Purpose: To engage selected principals in District 27 in a professional collaboration designed to support them to establish or refine instructional practices in literacy.
Method: School leaders will extend their learning from 2015-16 cohort to implement and refine research based literacy practices in service of student mastery of Common Core Learning Standards.
Capacity Building Conditions: Based on the National Center for Literacy Education (NCLE), research, the following capacity building conditions will anchor this 5 session series:
- Clear Vision for Instruction
- Teacher Ownership
- Leaders supporting teacher learning
- Time for collaboration
- Hands-on curriculum work
Session Fous: Effective Instructional Elements Across K-8
Session 2: Nurturing Student Agency in Writing and Reading (* Participants will bring notes/data from Bridge-to-Practice and student writing samples and rubrics) – Building opportunities for students to read and write and developing positive reading habits that promote comprehension and writing.
1) Writing About Reading: How often are students reading on a daily basis during school? How do we support teachers to provide students authentic opportunities to write about their reading as a means to strengthen comprehension, and reinforce reading and writing skills?
2) Direct and Explicit Writing Instruction: What does research-based “response to literature” writing look like across k-8?
3) Independent Writing: How do we support and supervise independent writing across our schools?
4) Teacher team: How can teacher teams support strong independent reading and writing systems?
Content Understanding: Participants will identify and create a variety of organizational structures to develop reading and writing instruction that builds comprehension skills for all students.
Bridge to Practice:
1) Participants will gather sample student checklists, editing, and revision templates and examples
2) Participants will identify the reading and writing habits of their case study group of students and the supportive reading and writing structures created by case study teachers.