instructional leadership: focus on literacy west virginia department of education office of special...

West Virginia Department of EducationOffice of Special Programs

West Virginia’s Focus on LiteracyWest Virginia’s Focus on Literacy

Instructional Leadership for Instructional Leadership for Literacy:Literacy:From Vision to ImplementationFrom Vision to Implementation

Strong leadership from both administrators and teachers is an essential

building block in constructing a successful literacy program, but the

role played by the principal is key to

determining success or failure of the program.

(Creating a Culture of Literacy: A Guide for Middle and High School Principals, 2008)

LiteracySchool Improvement Cycle

Action Steps for the Literacy Action Steps for the Literacy LeaderLeader1. Determine school’s capacity for literacy improvement

2. Develop a Literacy Leadership Team (LLT)

3. Create a collaborative environment that fosters sharing and learning

4. Develop a schoolwide organizational model that supports extended time for literacy instruction

5. Analyze assessment data to determine specific learning needs of students

6. Develop a schoolwide plan to address professional development needs

7. Create a realistic budget for literacy needs

8. Understand and embed literacy strategies across the content areas

9. Demonstrate your commitment to the literacy program

“The philosophy that if we teach children to read by

third grade we don’t have to worry anymore is definitely

NOT true.”

(Melvina Phillips, author of Creating a Culture of Literacy)

Reading Acquisition and Reading Acquisition and ProficiencyProficiency

At K-3 students learn to read; at 4-12, students read to

learn.

While reading becomes an important tool for helping

students expand their knowledge after grade 3,

learning to read hardly comes to an abrupt halt.

K-3 LiteracyK-3 LiteracyInfrastructure Improvements

Instructional Improvements

1. Extended time for literacy

2. Professional development

3. Ongoing, balanced

assessments

4. Teacher teams

5. Leadership

6. A comprehensive and

coordinated literacy program

1. Direct, explicit instruction in:

phonemic awareness,

phonics, fluency, vocabulary

and comprehension

2. Research-based instruction

3. Use of data to inform

instruction

4. Balanced assessments

5. Fidelity to core program

6. A technology component

7. Motivation and active

engagement

Key Elements for Improving K-Key Elements for Improving K-3 Literacy3 Literacy

Center on Instruction Center on Instruction ResourcesResources

http://www.centeroninstruction.org/index.cfm

Teaching All Students to Read in Elementary School

Using Student Center Activities to Using Student Center Activities to Differentiate Reading InstructionDifferentiate Reading Instruction

Intensive Reading Interventions for Intensive Reading Interventions for Struggling Readers in Early Elementary Struggling Readers in Early Elementary GradesGrades

A Comprehensive K-3 Reading A Comprehensive K-3 Reading Assessment PlanAssessment Plan

Literacy instruction must not stop as students enter

middle school, but rather be a vital component of a student’s educational

experience from kindergarten to graduation.

“While it is clear that content area teachers cannot be

expected to teach struggling readers basic reading skills,

they can help students develop the knowledge, reading

strategies, and thinking skills to understand and learn from

increasingly complex text in their content areas.”

(Adolescent Literacy Walk-throughs for Principals, 2009)

Adolescent Literacy ElementsAdolescent Literacy Elements

Infrastructure Improvements

Instructional Improvements

1. Extended time for literacy2. Professional development3. Ongoing summative

assessments of students and programs

4. Teacher teams5. Leadership (LLTs)6. A comprehensive and

coordinated literacy program

7. Monitoring/accountability system

1. Direct, explicit comprehension instruction

2. Effective instructional principles embedded in content

3. Motivation and self-directed learning

4. Text-based collaborative learning

5. Strategic tutoring6. Diverse texts7. Intensive writing8. A technology component9. Ongoing formative

assessment of students

Key Elements for Improving 4-12 Key Elements for Improving 4-12 LiteracyLiteracy

http://wvde.state.wv.us/instruction/aim_literacy.html

“The challenge for the Literacy Leadership Team, then, is to set goals

that can be enacted by all stakeholders, measured for progress

and revisited yearly for revision.”

