Read, Write, Lead: Breakthrough Strategies for Schoolwide Literacy Success

✍ Scribed by Routman, Regie

• Publisher: Association for Supervision & Curriculum Development
• Year: 2014
• Tongue: English
• Leaves: 379
• Category: Library

✦ Synopsis

Achieve dramatic academic improvement by entwining successful practices of literacy and leadership in your school.

✦ Table of Contents

Cover......Page 1
Title Page......Page 4
Copyright......Page 5
Dedication......Page 6
Table of Contents......Page 8
Note......Page 14
Acknowledgments......Page 16
Introduction: Why This Book, and Who Is It For?......Page 20
Quick Wins......Page 24
1—Literacy and Leadership: Change That Matters......Page 26
Learning from Teaching and Leading......Page 27
Literacy Insights......Page 28
Leadership Insights......Page 30
Prepare People for Worthwhile Change......Page 33
Put in Place a Solid Infrastructure......Page 36
Focus on Worthwhile Instruction and Learning......Page 37
Establish a Culture of Professional Trust......Page 39
Professional Trust: What It Is and Why It Matters......Page 40
Take Action to Promote Professional Trust......Page 41
Become a “Positive Deviant”—A Force for Helpful Change......Page 44
Develop a Mindset for High Achievement......Page 45
Teach with a Sense of Agency and Urgency......Page 47
Ask Uncommon Questions......Page 48
Become a Teacher Who Also Leads......Page 51
Become a Leader Who Also Knows Literacy......Page 54
Teach and Assess Responsively......Page 56
Ask the Most Essential Questions First......Page 57
Teach with Authenticity......Page 60
Plan with the End in Mind......Page 62
Provide More Choice Within Structure......Page 67
Hear All the Voices......Page 73
Embed Formative Assessment......Page 74
Apply an Optimal Learning Model......Page 76
Embrace Seamless Teaching......Page 78
Shift to Whole-Part-Whole Teaching......Page 80
Rely on Excellent Demonstrations......Page 82
Provide More Shared Experiences......Page 84
Build in Sustained and Guided Practice......Page 88
Work Toward Independence in Learning......Page 89
Reap the Benefits of the OLM......Page 90
Provide Effective Feedback......Page 91
Apply Feedback Essentials......Page 92
Use Effective Feedback to Build Professional Trust......Page 95
3—Reading and Writing Priorities......Page 100
Develop Shared Beliefs......Page 102
Start with Schoolwide Discussion of Literacy Beliefs......Page 104
Connect Beliefs with Excellent Instructional Practices......Page 109
Provide Access to Appropriate Texts......Page 114
Ensure Access to Books for All Students......Page 115
Use Riveting Literature......Page 116
Establish Excellent Classroom Libraries with Students......Page 118
Guide Students to Choose Books They Can Read......Page 119
Understand Text Complexity......Page 121
Apply Reading Levels Judiciously......Page 122
Expand Background Knowledge......Page 124
Integrate Social Media and Technology into Literacy......Page 125
Write for Audience and Purpose......Page 126
Make Writing Authentic......Page 127
Simplify the Teaching of Writing......Page 128
Become a Writing Role Model......Page 129
Notice What Authors Do......Page 133
Embrace Public Writing Conferences......Page 134
Put the Writer Before the Writing......Page 135
Focus on Reading Joy as Well as Reading Progress......Page 136
Be a Reading Role Model......Page 141
Rely on Relevant Research......Page 145
Emphasize Comprehension......Page 147
Provide Adequate Reading Supports......Page 149
Ensure Sustained Time for Independent Reading......Page 152
Instill Daily Reading Conferences......Page 154
Aim for Self-Determining Readers......Page 155
4—Reducing the Need for Intervention......Page 156
Focus Teaching at the Universal Level......Page 158
Increase Teacher Effectiveness......Page 159
Apply the Common Core Standards Wisely......Page 160
Emphasize Prevention......Page 161
Ensure Excellent Literacy Instruction in Kindergarten......Page 162
Intervene Early......Page 167
Avoid Summer Reading Loss......Page 169
