What is it about?
Leaders understand that new standards demand higher literacy. But how can they actually build those deep teaching changes throughout their schools and districts? We offer examples from several schools and districts, synthesizing a few key principles for success.
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Why is it important?
Leaders and policy people often harbor an unacknowledged belief that content area middle and high school secondary teachers are not likely to change their teaching in the deep ways needed to support students in complex content literacy tasks. This article gives concrete examples to counter that "deficit model" for teacher learning and transformation.
Perspectives
As one of the two original developers of the Reading Apprenticeship instructional model--which changes the nature of classroom interaction, and of students' thinking, speaking, reading and writing--it is always a pleasure to see the ways local practitioners make this work their own. Charlotte-Mecklenberg Schools saw a 20% increase in graduation rates that leaders attributed primarily to their Reading Apprenticeship professional learning across all 72 middle and high schools. This article gives a taste of the wealth of similar stories from our new book, Leading for Literacy: A Reading Apprenticeship Guide. I'm honored to be published in PDK.
Ruth Schoenbach
WestEd
Read the Original
This page is a summary of: Leading for literacy, Phi Delta Kappan, October 2017, SAGE Publications,
DOI: 10.1177/0031721717739596.
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