By Carol S. Beers EdD, James W. Beers PhD, Jeffrey O. Smith EdD
This succinct, enticing publication explains how busy uncomplicated university principals can aid potent literacy guideline of their colleges. Chapters define the basic parts of a profitable literacy application and describe particular practices which may instill a tradition of literacy in a college. techniques are supplied for beginning a qualified improvement application, knowing and utilizing applicable checks with scholars, regarding mom and dad in literacy schooling, and assessing the strengths and weaknesses of academics’ tutorial equipment. Drawing from the authors' large adventure as principals and academics, the book’s quite a few examples exhibit what robust literacy management feels like in motion. precious reproducibles are integrated.
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Extra resources for A Principal's Guide to Literacy Instruction (Tools for Teaching Literacy)
Form a School Literacy Team A school literacy team should be composed of the school’s reading personnel, including reading specialists, media specialists, and Title I teachers and representatives from other curricular areas, such as social studies, science, and math. After researching the variety of strategies that can be used in subject-area classrooms, the team should develop a plan for infusing reading strategies throughout the school. This team should address such topics as the differences between fiction and nonfiction reading as well as the variety of strategies that can be used in content classrooms.
What Principals Do” letters. While teaching the form of letters, a third-grade teacher had her students practice writing letters to people in their school. After sufficient practice, they sent letters to their principal. 9. Why are these practices important? Children are learning that reading and writing are important ways to communicate with others. This emphasis on communication is an important aspect of the “meaning” principles. There are other ways to emphasize meaning for children. Events that promote schoolwide literacy activities give every child an opportunity to participate in a meaningful event that will be long remembered.
All of these suggestions assume that the principal is actively moving about the school and frequently interacting with students and staff. Other ways that principals promote a strong affective environment, one in which all members of the school community feel valued, include the following: Visiting every classroom every day, even if it is just for a few minutes ¾¾ Creating a suggestion box for students, staff, and parents ¾¾ Promoting more student cooperation through the use of cooperative learn¾¾ ing strategies Promoting more teacher collegiality through team teaching, common plan¾¾ ning times, and teacher exchanges Developing staff–student mentorship programs, in which each at-risk child ¾¾ has a staff member who mentors him or her Placing “cookie coupons” that can be redeemed in the school cafeteria in ¾¾ teachers’ mailboxes to recognize those who have done something above and beyond Providing staff development on issues related to cultural and ethnic diver¾¾ sity to promote an understanding of all cultures Arranging for substitutes and other resource teachers to cover classes in ¾¾ various teams to provide extended planning time Teaching a class or reading a book to a class for a teacher who needs extra ¾¾ time to work on a special project or to observe another teacher Holding lottery drawings at staff meetings, during which staff members ¾¾ have the opportunity to win a 1-hour break The Academic Environment How can a principal provide a strong academic environment?
A Principal's Guide to Literacy Instruction (Tools for Teaching Literacy) by Carol S. Beers EdD, James W. Beers PhD, Jeffrey O. Smith EdD