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E-raamat: Becoming a Literacy Leader: Supporting Learning and Change

  • Formaat: 238 pages
  • Ilmumisaeg: 10-Oct-2023
  • Kirjastus: Stenhouse Publishers
  • Keel: eng
  • ISBN-13: 9781003840107
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  • Formaat: 238 pages
  • Ilmumisaeg: 10-Oct-2023
  • Kirjastus: Stenhouse Publishers
  • Keel: eng
  • ISBN-13: 9781003840107
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Allen presents the her professional development story in becoming a literacy coach, with this second edition reflecting on the ten years improving and refining her practice since the first edition. She introduces the book with her three unifying themes of layered leadership, collaborative meaning making, and shared community direction. She discusses ways to offer support for professional development by drawing connections between literacy exercises that help students and the types of thinking that improve teaching competency. She advocates for thoughtful organization of learning spaces, reflection on life stories, and study groups. She presents school-level framework including different kinds of support for different teaching experience, curriculum and assessment, targeted intervention, whole school experiences, leadership cultivation, and the multi-level scheduling of an academic year. The final chapter reflects on the experience of a new teacher and how they can be coached into both competence and confidence. Annotation ©2016 Ringgold, Inc., Portland, OR (protoview.com)

The first edition of Becoming a Literacy Leader chronicled Jennifer’s work as she moved to a new school and a new job as a literacy specialist and found herself tackling everything from teacher study groups to state-mandated assessment plans.
The new edition of her book is a thoughtful, reflective evolution of her work as she rethinks how her identity and role as a literacy leader have evolved in the ten years since she wrote the first edition. She focuses on three ideas to describe her work: the concept of layered leadership, shared experiences in making meaning together, and the importance of rowing in the same direction as a school community.
Jennifer firmly believes that teachers know what they need when it comes to professional development, and she describes the layers of support that coaches can implement within a school, including in-class support, curriculum support and assessment, study group facilitation, and the cultivation of teacher leadership. She provides an explicit framework for implementing these layers of coaching and explains how administrators can use the literacy leader position to build and sustain change within their schools.
Literacy leaders and coaches can use this book as a road map for how to approach their work with purpose and intention. Online videos that accompany the book bring the text alive by showing readers what coaching looks and sounds like.
 

Arvustused

Jennifer Allen's second edition of Becoming a Literacy Leader (9781625310965, $33.33) covers the author's work as she moved to a new school and position as a literacy specialist, and examines what it means to assume such a role in supporting learning and change. While the first edition of this book detailed her work and move, this latest continues the process of evaluating her newfound role as a literacy guide, adding more information gleaned from the ten years since her first discussion and surveying the basics of how she applied her job to the school community. The result is more than just an update of events, but a re-assessment gained from further experiences in the blossoming school system and new position, and is a highly recommended reference for any teacher considering the role of a literacy leader. Midwest Book Review, Bookwatch, November 2016 Education Shelf The second updated edition of Becoming a Literacy Leader: Supporting Learning and Change provides a revised new edition of her basic work, which detailed the author's move to a new school and job as a literacy specialist which required she put the most basic of teaching environments into place. This revision ten years later reflects new developments in the field of literacy teaching and new ideas she has designed as her profession evolved, and shares with other teachers the basics of both professional development and the process of building a student literacy framework. Chapters include discussion questions of literacy meetings, consider the key components of such processes as literacy intervention rooms, and assess progress and programs with a two-year track record and how data indicates the reading and writing development process. The result goes far beyond the first edition, making this a winner for aspiring literacy teachers who want field-tested assessments of what works and the challenges involved in shaping effective literacy programs. Midwest Book Review

