The Role of the Principal to Ensure an Effective Reading Program PDF Download
Are you looking for read ebook online? Search for your book and save it on your Kindle device, PC, phones or tablets. Download The Role of the Principal to Ensure an Effective Reading Program PDF full book. Access full book title The Role of the Principal to Ensure an Effective Reading Program by Stephanie Michelle Coffman. Download full books in PDF and EPUB format.
Author: Stephanie Michelle Coffman Publisher: ISBN: Category : Dissertations, Academic Languages : en Pages : 212
Book Description
ABSTRACT: This study sought to determine the role principals should take to best support reading programs in their schools. On July 1, 2015, Tennessee adopted the RT12 Framework. The infrastructure of this framework requires school principals to have an expansive knowledge of reading programs and the leadership skills to monitor them effectively. This study utilized Tennessee Value Added data and educator surveys to examine (a) the leadership behaviors supportive of reading programs and (b) the implementation of key literacy components by teachers. Survey data was collected from teachers in a Southwest TN school district. Spearman's Correlations revealed a connection between the visibility of the principal and academic growth by the students. In addition, the key literacy components of vocabulary and small group instruction revealed positive correlations to reading programs by emphasizing vocabulary instruction, promoting small group lessons, and maintaining visibility with their buildings.
Author: Stephanie Michelle Coffman Publisher: ISBN: Category : Dissertations, Academic Languages : en Pages : 212
Book Description
ABSTRACT: This study sought to determine the role principals should take to best support reading programs in their schools. On July 1, 2015, Tennessee adopted the RT12 Framework. The infrastructure of this framework requires school principals to have an expansive knowledge of reading programs and the leadership skills to monitor them effectively. This study utilized Tennessee Value Added data and educator surveys to examine (a) the leadership behaviors supportive of reading programs and (b) the implementation of key literacy components by teachers. Survey data was collected from teachers in a Southwest TN school district. Spearman's Correlations revealed a connection between the visibility of the principal and academic growth by the students. In addition, the key literacy components of vocabulary and small group instruction revealed positive correlations to reading programs by emphasizing vocabulary instruction, promoting small group lessons, and maintaining visibility with their buildings.
Author: Carol S. Beers Publisher: Guilford Press ISBN: 160918033X Category : Education Languages : en Pages : 212
Book Description
This succinct, engaging book explains how busy elementary school principals can support effective literacy instruction in their schools. Chapters outline the fundamental components of a successful literacy program and describe specific practices that can instill a culture of literacy in a school. Strategies are provided for initiating a professional development program, understanding and using appropriate assessments with students, involving parents in literacy education, and assessing the strengths and weaknesses of teachers’ instructional methods. Drawing from the authors' extensive experience as principals and teachers, the book’s numerous examples demonstrate what strong literacy leadership looks like in action. Helpful reproducibles are included.
Author: Ontario Principals' Council, Publisher: Corwin Press ISBN: 1452210527 Category : Education Languages : en Pages : 161
Book Description
Based on a balanced literacy approach, this practical guide supports principals and school leaders in improving literacy instruction and increasing achievement for K–12 students.
Author: David Booth Publisher: Pembroke Publishers Limited ISBN: 1551382164 Category : Education Languages : en Pages : 162
Book Description
As the education community struggles with literacy achievement, skillful leadership has emerged as a distinguishing feature of successful schools. Since The Literacy Principal was first published, it has helped shape the discussion around accountability and successful practices that support both teachers and students. This revised and expanded second edition challenges principals to become even more involved in championing literacy in their schools. It examines the role of school leaders at both the elementary and secondary levels. Commentaries from teachers, principals, and consultants who have been involved in developing strong school-wide and district-wide literacy programs are included to demonstrate the strides that many schools have made in the last few years. The increasingly important role of school literacy coaches and mentoring teams are presented as models of the power of cooperative approaches to successful literacy programs. David Booth and Jennifer Rowsell offer an overview of the most successful strategies for creating a support network that will nurture and build a powerful reading environment. They help administrators: introduce and support cooperative approaches to literacy that involve coaches and mentoring teams; understand exemplary reading and writing programs and school-wide strategies for promoting literacy growth among students; demonstrate a commitment to literacy among teachers, parents, students, and the community; appreciate the many forms of assessment and evaluation including intervention programs for improving student performance. Rooted in the latest research and real-world experience, this new edition provides tried-and-true frameworks that principals can use in their quest to create schools where literacy thrives.
