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| Multiple Roles In School Leadership | |
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| Literacy Leadership in a Culture of Collaboration | |
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| What Is Leadership? | |
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| Why Literacy Leadership Is Essential | |
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| Research Related to Literacy Leadership in Schools | |
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| Example of a School Reform Effort | |
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| Conclusion | |
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| Teachers as Literacy Leaders | |
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| Definition of Teacher Leadership | |
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| Roles of Teacher Leaders | |
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| Characteristics of Teacher Leaders | |
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| Implications for Teachers as Literacy Leaders | |
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| Outcomes of Teacher Leadership | |
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| Conclusion | |
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| Literacy Coaches in Elementary Schools | |
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| What Are the Roles and Responsibilities of Elementary Literacy Coaches? | |
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| How Can Elementary Literacy Coaches Establish and Maintain Collaborative Relationships with Teachers? | |
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| How Can Elementary Literacy Coaches Promote Students' Reading and Writing Achievement? | |
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| How Can Elementary Literacy Coaches Support Teachers' Professional Development? | |
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| How Can Elementary Literacy Coaches Address Systemwide Challenges? | |
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| Conclusion | |
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| Reading Specialists and Literacy Coaches in Secondary Schools | |
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| Defining Terms and Defusing Debates | |
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| Considering and Applying Our Four Guiding Questions | |
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| Conclusion | |
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| The Role of the Special Educator: A Balancing Act | |
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| A Brief History of Special Education | |
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| The Special Educator's Balancing Act | |
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| Striking a Balance, Finding the Path | |
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| Conclusion | |
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| Principals as Literacy Leaders | |
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| Instructional Leadership: Research and Practice A Principal's Roles and Responsibilities | |
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| Challenges Facing Principals | |
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| James: An Afterword | |
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| Study Group Materials | |
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| What Literacy Leaders Need To Know About Literacy | |
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| Emergent Literacy | |
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| What Is "Developmentally Appropriate Practice"? | |
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| What Early Literacy Educators Should Know about the Development of Reading and Writing | |
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| "It's the Teacher That Matters!": What Counts as Quality in Classroom Interactions? | |
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| Bringing Together Language and Literacy | |
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| Conclusion | |
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| Literacy Leadership in the Elementary School Reading Program | |
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| A Distributed Leadership Perspective | |
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| Competence in Leading the Literacy Curriculum | |
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| Competence in Leading Literacy Instruction | |
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| Competence in Leading the Selection and Implementation of High-Quality Literacy Materials | |
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| Conclusion | |
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| Adolescent Language, Literacy, and Learning: Implications for a Schoolwide Literacy Program | |
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| What Adolescent Cognitive, Social, and Linguistic Characteristics Guide Secondary Literacy Program Development? | |
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| How Can We Encourage Collaborations among Educators to Promote Literacy Development and Team Building? | |
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| What Are Recommended Policies and Practices for Creating, Implementing, and Sustaining a Schoolwide Secondary Literacy Program? | |
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| Next Steps for Literacy Leaders: Forms of Leadership | |
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| Conclusion | |
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| Establishing a Print-Rich Classroom and School Environment | |
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| Student Achievement and Print-Rich Environments | |
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| Representation of Literacy as a Social Practice: Rethinking Print Environments | |
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| Implications for Teaching and the Role of the Literacy Leader in the School's Print Environment | |
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| Differentiating Literacy Instruction | |
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| Literature Supporting Differentiation | |
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| Steps for Differentiating Instruction | |
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| Culturally Responsive Literacy Instruction | |
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| What We Know about CLCCs | |
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| Conclusion | |
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| English Learners: Developing Their Literate Lives | |
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| What Do We Know about Effective Literacy Instruction for English Learners? | |
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| What Are Some Instructional Considerations for the Literacy Development of Adolescent English Learners? | |
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| What Should a Literacy Leader See in a Classroom Where Effective Instruction for English Learners Occurs? | |
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| How Can Literacy Leaders Support Teachers in Implementing the Recommendations in This Chapter? | |
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| Final Thoughts | |
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| Literacy Assessment in Schools | |
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| Assessment Systems in Schools | |
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| Developing a Validity Argument | |
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| Advances in Assessment Design and Scoring | |
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| Strengths and Limitations of Assessment Measures of Early Reading Skills | |
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| Conclusion | |
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| Perspectives on Special Issues | |
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| Technology in the Literacy Program | |
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| How Wired Are Today's Schools? | |
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| How Is Technology Redefining Teaching and Learning? | |
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| How Does Teaching with the Internet and New Technologies Create Motivation for Learning? | |
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| What Strategies Are Essential for Online Reading Comprehension? | |
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| What Characterizes Classrooms That Incorporate Instruction in Online Reading Comprehension? | |
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| What Spending Priorities Will Have a Lasting Impact? | |
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| Why the Sense of Urgency with Professional Development in General and More Specifically for Teaching Online Reading Comprehension? | |
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| What Characterizes Effective Professional Development? | |
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| What Characterizes Effective Professional Development for Online Reading Comprehension? | |
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| Future Directions | |
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| Developing Effective Home-School Literacy Partnerships | |
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| The Importance of Effective Home-School Literacy Partnerships | |
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| Challenges to Effective Home-School Partnerships | |
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| The Role of Teachers in Establishing Effective Home-School Partnerships | |
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| Acting on the Evidence: Developing Effective Home-School Literacy Partnerships | |
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| Conclusion | |
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| Policy Implementation: The Path from Reading Policy to Classroom Practice | |
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| Teachers and Reading Policy | |
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| Reading Teamwork: The Case of Fourth-Grade Teachers | |
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| Implications for Literacy Leaders | |
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| Schools as Places of Learning: The Powerful Role of Literacy Leaders | |
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| What We Know about Professional Development | |
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| Schools as Places of Learning | |
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| Action Planning: Developing a Professional Development Plan That Works | |
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| Conclusion | |
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| Appendix 18.1 Activities for Developing Learning Communities in Schools | |
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| Index | |