Foreword x
Franki Sibberson
Karen Szymusiak
Acknowledgments xiii
1 Introduction: Layered Coaching
1(7)
I Am
We Are
Shared Leadership
Updated Thinking
Layered Leadership
Making Meaning Together
Rowing in the Same Direction
My Stories
2 Being a Resource: A Room of One's Own for Literacy
8(51)
Creating Learning Spaces Together
Wall Space
Literacy News Bulletin Board
Library of Mentor Texts
Professional Library
Read-Aloud Corner
Study Group Meeting Area
Staff Picks
Community Resources
Personal Office Area
Book Swap
What If You Don't Have a Room?
Pause. Reflect. Act
3 A Model for Required Professional Development: "My Life in Seven Stories"
30(29)
A New Start
The Beginning of "My Life in Seven Stories"
Instructional Strategies Moving into Classrooms
The Nuts and Bolts of Classroom Implementation: A Three-Day Writing Cycle
In the End
Today: Designing Required Professional Development
Applying New Learning: Implementing School-Mandated Initiatives
Pause. Reflect. Act.
4 Study Groups: Developing Voluntary Professional Development
59(25)
Meeting the Individual Professional Needs of Teachers
What Should You Expect from a Study Group?
Why Study Groups?
Study Groups Provide "Think Time"
My Role in Study Groups
Finding a Focus and Resources
Planning and Scheduling Groups
Establishing a Predictable Routine
What's Not on a Study Group Agenda
Providing Additional Resources
What Teachers Say About Study Groups
Participants Keep Coming Back
A Worthy Investment
Pause. Reflect. Act.
5 Coaching in Classrooms: Differentiating Support for New and Veteran Teachers
84(26)
Getting Started in Classrooms
Coaching and Collaborating
Time Frames for Veteran Teachers
Blanketing a Grade Level with a Strategy
Collaborating with Master Teachers
Dialogue Journals: A Debriefing Tool
Switching Gears to New Teachers: Remembering My Own Story
Differentiating Support for New Teachers
A Glimpse of Layered Support for New Teachers
Revisiting Lucy's Classroom
Supporting Change
Pause. Reflect. Act.
6 Supporting Curriculum and Assessment
110(17)
Supporting the Literacy Curriculum and Assessment Framework
Literacy Curriculum and Assessment Notebooks
Preparing Student Assessment Materials
Release Time for Administering Assessments
Another Set of Eyes
Literacy Team Meetings
Evaluating and Tracking Student Achievement
Curriculum Maps
Curriculum Support
Curriculum Support in Action: Messy Work at Its Best
Pause. Reflect. Act.
7 Helping Kids on the Bubble: The Literacy Intervention Classroom
127(26)
How the Literacy Intervention Room Came to Be
"Helping" Students on the Bubble Through Inclusive Support
Starting the Year: Establishing Predictable Routines
Fall Assessments to Inform Instruction
Immersed in Literacy
Breaking Down and Chunking Out Instruction
A Snapshot of One Morning in the Literacy Intervention Classroom: Working with Students Through the Research Process
Evaluating the Success of the Program: A Snapshot of Students Who Completed the Two-Year Intervention
Student Survey
The Literacy Rooms Today: Fourteen Years Later
Defining Success
Pause. Reflect. Act.
8 Creating Unity through Whole School Experiences
153(13)
Involving Teachers, Staff, and Students in the Selection Process
Book Access for All
No One Way to Approach a Book
Celebrating Ourselves as Writers
The Big Day: The Author Visit
Planning with Purpose for a Schoolwide Read: Paper Things
Read-Aloud Considerations
The Best Day Ever
Pause. Reflect. Act.
9 Cultivating Teacher Leadership
166(13)
Focus and Alignment
Building Capacity: Creating Structures to Get the Work Done
Cultivating Teacher Leadership
Grade-Level Teacher Leaders Facilitate Curriculum Conversations
A Process That Involves All Staff and Utilizes Teacher Leaders
Snapshot of Grade 3 Team Making Meaning Together of Curriculum: Theme
Moving Beyond One-to-One Level Coaching
Pause. Reflect. Act.
10 Nuts and Bolts: Scheduling and Budget
179(15)
A Typical Day
What's in a Week
Overview of a Month
Rhythm of a Year
Coaching Boundaries
A New School Year, New Stories: A Wave from the Heart
11 Final Words: Mentoring New Talent
194(4)
Knowing I Was Being Checked Out and Wanting to Be Liked
Feeling Incompetent and Wanting to Be Valued
Not Knowing What I Should Be Doing and Wanting to Be Embraced as a Resource
Appendix
198(27)
Mentor Texts for Teaching Writing Craft
Mentor Texts for Teaching Comprehension
Read-Aloud Ideas
A Sampling of Professional Books from the Literacy Room
My Top Twenty Professional Resources
Bibliography 225(7)
Index 232
Jennifer Allen is a literacy specialist in grades 3-5 for the Waterville, Maine, school district, where she works as a reading coach and leads professional development programs for teachers. Jennifer has presented her work to regional and national audiences through state literacy organizations, the International Literacy Association, and the National Council of Teachers of English. She is a frequent contributor to Choice Literacy and Lead Literacy.