Becoming a literacy leader :: supporting learning and change /
The first edition of Becoming a Literacy Leader chronicled Jennifer's work as she moved to a new school and a new job as a literacy specialist and found herself tackling everything from teacher study groups to state-mandated assessment plans. This new edition is a thoughtful, reflective evoluti...
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Elektronisch E-Book |
| Sprache: | English |
| Veröffentlicht: |
Portland, Maine :
Stenhouse Publishers,
[2016]
|
| Ausgabe: | Second edition. |
| Schlagworte: | |
| Online-Zugang: | Volltext |
| Zusammenfassung: | The first edition of Becoming a Literacy Leader chronicled Jennifer's work as she moved to a new school and a new job as a literacy specialist and found herself tackling everything from teacher study groups to state-mandated assessment plans. This new edition is a thoughtful, reflective evolution of her work as she rethinks how her identity and role as a literacy leader have evolved. |
| Beschreibung: | 1 online resource |
| Bibliographie: | Includes bibliographical references and index. |
| ISBN: | 1625310978 9781625310972 |
Internformat
MARC
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| 003 | OCoLC | ||
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| 100 | 1 | |a Allen, Jennifer, |d 1969- |e author. |0 http://id.loc.gov/authorities/names/n2005068108 | |
| 245 | 1 | 0 | |a Becoming a literacy leader : |b supporting learning and change / |c Jennifer Allen ; foreword by Franki Sibberson and Karen Szymusiak. |
| 250 | |a Second edition. | ||
| 263 | |a 1608 | ||
| 264 | 1 | |a Portland, Maine : |b Stenhouse Publishers, |c [2016] | |
| 300 | |a 1 online resource | ||
| 336 | |a text |b txt |2 rdacontent | ||
| 337 | |a computer |b c |2 rdamedia | ||
| 338 | |a online resource |b cr |2 rdacarrier | ||
| 504 | |a Includes bibliographical references and index. | ||
| 588 | 0 | |a Print version record and CIP data provided by publisher; resource not viewed. | |
| 505 | 0 | 0 | |g Machine generated contents note: |g 1. |t Introduction: Layered Coaching -- |t I Am -- |t We Are -- |t Shared Leadership -- |t Updated Thinking -- |t Layered Leadership -- |t Making Meaning Together -- |t Rowing in the Same Direction -- |t My Stories -- |g 2. |t Being a Resource: A Room of One's Own for Literacy -- |t Creating Learning Spaces Together -- |t Wall Space -- |t Literacy News Bulletin Board -- |t Library of Mentor Texts -- |t Professional Library -- |t Read-Aloud Corner -- |t Study Group Meeting Area -- |t Staff Picks -- |t Community Resources -- |t Personal Office Area -- |t Book Swap -- |t What If You Don't Have a Room? -- |t Pause. Reflect. Act -- |g 3. |t A Model for Required Professional Development: "My Life in Seven Stories" -- |t A New Start -- |t The Beginning of "My Life in Seven Stories" -- |t Instructional Strategies Moving into Classrooms -- |t The Nuts and Bolts of Classroom Implementation: A Three-Day Writing Cycle -- |t In the End -- |t Today: Designing Required Professional Development -- |t Applying New Learning: Implementing School-Mandated Initiatives -- |t Pause. Reflect. Act. -- |g 4. |t Study Groups: Developing Voluntary Professional Development -- |t Meeting the Individual Professional Needs of Teachers -- |t What Should You Expect from a Study Group? -- |t Why Study Groups? -- |t Study Groups Provide "Think Time" -- |t My Role in Study Groups -- |t Finding a Focus and Resources -- |t Planning and Scheduling Groups -- |t Establishing a Predictable Routine -- |t What's Not on a Study Group Agenda -- |t Providing Additional Resources -- |t What Teachers Say About Study Groups -- |t Participants Keep Coming Back -- |t A Worthy Investment -- |t Pause. Reflect. Act. -- |g 5. |t Coaching in Classrooms: Differentiating Support for New and Veteran Teachers -- |t Getting Started in Classrooms -- |t Coaching and Collaborating -- |t Time Frames for Veteran Teachers -- |t Blanketing a Grade Level with a Strategy -- |t Collaborating with Master Teachers -- |t Dialogue Journals: A Debriefing Tool -- |t Switching Gears to New Teachers: Remembering My Own Story -- |t Differentiating Support for New Teachers -- |t A Glimpse of Layered Support for New Teachers -- |t Revisiting Lucy's Classroom -- |t Supporting Change -- |t Pause. Reflect. Act. -- |g 6. |t