Embrace the Reading/Writing Connection......Page 171
Focus on Meaning......Page 178
Choose Programs and Resources Carefully: Pay Attention to Research......Page 179
Work with Reading Texts That Lead to Early Success......Page 180
Make the Work More Authentic......Page 184
Provide More Student Choice......Page 185
Make Learning Intentions Clear......Page 186
Celebrate Students’ Strengths......Page 189
Have Students Do More Silent Reading......Page 190
Confer with Students Daily......Page 191
Embrace Whole-Part-Whole Teaching......Page 192
Put Second Language Learners on a Fast Track to Achievement......Page 193
Write Whole, Meaningful Texts as a Catalyst to Acceleration......Page 195
Ensure High-Quality Leadership......Page 200
Foster Principal Success......Page 201
Promote Teacher Leadership......Page 203
Build Trusting Relationships......Page 204
Make Daily Instructional Walks Integral to Higher Achievement......Page 216
Defining Instructional Walks......Page 217
Find the Time......Page 219
Know What to Look For......Page 220
Give Immediate Feedback......Page 223
Take Nonjudgmental Notes......Page 226
Give Suggestions Carefully......Page 228
Guide Teachers to Align Beliefs with Practices......Page 231
Go Beyond Analysis of Results to Improving Instruction......Page 234
Learn from Highly Effective School Leaders......Page 235
6—Professional Literacy Communities......Page 238
Expand the PLC Defi nition and Vision......Page 239
Learn from a Professional Literacy Community School......Page 241
Put in Place Effective Learning Structures......Page 245
Support Continuous Principal and Teacher Learning......Page 248
Seek Professional Learning,Not Just Professional Development......Page 249
Set Up a Highly Functioning School Leadership Team......Page 250
Develop a Selection Process for Membership......Page 252
Organize Team Structures for the PLC......Page 255
Set Up a Coaching Protocol for the Team......Page 258
Establish Roles and Responsibilities......Page 259
Ensure Successful PLCs and Accelerated Learning for All......Page 264
Ask Deeper Questions About Teaching and Learning, Schoolwide......Page 265
Use Time Astutely......Page 268
Simplify the Work......Page 269
7—Sustaining the Work: We Can Do It!......Page 273
Expect Commitment......Page 274
Instill a Culture of Collaboration, Learning, and Empowerment......Page 277
Develop a Model for Short-Term Gains and Long-Term Improvement......Page 281
Aim for Self-Determining Readers and Writers......Page 284
Seek to Have Learners Self-Monitor and Set Their Own Goals......Page 285
Develop Benchmarks and “I Can” Statements......Page 286
Mentor Other Teachers, Leaders, and Schools......Page 288
Embed Whole-School Coaching......Page 289
Transform Teaching Through Peer Coaching......Page 290
Adopt a Residency Model......Page 291
Protect the School......Page 296
We Can Do It!......Page 301
Postscript......Page 302
Appendixes......Page 304
APPENDIX A: Change Process Worksheet......Page 306
APPENDIX B: Planning Instruction with the Optimal Learning Model......Page 307
APPENDIX C: Examining Beliefs About Reading......Page 308
APPENDIX D: What to Look for in the Highly Effective Reading and Writing Classroom......Page 309
APPENDIX E: Recommended Technology Tools and Uses......Page 311
APPENDIX F—Part1: Schoolwide On-Demand Writing Assessment......Page 313
APPENDIX F—Part 2: Analyzing Schoolwide Writing Samples......Page 314
APPENDIX G: Teaching Points Related to “Six Traits +1” of Writing......Page 315
APPENDIX H: Observation Framework for Instructional Walks......Page 316
APPENDIX I: Essential Characteristics of a Highly Effective Teacher-Leader......Page 317
APPENDIX J: Benchmarks for Writing......Page 318
APPENDIX K: Visitor Guidelines for Classroom Observations......Page 321
Glossary......Page 323
Endnotes......Page 329
References and Resources......Page 351
Index......Page 362
About the Author......Page 374
Search this Book......Page 0

✦ Subjects

Education;Teaching