Description:
Addressing key challenges facing today's school leaders, the third edition of this authoritative text and practitioner resource has been thoroughly revised with 50% new material. Prominent experts present research-based, culturally responsive methods for improving instruction, assessment, and professional learning in PreK-12. Chapters address instructional components of an effective schoolwide literacy program aligned with the science of reading and explore the distinct roles of teachers, reading/literacy specialists, literacy coaches, special educators, and principals. The volume focuses on how literacy leaders at all levels can take a systems approach to continually improving literacy schoolwide. Pedagogical features include chapter-opening guiding questions; vignettes illustrating key concepts; extended case examples; engagement activities; and annotated resources for further learning.
New to This Edition
- Introduces a Framework for Effective Literacy Leadership that runs throughout the chapters.
- Chapters on new topics: literacy leadership for birth to age four, differentiated instruction within an MTSS framework, and building word knowledge to support multilingual students.
- New chapters on core topics: primary grade literacy, intermediate grade literacy, writing as a core literacy skill, and family-school partnerships.
- Three "Leadership in Action" extended case examples from real schools.
Review Quotes:
"This thoroughly updated third edition arrives at a critical moment, as schools are navigating the science-of-reading movement and the ever-present need to serve students from all backgrounds. The Framework for Effective Literacy Leadership offers a unifying structure that grounds both research and practice. I recommend this text for graduate courses on literacy leadership, reading specialist preparation, and instructional coaching, where students will benefit from its accessible blend of theory, evidence-based practice, and vivid, real-school case studies. The attention to distributed leadership across roles (coaches, specialists, teacher leaders, and principals) makes this book indispensable for practitioners and scholars alike."--Misty Sailors, PhD, College of Education (Emeritus), The University of Texas at San Antonio; Research Director of Literacy, WestEd
"Best Practices of Literacy Leaders has been my go-to text for my Leadership and Literacy course since the first edition was published. It has supported the preparation of my students to collaborate with administrators, teachers, and families to elevate literacy instruction in their schools. I am excited to see the addition of new chapters in the third edition, particularly the chapter on writing instruction. The guiding questions, vignettes, and engagement activities anchor the learning in authentic, real-world contexts."--Bethanie Pletcher, EdD, Department of Curriculum, Instruction, and Learning Sciences, Texas A&M University-Corpus Christi
"This book thoroughly addresses research-supported practices for literacy leaders, within all types of school environments and for all learners. The vignettes, engagement activities, and 'Think About This' guiding queries foster in-depth discussions and empower literacy leaders to reflect on their own practices. This impactful book should be required reading for all literacy leaders in their various capacities to enhance their professional growth. When this transformative content is implemented with fidelity and consistency, students may improve their academic achievement."--J. Helen Perkins, EdD, Department of Instruction and Curriculum Leadership (Emeritus), University of Memphis; past president, International Literacy Association
"A much-needed resource for the field. This volume demonstrates that literacy leadership spans beyond the curriculum; it also encompasses the organizational change mechanisms that enhance or inhibit literacy teaching and learning across schools and districts. The book offers educators practical, research-based approaches to literacy leadership, alongside cases from real schools. The section on varying the work by context is especially important for meaningfully addressing the needs of diverse student populations. The third edition of this work is essential reading for school and district leaders serious about making positive change in literacy learning."--Danielle V. Dennis, PhD, Dean and Professor, Feinstein College of Education, University of Rhode Island