JoAnne Allain (2008)

Building a Strong LLTBuilding a Strong LLT

Select 5-8 faculty members who represent the range of grades and the curriculum in the school

Selected members should be highly skilled, motivated and committed to improving literacy for all students

Suggested members include: Principal/Curriculum leader

Reading/Instructional coach

Special educators

Content area teachers

Identifying Strengths and Identifying Strengths and ChallengesChallenges Literacy Capacity Survey

Give the Literacy Capacity Survey

Collect results

Use as a planning guide for LLT

Assess Student Needs

Which assessment(s) will we use?

o Large group tests as a “first cut”

o Assess all struggling students beyond the WESTEST to determine specific needs (Tier 2 and 3)

Place students in appropriate tiers

Determine movement among tiers

http://wvde.state.wv.us/instruction/aim_literacy.html

Teach 21 includes

important resources for

the LLT

Literacy Leadership Team Literacy Leadership Team ChecklistChecklist

Select LLT membersDevelop LLT meeting scheduleCommunicate LLT roles/responsibilities to all staff Complete Literacy Capacity SurveyIdentify and prioritize literacy needs of studentsIdentify and prioritize professional development

needs of teachersProvide resources and strategies to support

change

Change begins with a vision…a vision that grows out of the mind of the school

leader and into the hearts of others.

Take a minute to imagine your school as it might appear with a well-designed adolescent literacy

plan in place…

http://carnegie.org/fileadmin/Media/Publications/PDF/tta_Main.pdf

Effective Instruction for Adolescent Struggling Effective Instruction for Adolescent Struggling ReadersReaders

Assessments to Guide Adolescent Literacy Assessments to Guide Adolescent Literacy InstructionInstruction

The literacy leader is like a football coach or a

conductor; the principal must skillfully pull the

literacy elements together to achieve the

ultimate goal of improved student

literacy achievement.

A Principal’s Reading Walk-Through is a systematic way to collect real-time teaching and learning

data.

A Principal’s Reading A Principal’s Reading Walk-Through (PRWT) Walk-Through (PRWT) is not an evaluation. is not an evaluation.

Everyone can learn from objective

comments about their practice.

Elements of an Adolescent Elements of an Adolescent Literacy Walk-through for Literacy Walk-through for Principals (ALWP)Principals (ALWP)

Instructional Practices Vocabulary and content

knowledge instruction

Comprehension strategy instruction

Discussion of reading content

Motivation and engagement

Elements of an ALWP for Elements of an ALWP for Intervention (Grades 4-5 and Intervention (Grades 4-5 and 6-12)6-12)

Advanced word study instruction

Reading fluency instruction

Intervention protocols

Instructional materials

Three Uses of Walk-through DataThree Uses of Walk-through Data

Observation and reflective practice support a school’s

evolution into a professional learning

community.

The point is to observe instruction, take notes,

and open dialogue.

Teachers who feel enabled to succeed with students are

more committed and effective than those who feel

unsupported in their teaching and in their practice.

The Principal’s Reading Walk-Through helps track trends

• over time,• by teachers,• by grade level,• by indicator,• by category.

http://wvde.state.wv.us/osp/LiteracyCulture.htm l

http://wvde.state.wv.us/osp/LiteracyLeadershipContents.html

Principal's Reading Walk-through: Principal's Reading Walk-through: K-3 K-3

Adolescent Literacy Walk-through for Adolescent Literacy Walk-through for PrincipalsPrincipals

Reading Walk-Through Checklist for 1st Grade Classrooms

Reading Walk-through for Grades 4-5 Reading Walk-through for Grades 4-5

Reading Walk-through for Grades 6-12 Reading Walk-through for Grades 6-12

Guiding Questions for Literacy Guiding Questions for Literacy LeadersLeaders

How has my leadership supported literacy efforts?

What do our assessment scores reveal about literacy practices?

What do I consider the key elements of the professional development plan?

Are teachers skilled at integrating literacy strategies into their daily lessons?

What support do we provide for students who are below grade level in literacy?

Remember, success begins with the principal. The staff

will look to their building leader to determine his or her support for a literacy program.

A lack of commitment by either words or actions will kill the program before it begins.

Creating a Culture of Literacy: A Guide for Middle and High School Principals (2005)

Contact InformationContact Information

Phyllis Veith, Assistant Director, Office of Special Programs

pveith@access.k12.wv.us

Linda Palenchar, Coordinator, Office of Special Programs

lpalench@access.k12.wv.us