Supporting Curriculum and Assessment -- |t Supporting the Literacy Curriculum and Assessment Framework -- |t Literacy Curriculum and Assessment Notebooks -- |t Preparing Student Assessment Materials -- |t Release Time for Administering Assessments -- |t Another Set of Eyes -- |t Literacy Team Meetings -- |t Evaluating and Tracking Student Achievement -- |t Curriculum Maps -- |t Curriculum Support -- |t Curriculum Support in Action: Messy Work at Its Best -- |t Pause. Reflect. Act. -- |g 7. |t Helping Kids on the Bubble: The Literacy Intervention Classroom -- |t How the Literacy Intervention Room Came to Be -- |t "Helping" Students on the Bubble Through Inclusive Support -- |t Starting the Year: Establishing Predictable Routines -- |t Fall Assessments to Inform Instruction -- |t Immersed in Literacy -- |t Breaking Down and Chunking Out Instruction -- |t A Snapshot of One Morning in the Literacy Intervention Classroom: Working with Students Through the Research Process -- |t Evaluating the Success of the Program: A Snapshot of Students Who Completed the Two-Year Intervention -- |t Student Survey -- |t The Literacy Rooms Today: Fourteen Years Later -- |t Defining Success -- |t Pause. Reflect. Act. -- |g 8. |t Creating Unity through Whole School Experiences -- |t Involving Teachers, Staff, and Students in the Selection Process -- |t Book Access for All -- |t No One Way to Approach a Book -- |t Celebrating Ourselves as Writers -- |t The Big Day: The Author Visit -- |t Planning with Purpose for a Schoolwide Read: Paper Things -- |t Read-Aloud Considerations -- |t The Best Day Ever -- |t Pause. Reflect. Act. -- |g 9. |t Cultivating Teacher Leadership -- |t Focus and Alignment -- |t Building Capacity: Creating Structures to Get the Work Done -- |t Cultivating Teacher Leadership -- |t Grade-Level Teacher Leaders Facilitate Curriculum Conversations -- |t A Process That Involves All Staff and Utilizes Teacher Leaders -- |t Snapshot of Grade 3 Team Making Meaning Together of Curriculum: Theme -- |t Moving Beyond One-to-One Level Coaching -- |t Pause. Reflect. Act. -- |g 10. |t Nuts and Bolts: Scheduling and Budget -- |t A Typical Day -- |t What's in a Week -- |t Overview of a Month -- |t Rhythm of a Year -- |t Coaching Boundaries -- |t A New School Year, New Stories: A Wave from the Heart -- |g 11. |t Final Words: Mentoring New Talent -- |t Knowing I Was Being Checked Out and Wanting to Be Liked -- |t Feeling Incompetent and Wanting to Be Valued -- |t Not Knowing What I Should Be Doing and Wanting to Be Embraced as a Resource -- |t Appendix -- |t Mentor Texts for Teaching Writing Craft -- |t Mentor Texts for Teaching Comprehension -- |t Read-Aloud Ideas -- |t A Sampling of Professional Books from the Literacy Room -- |t My Top Twenty Professional Resources. |
| 520 | |a The first edition of Becoming a Literacy Leader chronicled Jennifer's work as she moved to a new school and a new job as a literacy specialist and found herself tackling everything from teacher study groups to state-mandated assessment plans. This new edition is a thoughtful, reflective evolution of her work as she rethinks how her identity and role as a literacy leader have evolved. | ||
| 650 | 0 | |a Language arts teachers |x Training of |z United States. | |
| 650 | 0 | |a Literacy |x Study and teaching |z United States. | |
| 650 | 0 | |a Literacy programs |z United States. | |
| 650 | 6 | |a Professeurs d'arts du langage |x Formation |z États-Unis. | |
| 650 | 7 | |a Language arts teachers |x Training of |2 fast | |
| 650 | 7 | |a Literacy programs |2 fast | |
| 650 | 7 | |a Literacy |x Study and teaching |2 fast | |
| 651 | 7 | |a United States |2 fast | |
| 758 | |i has work: |a Becoming a literacy leader (Text) |1 https://id.oclc.org/worldcat/entity/E39PCGM8qmrvBXPjcgHjKtgrpX |4 https://id.oclc.org/worldcat/ontology/hasWork | ||
| 776 | 0 | 8 | |i Print version: |a Allen, Jennifer, 1969- |t Becoming a literacy leader. |b Second edition. |d Portland, Maine : Stenhouse Publishers, [2016] |z 9781625310965 |w (DLC) 2016007222 |
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Datensatz im Suchindex
| DE-BY-FWS_katkey | ZDB-4-EBA-ocn945434433 |
|---|---|
| _version_ | 1816882343354302465 |
| adam_text | |
| any_adam_object | |
| author | Allen, Jennifer, 1969- |
| author_GND | http://id.loc.gov/authorities/names/n2005068108 |