Author: Mamie Lee Brown Publisher: ISBN: Category : High school principals Languages : en Pages : 170
Book Description
This purpose of this research study was to investigate the role of effective principals and how that role relates to the improvement of adolescent reading skills. This research study identified three strategies that were utilized by principals in an effort to develop effective reading skills in adolescent students which are: (1) effective program implementation of research-based reading practices, (2) data utilization and analysis to direct instruction, and (3) professional development for teachers. Instructional improvement ranks among the most important role of effective leaders. Instruction is the center effective curriculum improvement and implementation. The single most important strategy that can contribute to an effective curriculum is ongoing professional development. Successful staff development requires skill, sophistication, and persistence of effort according to Fullan (1991, 1993). The target population in this research study was comprised of a purposive sample of seventy-two principals from junior high and senior high schools across the state of Indiana. The sample was selected by using a nonrandom, non-probability sampling method which did not allow for the specification of each sample selected. The data from the sample population of principals who completed the survey were used to report, correlate, and analyze data collected from the Education Survey and the pre-Lexile reading scores and post- Lexile reading scores. A review of all collected data indicated the following: Schools that utilize a scientifically based reading program were more likely to submit scores than those schools that utilize a reading program embedded in the subject content areas. The t test data reflected a t score of 3.121 which was sufficient to reject the null hypothesis - The principal's role has no effect on the improvement of adolescent reading skills. In rejecting the null hypothesis, it is reasonable to accept the hypothesis that the statistical difference between the pre- and post- Lexile scores is related to the role of the principal. There is a statistical significance which would indicate that the relationship between the staff and the principal is important in predicting effective reading instruction for adolescents at the high school and/or middle high school level. Based on the data taken from the Education Survey and the growth between pre- and post-Lexile scores, there is an indication that as effective curriculum leadership increases the predictive value of effective reading instruction decreases. There is a statistical significance between how principal rated themselves on providing opportunities for teachers' professional development and the growth between the pre- and post- Lexile reading scores. [The dissertation citations contained here are published with the permission of ProQuest llc. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.].
Author: Ontario Principals' Council, Publisher: Corwin Press ISBN: 1452297215 Category : Education Languages : en Pages : 161
Book Description
This resource presents an overview of how three-, four-, and five-year-olds learn to read and shows school leaders how to implement and support quality early literacy programs.
Author: Rita M. Bean Publisher: Guilford Press ISBN: 1609189442 Category : Language Arts & Disciplines Languages : en Pages : 417
Book Description
Bringing together leading experts, this book presents the principles of effective literacy leadership and describes proven methods for improving instruction, assessment, and schoolwide professional development. The book shows how all school staff--including reading specialists and coaches, administrators, teachers, and special educators--can play an active role in nurturing a culture of collaboration and promoting student achievement. Best practices are identified for creating strong elementary and secondary literacy programs, differentiating instruction, supporting English language learners, utilizing technology, building home-school partnerships, and much more. User-friendly features include case examples, guiding questions, and engagement activities in each chapter.
Author: Stephanie Michelle Coffman
Author: Stephanie Michelle Coffman
Author: Carol S. Beers
Author: Ontario Principals' Council,
Author: David Booth
Author: Evelyn Baker Dandy
Author: Mamie Lee Brown
Author: Floyd Boschee
Author: Ontario Principals' Council,
Author: Rita M. Bean
Author: Nila Banton Smith