Moving towards the Common Core Standards in reading and writing, the time is right for school districts to reform literacy instruction by focusing their instruction around the needs of their diverse student population and the teaching styles of their teachers. There is no better way to do this than through a teacher-created, home-grown literacy program that aligns standards with student needs all while remaining cognizant of the teachers who implement the curriculum.
In the process, teachers emerge as literacy leaders. The leadership paradigm shifts away from the principal as sole decision-maker and through a shared vision and collective efficacy, classroom teachers and administration form an alliance that ensures success for all students.
Because it is the shared responsibility to adapt the program to the learner, the hallmark of this instructional reform is relevant, job-embedded professional development that is provided in a timely fashion. This fosters a democratic learning community where decisions are made together and the status quo is challenged.
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About the Author
Elizabeth Birnam is currently a Literacy Facilitator in the city of Dover, NH. and has many years of experience in the classroom and as a Reading Specialist. She lives in Portsmouth, NH.
Debora Nary is currently a Literacy Facilitator in the city of Dover in addition to teaching college classes and completing her doctorate in Education. She lives in Dover with her husband and three kids.
Table of Contents
The Visioning Stage
The Design Stage
The Production Stage
Investing in Knowledge
Equal Education for All
Oh Yeah? Prove IT!
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