| author_facet | Allen, Jennifer, 1969- |
| author_role | aut |
| author_sort | Allen, Jennifer, 1969- |
| author_variant | j a ja |
| building | Verbundindex |
| bvnumber | localFWS |
| callnumber-first | L - Education |
| callnumber-label | LB1576 |
| callnumber-raw | LB1576 |
| callnumber-search | LB1576 |
| callnumber-sort | LB 41576 |
| callnumber-subject | LB - Theory and Practice of Education |
| collection | ZDB-4-EBA |
| contents | Introduction: Layered Coaching -- I Am -- We Are -- Shared Leadership -- Updated Thinking -- Layered Leadership -- Making Meaning Together -- Rowing in the Same Direction -- My Stories -- Being a Resource: A Room of One's Own for Literacy -- Creating Learning Spaces Together -- Wall Space -- Literacy News Bulletin Board -- Library of Mentor Texts -- Professional Library -- Read-Aloud Corner -- Study Group Meeting Area -- Staff Picks -- Community Resources -- Personal Office Area -- Book Swap -- What If You Don't Have a Room? -- Pause. Reflect. Act -- A Model for Required Professional Development: "My Life in Seven Stories" -- A New Start -- The Beginning of "My Life in Seven Stories" -- Instructional Strategies Moving into Classrooms -- The Nuts and Bolts of Classroom Implementation: A Three-Day Writing Cycle -- In the End -- Today: Designing Required Professional Development -- Applying New Learning: Implementing School-Mandated Initiatives -- Pause. Reflect. Act. -- Study Groups: Developing Voluntary Professional Development -- Meeting the Individual Professional Needs of Teachers -- What Should You Expect from a Study Group? -- Why Study Groups? -- Study Groups Provide "Think Time" -- My Role in Study Groups -- Finding a Focus and Resources -- Planning and Scheduling Groups -- Establishing a Predictable Routine -- What's Not on a Study Group Agenda -- Providing Additional Resources -- What Teachers Say About Study Groups -- Participants Keep Coming Back -- A Worthy Investment -- Coaching in Classrooms: Differentiating Support for New and Veteran Teachers -- Getting Started in Classrooms -- Coaching and Collaborating -- Time Frames for Veteran Teachers -- Blanketing a Grade Level with a Strategy -- Collaborating with Master Teachers -- Dialogue Journals: A Debriefing Tool -- Switching Gears to New Teachers: Remembering My Own Story -- Differentiating Support for New Teachers -- A Glimpse of Layered Support for New Teachers -- Revisiting Lucy's Classroom -- Supporting Change -- Supporting Curriculum and Assessment -- Supporting the Literacy Curriculum and Assessment Framework -- Literacy Curriculum and Assessment Notebooks -- Preparing Student Assessment Materials -- Release Time for Administering Assessments -- Another Set of Eyes -- Literacy Team Meetings -- Evaluating and Tracking Student Achievement -- Curriculum Maps -- Curriculum Support -- Curriculum Support in Action: Messy Work at Its Best -- Helping Kids on the Bubble: The Literacy Intervention Classroom -- How the Literacy Intervention Room Came to Be -- "Helping" Students on the Bubble Through Inclusive Support -- Starting the Year: Establishing Predictable Routines -- Fall Assessments to Inform Instruction -- Immersed in Literacy -- Breaking Down and Chunking Out Instruction -- A Snapshot of One Morning in the Literacy Intervention Classroom: Working with Students Through the Research Process -- Evaluating the Success of the Program: A Snapshot of Students Who Completed the Two-Year Intervention -- Student Survey -- The Literacy Rooms Today: Fourteen Years Later -- Defining Success -- Creating Unity through Whole School Experiences -- Involving Teachers, Staff, and Students in the Selection Process -- Book Access for All -- No One Way to Approach a Book -- Celebrating Ourselves as Writers -- The Big Day: The Author Visit -- Planning with Purpose for a Schoolwide Read: Paper Things -- Read-Aloud Considerations -- The Best Day Ever -- Cultivating Teacher Leadership -- Focus and Alignment -- Building Capacity: Creating Structures to Get the Work Done -- Grade-Level Teacher Leaders Facilitate Curriculum Conversations -- A Process That Involves All Staff and Utilizes Teacher Leaders -- Snapshot of Grade 3 Team Making Meaning Together of Curriculum: Theme -- Moving Beyond One-to-One Level Coaching -- Nuts and Bolts: Scheduling and Budget -- A Typical Day -- What's in a Week -- Overview of a Month -- Rhythm of a Year -- Coaching Boundaries -- A New School Year, New Stories: A Wave from the Heart -- Final Words: Mentoring New Talent -- Knowing I Was Being Checked Out and Wanting to Be Liked -- Feeling Incompetent and Wanting to Be Valued -- Not Knowing What I Should Be Doing and Wanting to Be Embraced as a Resource -- Appendix -- Mentor Texts for Teaching Writing Craft -- Mentor Texts for Teaching Comprehension -- Read-Aloud Ideas -- A Sampling of Professional Books from the Literacy Room -- My Top Twenty Professional Resources. |
