9780205569922

This long-awaited resource presents a detailed framework for developing, implementing, and sustaining a successful literacy leadership team. Based on the authors Personal experiences, practice, and research, The Literacy Leadership Team outlines an action plan for literacy change. It advises each literacy team member to bring his or her own knowledge and experiences and offers the information and motivation for clarifying the mission of a school literacy leadership team. The book provides educators with procedures and practices for implementing its mandate for building capacity, sustaining professional learning, understanding literacy processing and instructional practice, utilizing resources and expanding success, and building an ongoing, job-embedded, professional learning community. Book jacket.

Kathy S. Froelich received her Ph.D. from Fordham University in New York and has provided professional development opportunities to teachers and literacy coaches at the national level. In addition to her years of classroom teaching experience, she has taught at Agnes Scott College and Thomas University. She is currently teaching in the School of Teacher Education at Florida State University and is the Program Coordinator for Undergraduate Reading. Enrique A. Puig is the Director of the Florida Literacy and Reading Excellence Center at the University of Central Florida. He is a certified Reading Recovery teacher and Literacy Collaborative trainer. In addition to being president of the Orange County Reading Council (Florida), Enrique serves as an elected board member of the American Reading Forum and continues to work with students. He is author of The Literacy Coach and Guided Reading and Spanish Speaking Students.

Preface	p. vi
Acknowledgments	p. viii
Foreword	p. x
Introduction	p. 1
Creating a Foundation to Sustain Success	p. 5
Understanding Adult Learners	p. 6
"X-ed" Change	p. 6
Andragogy	p. 7
How Andragogy Differs from Pedagogy	p. 9
Models for Adult Learning	p. 10
Who Is an Adult Learner?	p. 13
Summary	p. 13
Libretto	p. 14
Reflections	p. 15
Exchange	p. 15
Understanding Conditions for Learning	p. 16
"X-ed" Change	p. 16
Conditions for Learning	p. 18
Adult Learners and Cambourne's Condition	p. 25
Summary	p. 25
Libretto	p. 27
Reflections	p. 27
Exchange	p. 27
Developing a Common Language	p. 28
"X-ed" Change	p. 28
Benefits of Developing a Common Language	p. 29
Features of Developing a Common Language	p. 30
Specific Professional Learning Experiences for Developing a Common Language	p. 32
Summary	p. 34
Libretto	p. 36
Reflections	p. 36
Exchange	p. 36
Understanding Literacy Processing	p. 37
"X-ed" Change	p. 37
Reading as a process	p. 40
Developmental Stages of Reading	p. 45
Writing as a process	p. 49
Reciprocity of Literate Activities	p. 51
Teaching for Strategic Activity to Sustain Literate Enterprises and Expand and Meaning	p. 52
Summary	p. 55
Libretto	p. 56
Reflections	p. 57
Exchange	p. 57
Getting Started	p. 58
"X-ed" Change	p. 58
Defining the Ground Rules	p. 64
Assembling a Working System to Supports Change	p. 67
Identifying Members	p. 68
Elementary (per-L-5) Literacy Leadership Teams	p. 69
Secondary (6-12) Literacy Leadership Teams	p. 69
Summary	p. 69
Libretto	p. 70
Reflections	p. 70
Exchange	p. 70
Assembling a Working System to Promote Forward Shifts	p. 71
Identifying Adaptive Challenges	p. 72
"X-ed" Change	p. 72
Using Assessment to Guide Investigations	p. 75
Using Evaluation to Guide Practice	p. 80
Summary	p. 81
Libretto	p. 82
Reflections	p. 83
Exchange	p. 83
Investigating an Adaptive Challenges	p. 84
"X-ed" Change	p. 84
Using Assessment Tools to Connect to Instructional Practice	p. 86
Using Professional Literature	p. 88
Instructional Practices to Emploe	p. 89
Summary	p. 98
Libretto	p. 99
Reflections	p. 99
Exchange	p. 99
Refining an Adaptive Challenge and Developing and Action Plan	p. 100
"X-ed" Change	p. 100
Developing a Focus Based on Literacy Learning as a Process	p. 102
Developing an Action Plan for Intentional Literacy Instruction	p. 108
Executing an Action Plan	p. 109
Summary	p. 110
Libretto	p. 111
Reflections	p. 112
Exchange	p. 112
Refining an Adaptive Challenge and Developing an Action Plan	p. 100
"X-ed" Change	p. 113
The Literacy Coach	p. 116
Reaching Consensus	p. 117
Selecting Resources	p. 118
Reflecting on the Action Plan	p. 119
Summary	p. 121
Libretto	p. 122
Reflections	p. 122
Exchange	p. 122
Utilizing Scaffolds to Expand Success	p. 123
Utilizing the Literacy Coach	p. 124
"X-ed" Change	p. 124
Ongoing Job-Embedded Professional Learning	p. 127
Literacy Coaching as a Continuum	p. 130
Summary	p. 141
Libretto	p. 142
Reflections	p. 142
Exchange	p. 142
Developing a School wide Plan	p. 143
"X-ed" Change	p. 143
Looking Ahead: Developing and Using a Five-Year Plan	p. 145
Summary	p. 152
Libretto	p. 153
Reflections	p. 154
Exchange	p. 154
Building State and District Support for Literacy Leadership Teams	p. 155
Establishing Support at the State Level	p. 156
The K-12 Literacy Plan	p. 157
State-Funded University-Based Support	p. 158
Implementing a K-12 Literacy Leadership Conference	p. 158
K-12 Literacy Coach Academies	p. 159
Summer Literacy leadership Team Institutes	p. 159
Professional Learning Resources	p. 160
K-12 Reading Endorsement	p. 160
Principal and Teacher Preparation	p. 161
University Faculty Fellows	p. 161
Access to Data	p. 161
Summary	p. 162
Final note	p. 164
Appendices	p. 168
Glossary	p. 174
References	p. 176
Index	p. 180
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The Literacy Leadership Team Sustaining and Expanding Success

The Literacy Leadership Team Sustaining and Expanding Success

0205569927

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Table of Contents

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