This tool was developed to assist school leaders in observing specific research-based practices during literacy instruction in grade 4-12 classrooms and students' independent use or application of those practices. The tool aims to help school leaders conduct brief and frequent walkthroughs throughout the school year. The tool consists of three…

With all of the reform models, research-based programs, leadership training, and professional development focused on reading and writing, we certainly know more about literacy today than we ever have before. So why are schools still suffering with low literacy levels? The answer lies in ineffective and unbalanced literacy instruction. Through the…

The purpose of this "Adolescent Literacy Walk-Through for Principals" ("ALWP") is to help principals monitor and support adolescent literacy instruction in their schools more effectively. To meet the goals of improving adolescent literacy in grades four through twelve, principals must be familiar with what literacy instruction…

As shown by MetLife's 2010 "Survey of the American Teacher," America's educators strongly believe that all students should graduate from high school ready for college and a career (85 percent). Additionally, according to MetLife's 2009 survey, 86 percent of teachers believe that setting high expectations for students will improve student…

As shown by MetLife's 2010 "Survey of the American Teacher," America's educators strongly believe that all students should graduate from high school ready for college and a career (85 percent). Additionally, according to MetLife's 2009 survey, 86 percent of teachers believe that setting high expectations for students will improve student…

Students' literacy achievement tends to lessen as they progress from elementary to middle level to high school as measured by state and national assessments. To ensure that secondary school students retain their literacy skills, many states and districts have created the position of literacy coach for middle and high schools. Literacy coaches are…

If a principal's goal is to improve the overall quality of reading instruction in his school, this guide can help him identify the most critical changes that must be made. It describes the types of instruction and leadership activities necessary to help all children become proficient readers in elementary school. It does not contain all the…

We will never teach all our students to read if we do not teach our most at-risk students to read. Another way to say this is: "Getting to 100% requires going through the bottom 20%." Teaching all students to read requires a school level system for early identification of at-risk students and a school level system for providing those students with…

The principal of the school needs to be highly knowledgeable of how reading should be taught. He/she must know the different psychologies and philosophies of reading instruction. Word recognition techniques and diverse comprehension skills should also be in the repertoire of the school principal. The principal must work in the direction of helping…

Secondary school students encounter textbooks that are expository in form and contain unfamiliar vocabulary. Principals should ensure that reading is taught in content areas and should understand the strategies for teaching content reading so they may evaluate teachers more effectively. (six references) (MLF)

This guide, requested by principals across the nation, is intended to help them successfully implement Reading Recovery in their schools. The guide is organized by topics that experienced principals have said are important to ongoing program operation. To help access information quickly, a detailed table of contents is provided, as well as an…

During the past several years, school superintendents and educational leaders from around the country have convened at the Pearson Education Instructional Leadership Council to discuss solutions for some of the most pressing issues they confront, especially regarding teaching and learning. Several common change principles have emerged from these…

Summarizes educational research regarding principal's role in reading program success/failure. Concludes that principals' function should be improving teacher instruction techniques; principals must regard reading programs as important, teachers and principals must share mutual concern/ cooperation; licensing agencies must require administrator…

To help principals improve as reading leaders, teachers should first provide them with feedback. Although informal comments are important to administrators, teachers' formal feedback in a survey or questionnaire helps to objectify the evaluation process and to provide principals with a more complete picture. Specifically, teachers can call to…

This guide explains the essential elements of high-quality reading programs and provides suggestions for raising reading achievement in the elementary and middle grades. It is designed to promote the development of the principal as an instructional leader and focuses on the principal's role in the implementation of an effective reading program.…