| ctrlnum | (OCoLC)945434433 |
| dewey-full | 372.6 |
| dewey-hundreds | 300 - Social sciences |
| dewey-ones | 372 - Primary education (Elementary education) |
| dewey-raw | 372.6 |
| dewey-search | 372.6 |
| dewey-sort | 3372.6 |
| dewey-tens | 370 - Education |
| discipline | Pädagogik |
| edition | Second edition. |
| format | Electronic eBook |
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Reflect. Act --</subfield><subfield code="g">3.</subfield><subfield code="t">A Model for Required Professional Development: "My Life in Seven Stories" --</subfield><subfield code="t">A New Start --</subfield><subfield code="t">The Beginning of "My Life in Seven Stories" --</subfield><subfield code="t">Instructional Strategies Moving into Classrooms --</subfield><subfield code="t">The Nuts and Bolts of Classroom Implementation: A Three-Day Writing Cycle --</subfield><subfield code="t">In the End --</subfield><subfield code="t">Today: Designing Required Professional Development --</subfield><subfield code="t">Applying New Learning: Implementing School-Mandated Initiatives --</subfield><subfield code="t">Pause. Reflect. 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Reflect. Act. --</subfield><subfield code="g">8.</subfield><subfield code="t">Creating Unity through Whole School Experiences --</subfield><subfield code="t">Involving Teachers, Staff, and Students in the Selection Process --</subfield><subfield code="t">Book Access for All --</subfield><subfield code="t">No One Way to Approach a Book --</subfield><subfield code="t">Celebrating Ourselves as Writers --</subfield><subfield code="t">The Big Day: The Author Visit --</subfield><subfield code="t">Planning with Purpose for a Schoolwide Read: Paper Things --</subfield><subfield code="t">Read-Aloud Considerations --</subfield><subfield code="t">The Best Day Ever --</subfield><subfield code="t">Pause. Reflect. 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Act. --</subfield><subfield code="g">10.</subfield><subfield code="t">Nuts and Bolts: Scheduling and Budget --</subfield><subfield code="t">A Typical Day --</subfield><subfield code="t">What's in a Week --</subfield><subfield code="t">Overview of a Month --</subfield><subfield code="t">Rhythm of a Year --</subfield><subfield code="t">Coaching Boundaries --</subfield><subfield code="t">A New School Year, New Stories: A Wave from the Heart --</subfield><subfield code="g">11.</subfield><subfield code="t">Final Words: Mentoring New Talent --</subfield><subfield code="t">Knowing I Was Being Checked Out and Wanting to Be Liked --</subfield><subfield code="t">Feeling Incompetent and Wanting to Be Valued --</subfield><subfield code="t">Not Knowing What I Should Be Doing and Wanting to Be Embraced as a Resource --</subfield><subfield code="t">Appendix --</subfield><subfield code="t">Mentor Texts for Teaching Writing Craft --</subfield><subfield code="t">Mentor Texts for Teaching Comprehension --</subfield><subfield code="t">Read-Aloud Ideas --</subfield><subfield code="t">A Sampling of Professional Books from the Literacy Room --</subfield><subfield code="t">My Top Twenty Professional Resources.</subfield></datafield><datafield tag="520" ind1=" " ind2=" "><subfield code="a">The first edition of Becoming a Literacy Leader chronicled Jennifer's work as she moved to a new school and a new job as a literacy specialist and found herself tackling everything from teacher study groups to state-mandated assessment plans. 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| geographic_facet | United States |
| id | ZDB-4-EBA-ocn945434433 |
| illustrated | Not Illustrated |
| indexdate | 2024-11-27T13:27:06Z |
| institution | BVB |
| isbn | 1625310978 9781625310972 |
| language | English |
| lccn | 2016013795 |
| oclc_num | 945434433 |
