A Principal's Guide to Leadership in the Teaching of Writing
A Principal's Guide to Leadership in the Teaching of Writing is designed as a leadership calendar, in recognition that reform occurs in real time and that real time requires hard decisions. Organized chronologically, the ten chapters in A Principal's Guide to the Leadership in the Teaching of Writing walk principals through the month-by-month demands involved in organizing and implementing whole-school reform in the teaching of writing.
Chapter 1: March
Prioritizing Writing Instruction
Decide if writing instruction will be your priority.
Bring stakeholders into the decision.
Choose a particular approach.
Throw yourself into your chosen approach.
Chapter 2: April
Researching and Planning
Use one-to-one conversations to tailor your plans.
Visit a school where writing workshops are well-established.
Learn through professional books.
Address teachers' concerns about time.
Staff and schedule professional development.
Build the infrastructure for good professional development.
Chapter 3: May/June
Launching the New Initiative
Decide whether the new reform will be mandated or voluntary.
Rally your teachers to invest in the new reform.
Roll out your vision.
Do preliminary work in a few classrooms.
Demonstrate your willingness to be a public learner.
Work with your literacy coach.
Plan summer study opportunities.
Chapter 4: July/August
Getting Ready for the Year
Mine your vacation for metaphor and messages.
Draft and revise possible schedules for your staff.
Get to the brass tacks of scheduling.
Gather gifts and supplies for rewarding teachers' professionalism.
Help teachers set up classrooms to support workshop learning.
Chapter 5: September
Launching Writing Workshops
Reflect on your own leadership style.
Participate in launching writing workshops.
Observe writing workshop to celebrate specific practices.
Talk with teachers about what you've observed.
Chapter 6: October Making and Meeting Expectations
Create close-knit grade-specific cohorts.
Build effective cohorts with grade-level meetings.
Use grade-level meetings to prepare for teaching.
Visit classrooms to assess student writing, grade by grade.
Deal directly with resistance to nurture good teaching.
Chapter 7: November
Engaging with Parents
Create a forum for teaching parents.
Talk to parents about the school's approach to writing.
Chapter 8: December
Engaging with Children
Value the voices of children.
Don't wait before bringing specialists into writing reform.
Check in on children's writing progress.
Chapter 9: January/February
Engaging with Teachers
Invite teachers to put problems on the table for discussion.
Support teachers in overcoming predictable problems.
Help teachers develop and share personal expertise.
Chapter 10: Into the Future
Building Reform into Your School's Infrastructure
Make shared units of study part of your school's new infrastructure.
Make grade-level curricular planning part of your school's new infrastructure.
Write to support your school's new infrastructure.
Principal to Principal DVD
Principal to Principal DVD provides more than 2 hours of video support
Making School-Wide Change with the Teaching of Writing, Lucy and Laurie answer questions about implementing reform in the teaching of writing. In
From the Principals, seven principals discuss the introduction and maintenance of effective school-wide literacy programs.
Setting the Stage for Change
Aligning with Staff Needs
Identifying Needs and Next Steps
Investing in Staff Development
Fostering a Community of Learners
Collaborating on Change
Communicating a Professional Culture
Promoting Professional Development
Meeting the Challenge of Change
Maintaining Support Structures
Developing New Teachers
Making Time for Professional Development
Lab Sites and Study Groups
Managing Lab Sites and Study Groups
Organizing a Variety of Study Groups
Planning the Curriculum
Supporting Collaborative Planning
Planning Within a Shared Calendar
Documenting Planning with Curriculum Binders
Keeping Parents Informed
Informing and Involving Parents
Communicating with Parent Newsletters
Gathering Data and Assessing
Gathering Data to Inform Teaching
Gathering Data to Set learning Priorities
Gathering Data to Monitor Progress
Building a Literacy Program Over Time
Starting and Supporting a Literacy Program #1
Starting and Supporting a Literacy Program #2
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