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035   $a(PQKBTitleCode)TC0001531173
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100   $a20150824h20092009  uy             0
101 0 $aeng
135   $aur|n|---|||||
181   $ctxt
182   $cc
183   $acr
200 04$aThe principal as early literacy leader
210  1$aThousand Oaks, California :$cCorwin Press :$cOntario Principals' Council,$d2009.
210  4$dİ2009
215   $a1 online resource (160 p.)
225 1 $aLeading Student Achievement Series
300   $aDescription based upon print version of record.
311   $a1-4129-6307-9 
311   $a1-4129-6306-0 
320   $aIncludes bibliographical references and index.
327   $a""Cover""; ""Contents""; ""Acknowledgments""; ""Introduction""; ""Chapter 1 - What Every School Leader Needs to Know about How  Young Children Learn""; ""Young Children Learn . . . Differently""; ""Play: A Window into Childrena???s Thinking""; ""Young Children Learn Language Through Social Interaction and Intellectual Play""; ""Language: The Early Framework for Later Thinking""; ""The Intellectual Behavior of Young Children""; ""Early Literacy: Ita???s More than Sounds and Letters""; ""Chapter Summary""; ""Questions for Discussion""; ""Chapter 2 - What We Know Makes the Difference""
327   $a""Transforming the Culture: The Role of the School Leader""""Assessing the Program: One Size Does not Fit All""; ""Recognizing the Effect of Teacher Perception: Think They will or Think They Wona???t , Youa???re Right!""; ""Developing the Early Dispositions to be Readers and Writers and Critical Thinkers""; ""Creating the Conditions for Literacy: Six Ts for Exemplary Teaching""; ""Developing an Inclusive Literate Community: Providing One-on-One Support Through Multiage Buddies""; ""Strategizing for a More Flexible Curriculum""; ""Defining theTeachera???s Role""
327   $a""Developing Literate Rich Environments at School""""Building Partnerships with Parents""; ""Early Identification Processes""; ""Chapter Summary""; ""Questions for Discussion""; ""Chapter 3 - Instructional Leadership: The Tools You will Need""; ""Developing a Vision: Changing Cultures""; ""Guiding Principles""; ""Defining Literacy: Three Key Expectations""; ""Assessing Learning: What Counts as Evidence?""; ""Management by Walking around and What to Look For""; ""Planning Models""; ""Reconceptualizing Traditional Unit Plans""; ""Timetables""; ""Communication with Parents""; ""Chapter Summary""
327   $a""Questions for Discussion""""Chapter 4 - Continuous Improvement: Next Steps""; ""Creating Professional Learning Conversations""; ""Setting SMART Goals""; ""Evidence-Based Decision Making""; ""Teacher Professional Development""; ""Chapter Summary""; ""Questions for Discussion""; ""Conclusion""; ""Tools for School Leaders""; ""Must Reads""; ""Glossary""; ""Bibliography""; ""Index""
330   $aThis resource presents an overview of how three-, four-, and five-year-olds learn to read and shows school leaders how to implement and support quality early literacy programs.
410  0$aLeading student achievement.
606   $aLanguage arts (Early childhood)
606   $aLiteracy programs$xPlanning
606   $aSchool principals
615  0$aLanguage arts (Early childhood)
615  0$aLiteracy programs$xPlanning.
615  0$aSchool principals.
676   $a372.6
712 02$aOntario Principals' Council.
801  0$bMiAaPQ
801  1$bMiAaPQ
801  2$bMiAaPQ
906   $aBOOK
912   $a9910797470203321
996   $aThe principal as early literacy leader$93819877
997   $aUNINA