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| physical | 1 online resource |
| psigel | ZDB-4-EBA |
| publishDate | 2016 |
| publishDateSearch | 2016 |
| publishDateSort | 2016 |
| publisher | Stenhouse Publishers, |
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| spelling | Allen, Jennifer, 1969- author. http://id.loc.gov/authorities/names/n2005068108 Becoming a literacy leader : supporting learning and change / Jennifer Allen ; foreword by Franki Sibberson and Karen Szymusiak. Second edition. 1608 Portland, Maine : Stenhouse Publishers, [2016] 1 online resource text txt rdacontent computer c rdamedia online resource cr rdacarrier Includes bibliographical references and index. Print version record and CIP data provided by publisher; resource not viewed. Machine generated contents note: 1. Introduction: Layered Coaching -- I Am -- We Are -- Shared Leadership -- Updated Thinking -- Layered Leadership -- Making Meaning Together -- Rowing in the Same Direction -- My Stories -- 2. Being a Resource: A Room of One's Own for Literacy -- Creating Learning Spaces Together -- Wall Space -- Literacy News Bulletin Board -- Library of Mentor Texts -- Professional Library -- Read-Aloud Corner -- Study Group Meeting Area -- Staff Picks -- Community Resources -- Personal Office Area -- Book Swap -- What If You Don't Have a Room? -- Pause. Reflect. Act -- 3. A Model for Required Professional Development: "My Life in Seven Stories" -- A New Start -- The Beginning of "My Life in Seven Stories" -- Instructional Strategies Moving into Classrooms -- The Nuts and Bolts of Classroom Implementation: A Three-Day Writing Cycle -- In the End -- Today: Designing Required Professional Development -- Applying New Learning: Implementing School-Mandated Initiatives -- Pause. Reflect. Act. -- 4. Study Groups: Developing Voluntary Professional Development -- Meeting the Individual Professional Needs of Teachers -- What Should You Expect from a Study Group? -- Why Study Groups? -- Study Groups Provide "Think Time" -- My Role in Study Groups -- Finding a Focus and Resources -- Planning and Scheduling Groups -- Establishing a Predictable Routine -- What's Not on a Study Group Agenda -- Providing Additional Resources -- What Teachers Say About Study Groups -- Participants Keep Coming Back -- A Worthy Investment -- Pause. Reflect. Act. -- 5. Coaching in Classrooms: Differentiating Support for New and Veteran Teachers -- Getting Started in Classrooms -- Coaching and Collaborating -- Time Frames for Veteran Teachers -- Blanketing a Grade Level with a Strategy -- Collaborating with Master Teachers -- Dialogue Journals: A Debriefing Tool -- Switching Gears to New Teachers: Remembering My Own Story -- Differentiating Support for New Teachers -- A Glimpse of Layered Support for New Teachers -- Revisiting Lucy's Classroom -- Supporting Change -- Pause. Reflect. Act. -- 6. Supporting Curriculum and Assessment -- Supporting the Literacy Curriculum and Assessment Framework -- Literacy Curriculum and Assessment Notebooks -- Preparing Student Assessment Materials -- Release Time for Administering Assessments -- Another Set of Eyes -- Literacy Team Meetings -- Evaluating and Tracking Student Achievement -- Curriculum Maps -- Curriculum Support -- Curriculum Support in Action: Messy Work at Its Best -- Pause. Reflect. Act. -- 7. Helping Kids on the Bubble: The Literacy Intervention Classroom -- How the Literacy Intervention Room Came to Be -- "Helping" Students on the Bubble Through Inclusive Support -- Starting the Year: Establishing Predictable Routines -- Fall Assessments to Inform Instruction -- Immersed in Literacy -- Breaking Down and Chunking Out Instruction -- A Snapshot of One Morning in the Literacy Intervention Classroom: Working with Students Through the Research Process -- Evaluating the Success of the Program: A Snapshot of Students Who Completed the Two-Year Intervention -- Student Survey -- The Literacy Rooms Today: Fourteen Years Later -- Defining Success -- Pause. Reflect. Act. -- 8. Creating Unity through Whole School Experiences -- Involving Teachers, Staff, and Students in the Selection Process -- Book Access for All -- No One Way to Approach a Book -- Celebrating Ourselves as Writers -- The Big Day: The Author Visit -- Planning with Purpose for a Schoolwide Read: Paper Things -- Read-Aloud Considerations -- The Best Day Ever -- Pause. Reflect. Act. -- 9. Cultivating Teacher Leadership -- Focus and Alignment -- Building Capacity: Creating Structures to Get the Work Done -- Cultivating Teacher Leadership -- Grade-Level Teacher Leaders Facilitate Curriculum Conversations -- A Process That Involves All Staff and Utilizes Teacher Leaders -- Snapshot of Grade 3 Team Making Meaning Together of Curriculum: Theme -- Moving Beyond One-to-One Level Coaching -- Pause. Reflect. Act. -- 10. Nuts and Bolts: Scheduling and Budget -- A Typical Day -- What's in a Week -- Overview of a Month -- Rhythm of a Year -- Coaching Boundaries -- A New School Year, New Stories: A Wave from the Heart -- 11. Final Words: Mentoring New Talent -- Knowing I Was Being Checked Out and Wanting to Be Liked -- Feeling Incompetent and Wanting to Be Valued -- Not Knowing What I Should Be Doing and Wanting to Be Embraced as a Resource -- Appendix -- Mentor Texts for Teaching Writing Craft -- Mentor Texts for Teaching Comprehension -- Read-Aloud Ideas -- A Sampling of Professional Books from the Literacy Room -- My Top Twenty Professional Resources. The first edition of Becoming a Literacy Leader chronicled Jennifer's work as she moved to a new school and a new job as a literacy specialist and found herself tackling everything from teacher study groups to state-mandated assessment plans. This new edition is a thoughtful, reflective evolution of her work as she rethinks how her identity and role as a literacy leader have evolved. Language arts teachers Training of United States. Literacy Study and teaching United States. Literacy programs United States. Professeurs d'arts du langage Formation États-Unis. Language arts teachers Training of fast Literacy programs fast Literacy Study and teaching fast United States fast has work: Becoming a literacy leader (Text) https://id.oclc.org/worldcat/entity/E39PCGM8qmrvBXPjcgHjKtgrpX https://id.oclc.org/worldcat/ontology/hasWork Print version: Allen, Jennifer, 1969- Becoming a literacy leader. Second edition. Portland, Maine : Stenhouse Publishers, [2016] 9781625310965 (DLC) 2016007222 FWS01 ZDB-4-EBA FWS_PDA_EBA https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=1337966 Volltext |
| spellingShingle | Allen, Jennifer, 1969- Becoming a literacy leader : supporting learning and change / Introduction: Layered Coaching -- I Am -- We Are -- Shared Leadership -- Updated Thinking -- Layered Leadership -- Making Meaning Together -- Rowing in the Same Direction -- My Stories -- Being a Resource: A Room of One's Own for Literacy -- Creating Learning Spaces Together -- Wall Space -- Literacy News Bulletin Board -- Library of Mentor Texts -- Professional Library -- Read-Aloud Corner -- Study Group Meeting Area -- Staff Picks -- Community Resources -- Personal Office Area -- Book Swap -- What If You Don't Have a Room? -- Pause. Reflect. Act -- A Model for Required Professional Development: "My Life in Seven Stories" -- A New Start -- The Beginning of "My Life in Seven Stories" -- Instructional Strategies Moving into Classrooms -- The Nuts and Bolts of Classroom Implementation: A Three-Day Writing Cycle -- In the End -- Today: Designing Required Professional Development -- Applying New Learning: Implementing School-Mandated Initiatives -- Pause. Reflect. Act. -- Study Groups: Developing Voluntary Professional Development -- Meeting the Individual Professional Needs of Teachers -- What Should You Expect from a Study Group? -- Why Study Groups? -- Study Groups Provide "Think Time" -- My Role in Study Groups -- Finding a Focus and Resources -- Planning and Scheduling Groups -- Establishing a Predictable Routine -- What's Not on a Study Group Agenda -- Providing Additional Resources -- What Teachers Say About Study Groups -- Participants Keep Coming Back -- A Worthy Investment -- Coaching in Classrooms: Differentiating Support for New and Veteran Teachers -- Getting Started in Classrooms -- Coaching and Collaborating -- Time Frames for Veteran Teachers -- Blanketing a Grade Level with a Strategy -- Collaborating with Master Teachers -- Dialogue Journals: A Debriefing Tool -- Switching Gears to New Teachers: Remembering My Own Story -- Differentiating Support for New Teachers -- A Glimpse of Layered Support for New Teachers -- Revisiting Lucy's Classroom -- Supporting