developing a common language * Team Practices to develop a common language * Updating terms * Summary * Reflection * Exchange Chapter 4 Understanding literacy processing * "X-ed" Change * Reading as a process * Developmental stages of reading * Writing as a process * Reciprocity of literate activities * Teaching for strategic activity to sustain literate enterprises and expand meaning * Summary * Libretto * Reflection * Exchange Chapter 5 Getting started * "X-ed" Change * Setting ground rules * Assembling a working system to support change * Identifying members * Elementary (pre-K- 5) literacy leadership teams * Secondary (6-12) literacy leadership teams * Summary * Libretto * Reflection * Exchange SECTION 2: Assembling a Working System to Promote Forward Shifts Chapter 6 Identifying an initial adaptive challenge * "X-ed" Change * Using assessment to guide investigations * Using evaluation to guide practice * Summary * Libretto * Reflection * Exchange Chapter 7 Investigating an adaptive challenge * "X-ed" Change * Using professional literature * Instructional procedures to employ * Summary * Libretto * Reflection * Exchange Chapter 8 Refining an adaptive challenge and developing an action plan * "X-ed" Change * Developing a focus based on literacy processing * Developing an action plan * Executing an action plan * Summary * Libretto * Reflection * Exchange Chapter 9 Developing a study group and reflecting on the plan * "X-ed" Change * Reaching consensus * Selecting resources * Summary * Libretto * Reflection * Exchange SECTION 3: Utilizing Scaffolds to Expand Success Chapter 10 Utilizing the literacy coach * "X-ed" Change * On-going job-embedded professional learning * Literacy coaching as a continuum * Facilitating a workshop * Providing an observation lesson * Co-teaching * Conferring, observing, and debriefing * Facilitating a study group * Facilitating collaborative action research * Summary * Reflection * Exchange Chapter 11 Developing a long-term school-wide plan * "X-ed" Change * Looking ahead: using a 5-year plan * Summary * Libretto * Reflection * Exchange Chapter 12 Establishing Support at the State Level Evan B. Lefsky, contributing author * The K-12 Literacy Plan * State-Funded University-based Support * Implementing a K-12 Literacy Leadership Conference * K-12 Literacy Coach Academies * Summer Literacy Leadership Team Institutes * Professional learning Resource * Principal and Teacher Preparation * University Faculty Fellows * Access to Data * Summary Final Note Appendices Appendix A - Literacy Leadership Team Self-Assessment Survey Appendix B - Five Stage Plan for Sustaining and Expanding Success Appendix C - Action Plan for Intentional Literacy Instruction Appendix D- Annotated bibliography Glossary References Index (2 pages)
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