The Principal as Instructional Leader in Literacy
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The Principal as Instructional Leader in Literacy



© 2009 | 160 pages | Corwin

Published in Association with Ontario Principals' Council

"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

A proven plan to raise the quality of literacy instruction and learning schoolwide!

To effectively monitor instruction and adherence to a standards-based curriculum, every principal must understand all aspects of literacy teaching and development. As part of the Leading Student Achievement series, this practical guide supports principals and school leaders in improving literacy instruction and achievement for K–12 students. Based on a balanced approach that emphasizes all components of literacy, this volume:

  • Explores the role of the principal and shared leadership in the improvement process 
  • Guides school leaders in developing effective school teams for improving literacy
  • Demonstrates how to create and implement a literacy plan 
  • Recommends practices that support classroom instruction 
  • Examines how to promote home–school–community partnerships

Aligned with both IRA and NCTE standards, The Principal as Instructional Leader in Literacy offers a comprehensive approach to providing high-quality literacy leadership.

 
Acknowledgments
 
Introduction
 
1. Setting the Stage
Defining Literacy  
A Brief, Recent History of Literacy Instruction  
The Principal's Role: Instructional Leader  
Summary  
 
2. Foundations of Balanced Literacy
Staring With an Understanding of Literacy Instruction  
Stages of Literacy Development  
Components of Balanced Literacy  
The Balanced Literacy Diet  
Summary  
 
3. Meeting the Needs of All Students
Understanding Student Needs  
Differentiated Instruction  
Summary  
 
4. Instructional Leadership in Action
Identifying a Need for Change  
Establishing a Set of Literacy Core Values  
Summary  
 
5. School Improvement: The Literacy Plan
Developing a Literacy Plan  
Planning for Literacy Instruction  
Summary  
 
6. Working Together: Promoting Home/School/Community Partnerships
Understanding the School Community  
Analyzing the Data  
Summary  
 
7. Sharing Leadership
Using a Team Approach  
Teachers Learning From Teachers  
Summary  
 
8. Building Effective Teams
Creating Teams  
Teams Need a Purpose  
Collaborative Team Intervention  
Summary  
 
9. Supporting Classroom Instruction
Professional Development  
Walking-About-the-School Strategy  
Staff Supervision  
Summary  
 
10. Resolving Time Issues
Give Up Some Time, You Get Some Time  
The Balanced School Day  
Summary  
 
Afterword: Are You Up to the Challenge?
 
Must Reads
 
Glossary
 
References
 
Index

Sample Materials & Chapters

Introduction

Chapter 1. Setting the Stage


“This series of publications addresses some of the most important improvement challenges facing school leaders today. The authors of the series bring a remarkable combination of deep, practical experience and academic sophistication to these challenges. The series should be required reading for all school leaders.”

Ken Leithwood, Professor
Ontario Institute for Studies in Education, University of Toronto

“At last, a series of outstanding books by practicing administrators, for practicing principals. Avoiding high-flown theory on the one hand and mere lists of bullet points on the other, these books represent the best that highly expert leaders have to offer—intellectually informed ideas about how to deal with the compelling practical issues of principalship. 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

“This series of little volumes offers a plethora of rich ideas ranging from practice and specific methods right down to easy-to-use worksheets. It provides a valuable resource for new principals who would become accomplished instructional leaders and also for seasoned principals looking to strengthen their leadership capacity.”

Roland S. Barth, Former Teacher and Principal
Founding Director, Harvard Principals’ Center

“This is a great series that 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

it was too specific for my course

Professor Michelle Prytula
Educational Administration, Univ of Saskatchewan
February 14, 2012
Key features
  • Defines literacy instruction in the context of the commonly used balanced literacy framework, a model that bridges a number of delivery models;
  • Provides numerous staff development activities, observation guides, and organizational tools throughout the text, ready for use at staff meetings, staff development events, and professional learning community meetings;
  • Addresses time issues that arise in efforts to improve literacy instruction

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ISBN: 9781412963091

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