Change -- Supporting Curriculum and Assessment -- Supporting the Literacy Curriculum and Assessment Framework -- Literacy Curriculum and Assessment Notebooks -- Preparing Student Assessment Materials -- Release Time for Administering Assessments -- Another Set of Eyes -- Literacy Team Meetings -- Evaluating and Tracking Student Achievement -- Curriculum Maps -- Curriculum Support -- Curriculum Support in Action: Messy Work at Its Best -- Helping Kids on the Bubble: The Literacy Intervention Classroom -- How the Literacy Intervention Room Came to Be -- "Helping" Students on the Bubble Through Inclusive Support -- Starting the Year: Establishing Predictable Routines -- Fall Assessments to Inform Instruction -- Immersed in Literacy -- Breaking Down and Chunking Out Instruction -- A Snapshot of One Morning in the Literacy Intervention Classroom: Working with Students Through the Research Process -- Evaluating the Success of the Program: A Snapshot of Students Who Completed the Two-Year Intervention -- Student Survey -- The Literacy Rooms Today: Fourteen Years Later -- Defining Success -- Creating Unity through Whole School Experiences -- Involving Teachers, Staff, and Students in the Selection Process -- Book Access for All -- No One Way to Approach a Book -- Celebrating Ourselves as Writers -- The Big Day: The Author Visit -- Planning with Purpose for a Schoolwide Read: Paper Things -- Read-Aloud Considerations -- The Best Day Ever -- Cultivating Teacher Leadership -- Focus and Alignment -- Building Capacity: Creating Structures to Get the Work Done -- Grade-Level Teacher Leaders Facilitate Curriculum Conversations -- A Process That Involves All Staff and Utilizes Teacher Leaders -- Snapshot of Grade 3 Team Making Meaning Together of Curriculum: Theme -- Moving Beyond One-to-One Level Coaching -- Nuts and Bolts: Scheduling and Budget -- A Typical Day -- What's in a Week -- Overview of a Month -- Rhythm of a Year -- Coaching Boundaries -- A New School Year, New Stories: A Wave from the Heart -- Final Words: Mentoring New Talent -- Knowing I Was Being Checked Out and Wanting to Be Liked -- Feeling Incompetent and Wanting to Be Valued -- Not Knowing What I Should Be Doing and Wanting to Be Embraced as a Resource -- Appendix -- Mentor Texts for Teaching Writing Craft -- Mentor Texts for Teaching Comprehension -- Read-Aloud Ideas -- A Sampling of Professional Books from the Literacy Room -- My Top Twenty Professional Resources. Language arts teachers Training of United States. Literacy Study and teaching United States. Literacy programs United States. Professeurs d'arts du langage Formation États-Unis. Language arts teachers Training of fast Literacy programs fast Literacy Study and teaching fast |
| title | Becoming a literacy leader : supporting learning and change / |
| title_alt | Introduction: Layered Coaching -- I Am -- We Are -- Shared Leadership -- Updated Thinking -- Layered Leadership -- Making Meaning Together -- Rowing in the Same Direction -- My Stories -- Being a Resource: A Room of One's Own for Literacy -- Creating Learning Spaces Together -- Wall Space -- Literacy News Bulletin Board -- Library of Mentor Texts -- Professional Library -- Read-Aloud Corner -- Study Group Meeting Area -- Staff Picks -- Community Resources -- Personal Office Area -- Book Swap -- What If You Don't Have a Room? -- Pause. Reflect. Act -- A Model for Required Professional Development: "My Life in Seven Stories" -- A New Start -- The Beginning of "My Life in Seven Stories" -- Instructional Strategies Moving into Classrooms -- The Nuts and Bolts of Classroom Implementation: A Three-Day Writing Cycle -- In the End -- Today: Designing Required Professional Development -- Applying New Learning: Implementing School-Mandated Initiatives -- Pause. Reflect. Act. -- Study Groups: Developing Voluntary Professional Development -- Meeting the Individual Professional Needs of Teachers -- What Should You Expect from a Study Group? -- Why Study Groups? -- Study Groups Provide "Think Time" -- My Role in Study Groups -- Finding a Focus and Resources -- Planning and Scheduling Groups -- Establishing a Predictable Routine -- What's Not on a Study Group Agenda -- Providing Additional Resources -- What Teachers Say About Study Groups -- Participants Keep Coming Back -- A Worthy Investment -- Coaching in Classrooms: