"Getting down from the ivory tower and stepping out of the principal's office, these authors offer some of the most important and useful books about leadership that principals can buy."
—Andy Hargreaves, Thomas More Brennan Chair in Education
Boston College

"Addresses some of the most important challenges facing school leaders today. The authors bring a remarkable combination of deep, practical experience and academic sophistication to these challenges."
—Ken Leithwood, Professor
Ontario Institute for Studies in Education, University of Toronto

"This series of little volumes provides a valuable resource for new principals who would become accomplished instructional leaders and seasoned principals looking to strengthen their leadership capacity."
—Roland S. Barth, Founding Director
Harvard Principals' Center

"This series allows school principals to integrate theory and practice themselves, resulting in highly insightful and practical strategies that will make a difference in schools. Practitioners: lead thyselves!"
—Michael Fullan, Professor Emeritus
Ontario Institute for Studies in Education, University of Toronto

Help students take the first steps toward long-term educational success!

Highlighting the importance of building children's early literacy skills, especially for those who might struggle in later grades, this volume in the Leading Student Achievement series presents an easy-to-understand overview of how three-, four-, and five-year-olds learn to read and shows school leaders how to:

• Utilize knowledge about early literacy to provide more effective support for teachers of young children
• Recognize the hallmarks of excellence in early literacy programs 
• Work with teachers, school teams, and parents to create and improve early literacy programs
• Develop a school culture that sustains excellence and continuous improvement in early literacy

Filled with real-life planning models, time-saving reproducibles, and other resources, The Principal as Early Literacy Leader gives school leaders the knowledge and vision to implement quality early literacy programs.

• Numerous examples taken directly from schools and classrooms provide models of good practice and working through the process of planning together
• Checklists, templates and other tools in each chapter assist school leaders as they work with staff.
• Guiding questions at the end of each chapter that leaders can pose to staff are starting points for professional dialogue related to instructional practices in the early years.
• At the end of the book is a resource section titled Tools for School Leaders that contains many of the templates provided in reproducible form.