"This is a must read for all school personnel interested in creating a literacy plan for their school that will work!! The authors capture the step-by-step process in this field book for successful implementation." -Dr. Dale Moxley, Director of 6-12 Curriculum & Instruction Lake County Schools, FL
A proven literacy system is the key to successful readers, writers and learners!
Do you recognize the connection between students who read and students who are truly learning? Do your students need literacy help before they can perform higher-level writing and content-learning activities? Are you looking for a reliable approach to improve literacy in your classroom, school, or district? This fieldbook sets forth a plan for improving literacy for students from kindergarten through high school.
The K-12 Literacy Leadership Fieldbook demonstrates a proven process for creating a fail-safe approach to literacy that results in measurable improvement. Blending leadership strategy with in-depth literacy knowledge, Taylor and Gunter show educators how to improve literacy through:
Using software and technology integration to enhance curriculum and instruction Collaborating to set expectations for daily practice and a common language to drive instruction Using data to determine what works and what doesnt in your literacy program
Developing a fail-safe literacy point of view throughout your school
Students who enjoy reading become better writers, more involved learners, and joyful readers, proving that success in literacy is essential for success in learning!
Recenzijos
"For years, we have struggled with teaching reading at the middle and high school levels. Dr. Taylors book provided the guidance that we so desperately needed. Her book could not have been more timely or more helpful. The book provides us a pathway to accelerating our students literacy skills and literacy collaboration to support our teachers." -- Janet Hurt, Associate Superintendent "This is a must read for all school personnel interested in creating a literacy plan for their school that will work!! I have had the personal pleasure of working with Dr. Taylor to establish a K-12 literacy process in our school district. I have seen the process work first hand and experienced the power of the results. Dr. Taylor has captured the step-by-step process in her field book for all schools to follow for successful implementation." -Dr. Dale Moxley, Director of 6-12 Curriculum & Instruction Lake County Schools, Tavares, FL -- Dr. Dale Moxley, Director
| Preface |
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vii | |
| About the Authors |
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xiii | |
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Schools and Districts Committing to Fail-Safe Literacy Leadership |
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1 | (14) |
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1 | (5) |
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Fail-Safe Literacy Leadership |
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6 | (6) |
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12 | (1) |
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13 | (1) |
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Further Reading and Resources |
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13 | (2) |
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Collaborating Based on Research |
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15 | (20) |
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NCLB's Five Elements of Reading |
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17 | (5) |
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The Fail-Safe Literacy Point of View |
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22 | (8) |
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Fail-Safe Literacy Leaders Collaborating Across Content Areas |
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30 | (2) |
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32 | (1) |
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33 | (1) |
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Further Reading and Resources |
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33 | (2) |
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Developing the Literacy System Through Collaboration |
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35 | (10) |
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Step 1: Committing to Fail-safe Literacy Leadership |
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35 | (1) |
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Step 2: Agreeing on a Common Language to Drive Instruction |
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36 | (3) |
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Step 3: Agreeing on Nonnegotiable Expectations of Daily Practice |
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39 | (1) |
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Literacy Leadership Teams in Action |
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40 | (2) |
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42 | (1) |
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43 | (1) |
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Further Reading and Resources |
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44 | (1) |
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Using Exemplars to Kick Up Literacy Learning a Notch |
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45 | (18) |
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Step 4: Creating Exemplars and Nonexemplars |
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46 | (4) |
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Step 5: Clarifying Roles and Responsibilities |
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50 | (11) |
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61 | (1) |
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61 | (1) |
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Further Reading and Resources |
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61 | (2) |
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Using Data to Drive Fail-Safe Literacy Learning |
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63 | (20) |
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Step 6: Asking What Is Working and What Is Not? |
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63 | (17) |
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Step 7: Asking Is There Anything Else? |
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80 | (1) |
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80 | (1) |
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81 | (1) |
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Further Reading and Resources |
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81 | (2) |
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Enhancing Reading, Writing, and Content Learning With Technology |
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83 | (26) |
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84 | (1) |
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What Is Technology Integration? |
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85 | (1) |
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Literacy Leadership and Technology |
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86 | (3) |
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Integration of Technology Into the Fail-Safe Literacy System |
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89 | (9) |
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98 | (5) |
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The Internet and the World Wide Web |
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103 | (1) |
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104 | (1) |
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105 | (1) |
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Further Reading and Resources |
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106 | (3) |
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Completing the Fail-Safe System of Literacy |
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109 | (12) |
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Step 8: Creating a Support System |
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110 | (4) |
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Step 9: Communicating the Fail-Safe Literacy System |
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114 | (3) |
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Step 10: Monitoring the Fail-Safe Literacy System |
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117 | (1) |
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Step 11: Celebrating Successes |
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118 | (1) |
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Continuing to Kick It Up a Notch |
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118 | (1) |
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119 | (1) |
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120 | (1) |
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Further Reading and Resources |
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120 | (1) |
| Appendix A: APEL Template |
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121 | (6) |
| Appendix B: The Fail-Safe Literacy System Planning Process |
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127 | (6) |
| Reference |
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133 | (4) |
| Index |
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137 | |
Rosemarye (Rose) Taylor has a rich background that includes middle and high teaching, school administration, and district administration. She was a reading, language arts, and Spanish teacher, and counselor, followed by service as a middle and high school administrator, and district level administrator in Georgia and Florida, USA. In private sector management she was Director of Professional Development for Scholastic, Inc., New York. Currently, she is Associate Professor of Educational Leadership at the University of Central Florida in Orlando.
As Associate Professor of Educational Leadership at the University of Central Florida, her specialty is systematic leadership to improve student achievement Pk-20, which as lead to her interest and research in the professional practice doctorate. She has conducted research on leadership and change, particularly as it relates to accountability. Presentations on this topic have been given at University Council of Educational Administration, American Association of Educational Research, American Association of School Administrators, International Reading Association, Association for Supervision and Curriculum Development, National Association of Secondary School Principals, and National Middle School Association conferences. Her articles have been published in Kappan, Educational Leadership, Middle School Journal, Schools in the Middle, American Secondary Education, AASA Professor, The National Staff Development Journal, Principal Leadership, The School Administrator, Educational Research Service Spectrum, and International Journal of Education Management. Six books including Leading Learning: Improve Student Achievement Today! (2010), Improving Readers, Writers, and Content Learning for Students in Grades 4-12 (2007), Leadership Handbook for Literacy Coaching (2006),The K-12 Literacy Leadership Fieldbook (2005), Literacy Leadership for Grades 5-12, (2003), and Leading With Character to Improve Student Achievement (2003), reflect the commitment to all students learning more through leadership that creates ethical, fail-safe systems. She serves as consultant on literacy, learning communities, curriculum system development, and leadership to schools, districts and professional organizations.
Glenda A. Gunter, Associate Professor at the University of Central Florida, has a Ph.D. in Instructional/Educational Technology. She has over eighteen years experience in education and educational technology, working with schools and educational organizations to integrate technology. She serves as Program Coordinator of a Masters Degree in Educational Technology that prepares classroom teacher to apply technological tools to the learning process and to develop leadership skills necessary to become site-based technology facilitators, instructional designers, and technology leaders in pre-kindergarten through twelfth grade schools. She has taught reading to young students and adult non-readers.
Glenda is co-author of Teachers Discovering Computers: Integrating Technology into the Classroom, a Web enhanced textbook and nine other technology textbooks for Course Technology of Thomson Learning, has published over 30 articles and presented at more than 50 international, national, regional, and state conferences. Glenda has written and received over 2.6 million dollars in grant funding for education, literacy initiatives, teacher training, and technology integration.