Differentiating Support for New and Veteran Teachers -- Getting Started in Classrooms -- Coaching and Collaborating -- Time Frames for Veteran Teachers -- Blanketing a Grade Level with a Strategy -- Collaborating with Master Teachers -- Dialogue Journals: A Debriefing Tool -- Switching Gears to New Teachers: Remembering My Own Story -- Differentiating Support for New Teachers -- A Glimpse of Layered Support for New Teachers -- Revisiting Lucy's Classroom -- Supporting Change -- Supporting Curriculum and Assessment -- Supporting the Literacy Curriculum and Assessment Framework -- Literacy Curriculum and Assessment Notebooks -- Preparing Student Assessment Materials -- Release Time for Administering Assessments -- Another Set of Eyes -- Literacy Team Meetings -- Evaluating and Tracking Student Achievement -- Curriculum Maps -- Curriculum Support -- Curriculum Support in Action: Messy Work at Its Best -- Helping Kids on the Bubble: The Literacy Intervention Classroom -- How the Literacy Intervention Room Came to Be -- "Helping" Students on the Bubble Through Inclusive Support -- Starting the Year: Establishing Predictable Routines -- Fall Assessments to Inform Instruction -- Immersed in Literacy -- Breaking Down and Chunking Out Instruction -- A Snapshot of One Morning in the Literacy Intervention Classroom: Working with Students Through the Research Process -- Evaluating the Success of the Program: A Snapshot of Students Who Completed the Two-Year Intervention -- Student Survey -- The Literacy Rooms Today: Fourteen Years Later -- Defining Success -- Creating Unity through Whole School Experiences -- Involving Teachers, Staff, and Students in the Selection Process -- Book Access for All -- No One Way to Approach a Book -- Celebrating Ourselves as Writers -- The Big Day: The Author Visit -- Planning with Purpose for a Schoolwide Read: Paper Things -- Read-Aloud Considerations -- The Best Day Ever -- Cultivating Teacher Leadership -- Focus and Alignment -- Building Capacity: Creating Structures to Get the Work Done -- Grade-Level Teacher Leaders Facilitate Curriculum Conversations -- A Process That Involves All Staff and Utilizes Teacher Leaders -- Snapshot of Grade 3 Team Making Meaning Together of Curriculum: Theme -- Moving Beyond One-to-One Level Coaching -- Nuts and Bolts: Scheduling and Budget -- A Typical Day -- What's in a Week -- Overview of a Month -- Rhythm of a Year -- Coaching Boundaries -- A New School Year, New Stories: A Wave from the Heart -- Final Words: Mentoring New Talent -- Knowing I Was Being Checked Out and Wanting to Be Liked -- Feeling Incompetent and Wanting to Be Valued -- Not Knowing What I Should Be Doing and Wanting to Be Embraced as a Resource -- Appendix -- Mentor Texts for Teaching Writing Craft -- Mentor Texts for Teaching Comprehension -- Read-Aloud Ideas -- A Sampling of Professional Books from the Literacy Room -- My Top Twenty Professional Resources. |
| title_auth | Becoming a literacy leader : supporting learning and change / |
| title_exact_search | Becoming a literacy leader : supporting learning and change / |
| title_full | Becoming a literacy leader : supporting learning and change / Jennifer Allen ; foreword by Franki Sibberson and Karen Szymusiak. |
| title_fullStr | Becoming a literacy leader : supporting learning and change / Jennifer Allen ; foreword by Franki Sibberson and Karen Szymusiak. |
| title_full_unstemmed | Becoming a literacy leader : supporting learning and change / Jennifer Allen ; foreword by Franki Sibberson and Karen Szymusiak. |
| title_short | Becoming a literacy leader : |
| title_sort | becoming a literacy leader supporting learning and change |
| title_sub | supporting learning and change / |
| topic | Language arts teachers Training of United States. Literacy Study and teaching United States. Literacy programs United States. Professeurs d'arts du langage Formation États-Unis. Language arts teachers Training of fast Literacy programs fast Literacy Study and teaching fast |
| topic_facet | Language arts teachers Training of United States. Literacy Study and teaching United States. Literacy programs United States. Professeurs d'arts du langage Formation États-Unis. Language arts teachers Training of Literacy programs Literacy Study and teaching United States |
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