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Record Nr. |
UNINA9910781257103321 |
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Autore |
Taylor Rosemarye <1950-> |
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Titolo |
Literacy leadership for grades 5-12 [[electronic resource] /] / Rosemarye Taylor, Valerie Doyle Collins |
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Pubbl/distr/stampa |
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Alexandria, Va., : Association for Supervision and Curriculum Development, c2003 |
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ISBN |
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9786610931101 |
1-280-93110-8 |
1-4166-0105-8 |
0-87120-936-5 |
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Descrizione fisica |
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1 online resource (142 p.) |
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Altri autori (Persone) |
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CollinsValerie Doyle <1955-> |
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Disciplina |
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Soggetti |
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Language arts (Middle school) - United States |
Language arts (Secondary) - United States |
School administrators - United States |
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Lingua di pubblicazione |
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Formato |
Materiale a stampa |
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Livello bibliografico |
Monografia |
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Note generali |
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Description based upon print version of record. |
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Nota di bibliografia |
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Includes bibliographical references (p. 125-128) and index. |
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Nota di contenuto |
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Committing to literacy leadership -- Using data to design a system of literacy -- Aligning curriculum, instruction, learning tools, and assessment -- Creating classrooms for literacy learning -- Designing professional development to ensure success -- Building capacity for continuous development. |
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Sommario/riassunto |
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Literacy is the foundation for success in all secondary school courses. If you're a middle or high school administrator, chances are you're looking for a truly effective way to help all your students become better readers, writers, communicators, and learners of standards-based content curriculum. The secret is to combine sound leadership processes with literacy strategies targeted at adolescents. This book shows you how. Along with clear steps and practical guidelines, you'll find examples, resources, and useful templates to help you analyze your school's current literacy climate and kick-start the development of a new, fail-safe system. Authors Rosemarye Taylor and Valerie Doyle Collins explain how to* Find hidden sources of information on which students are learning literacy behaviors and which are not. * Identify |
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necessary adjustments to current curriculum, learning tools, and instructional approaches. * Set appropriate schoolwide expectations for literacy learning.* Incorporate literacy-focused professional development. * Create a plan for building future capacity and realizing continuous improvement.By the end of this book, you'll be ready to launch a program that will turn struggling students into joyful, independent readers and writers and enhance the success of all students in all classes. |
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