Presentation on theme: "Instructional Leadership: Focus on Literacy West Virginia Department of Education Office of Special Programs."— Presentation transcript:
Instructional Leadership: Focus on Literacy West Virginia Department of Education Office of Special Programs
West Virginias Focus on LiteracyWest Virginias Focus on Literacy
Instructional Leadership for Literacy: From Vision to Implementation Building the Infrastructure Filling the Infrastructure with Good Instruction Implementing with Fidelity
Strong leadership from both administrators and teachers is an essential building block in constructing a successful literacy program, but the role played by the principal is key to determining success or failure of the program. (Creating a Culture of Literacy: A Guide for Middle and High School Principals, 2008)
Action Steps for the Literacy LeaderAction Steps for the Literacy Leader 1. Determine schools capacity for literacy improvement 2. Develop a Literacy Leadership Team (LLT) 3. Create a collaborative environment that fosters sharing and learning 4. Develop a schoolwide organizational model that supports extended time for literacy instruction 5. Analyze assessment data to determine specific learning needs of students 6. Develop a schoolwide plan to address professional development needs 7. Create a realistic budget for literacy needs 8. Understand and embed literacy strategies across the content areas 9. Demonstrate your commitment to the literacy program
The philosophy that if we teach children to read by third grade we dont have to worry anymore is definitely NOT true. (Melvina Phillips, author of Creating a Culture of Literacy)
Reading Acquisition and ProficiencyReading Acquisition and Proficiency At K-3 students learn to read; at 4-12, students read to learn. While reading becomes an important tool for helping students expand their knowledge after grade 3, learning to read hardly comes to an abrupt halt.
K-3 LiteracyK-3 Literacy Infrastructure ImprovementsInstructional Improvements 1.Extended time for literacy 2.Professional development 3.Ongoing, balanced assessments 4.Teacher teams 5.Leadership 6.A comprehensive and coordinated literacy program 1.Direct, explicit instruction in: phonemic awareness, phonics, fluency, vocabulary and comprehension 2.Research-based instruction 3.Use of data to inform instruction 4.Balanced assessments 5.Fidelity to core program 6.A technology component 7.Motivation and active engagement
Key Elements for Improving K-3 Literacy Infrastructure Improvements Filling the Infrastructure with Good Instruction
Center on Instruction ResourcesCenter on Instruction Resources
Teaching All Students to Read in Elementary School Teaching All Students to Read in Elementary School
Using Student Center Activities to Differentiate Reading Instruction Using Student Center Activities to Differentiate Reading Instruction
Intensive Reading Interventions for Struggling Readers in Early Elementary Grades Intensive Reading Interventions for Struggling Readers in Early Elementary Grades
A Comprehensive K-3 Reading Assessment Plan A Comprehensive K-3 Reading Assessment Plan
Literacy instruction must not stop as students enter middle school, but rather be a vital component of a students educational experience from kindergarten to graduation.
While it is clear that content area teachers cannot be expected to teach struggling readers basic reading skills, they can help students develop the knowledge, reading strategies, and thinking skills to understand and learn from increasingly complex text in their content areas. (Adolescent Literacy Walk-throughs for Principals, 2009)
Adolescent Literacy ElementsAdolescent Literacy Elements Infrastructure ImprovementsInstructional Improvements 1.Extended time for literacy 2.Professional development 3.Ongoing summative assessments of students and programs 4.Teacher teams 5.Leadership (LLTs) 6.A comprehensive and coordinated literacy program 7.Monitoring/accountability system 1.Direct, explicit comprehension instruction 2.Effective instructional principles embedded in content 3.Motivation and self-directed learning 4.Text-based collaborative learning 5.Strategic tutoring 6.Diverse texts 7.Intensive writing 8.A technology component 9.Ongoing formative assessment of students
Key Elements for Improving 4-12 Literacy
The challenge for the Literacy Leadership Team, then, is to set goals that can be enacted by all stakeholders, measured for progress and revisited yearly for revision. JoAnne Allain (2008)
Building a Strong LLTBuilding a Strong LLT Select 5-8 faculty members who represent the range of grades and the curriculum in the school Selected members should be highly skilled, motivated and committed to improving literacy for all students Suggested members include: Principal/Curriculum leader Reading/Instructional coach Special educators Content area teachers
Identifying Strengths and ChallengesIdentifying Strengths and Challenges Literacy Capacity Survey Give the Literacy Capacity Survey Collect results Use as a planning guide for LLT Assess Student Needs Which assessment(s) will we use? o Large group tests as a first cut o Assess all struggling students beyond the WESTEST to determine specific needs (Tier 2 and 3) Place students in appropriate tiers Determine movement among tiers
Teach 21 includes important resources for the LLT
Literacy Leadership Team ChecklistLiteracy Leadership Team Checklist Select LLT members Develop LLT meeting schedule Communicate LLT roles/responsibilities to all staff Complete Literacy Capacity Survey Identify and prioritize literacy needs of students Identify and prioritize professional development needs of teachers Provide resources and strategies to support change
Change begins with a vision…a vision that grows out of the mind of the school leader and into the hearts of others. Take a minute to imagine your school as it might appear with a well- designed adolescent literacy plan in place…
Effective Instruction for Adolescent Struggling ReadersEffective Instruction for Adolescent Struggling Readers
Assessments to Guide Adolescent Literacy Instruction Assessments to Guide Adolescent Literacy Instruction
The literacy leader is like a football coach or a conductor; the principal must skillfully pull the literacy elements together to achieve the ultimate goal of improved student literacy achievement.
A Principals Reading Walk- Through is a systematic way to collect real-time teaching and learning data.
A Principals Reading Walk-Through (PRWT) is not an evaluation.
Everyone can learn from objective comments about their practice.
Elements of an Adolescent Literacy Walk-through for Principals (ALWP) Instructional Practices Vocabulary and content knowledge instruction Comprehension strategy instruction Discussion of reading content Motivation and engagement
Elements of an ALWP for Intervention (Grades 4-5 and 6-12) Advanced word study instruction Reading fluency instruction Intervention protocols Instructional materials
Three Uses of Walk-through DataThree Uses of Walk-through Data Instructional Improvements School- wide Individual classrooms Grade levels
Observation and reflective practice support a schools evolution into a professional learning community.
The point is to observe instruction, take notes, and open dialogue.
Teachers who feel enabled to succeed with students are more committed and effective than those who feel unsupported in their teaching and in their practice.
The Principals Reading Walk-Through helps track trends over time, by teachers, by grade level, by indicator, by category.
Adolescent Literacy Walk-through for PrincipalsAdolescent Literacy Walk-through for Principals
Reading Walk-Through Checklist for 1st Grade Classrooms
Reading Walk-through for Grades 4-5Reading Walk-through for Grades 4-5
Reading Walk-through for Grades 6-12Reading Walk-through for Grades 6-12
Guiding Questions for Literacy Leaders How has my leadership supported literacy efforts? What do our assessment scores reveal about literacy practices? What do I consider the key elements of the professional development plan? Are teachers skilled at integrating literacy strategies into their daily lessons? What support do we provide for students who are below grade level in literacy?
Remember, success begins with the principal. The staff will look to their building leader to determine his or her support for a literacy program. A lack of commitment by either words or actions will kill the program before it begins. Creating a Culture of Literacy: A Guide for Middle and High School Principals (2005)
Contact InformationContact Information Phyllis Veith, Assistant Director, Office of Special Programs Linda Palenchar, Coordinator, Office of Special Programs