Leadership and Literacy

Principals, Partnerships and Pathways to Improvement

Nonfiction, Reference & Language, Education & Teaching, Administration, Teaching, Teaching Methods
Cover of the book Leadership and Literacy by Neil Dempster, Tony Townsend, Greer Johnson, Anne Bayetto, Susan Lovett, Elizabeth Stevens, Springer International Publishing
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Author: Neil Dempster, Tony Townsend, Greer Johnson, Anne Bayetto, Susan Lovett, Elizabeth Stevens ISBN: 9783319542980
Publisher: Springer International Publishing Publication: April 1, 2017
Imprint: Springer Language: English
Author: Neil Dempster, Tony Townsend, Greer Johnson, Anne Bayetto, Susan Lovett, Elizabeth Stevens
ISBN: 9783319542980
Publisher: Springer International Publishing
Publication: April 1, 2017
Imprint: Springer
Language: English

This book focuses on what school leaders need to know and understand about leadership for learning, and for learning to read in particular. It brings together theory, research and practice on leadership for literacy. The book reports on the findings from six studies that followed school principals from their involvement in a professional learning program consisting of five modules on leadership and the teaching of reading, to implementation action in their schools. It describes how they applied a range of strategies to create leadership partnerships with their teachers, pursuing eight related dimensions from a Leadership for Learning framework or blueprint. The early chapters of the book feature the use of practical tools as a focus for leadership activity. These chapters consider, for example, how principals and teachers can develop deeper understandings of their schools’ contexts; how professional discussions can be conducted with a process called ‘disciplined dialogue’; and how principals might encourage approaches to shared leadership with their teachers. The overall findings presented in this book emphasise five positive positions on leadership for learning to read: the importance of an agreed moral purpose; sharing leadership for improvement; understanding what learning to read involves; implementing and evaluating reading interventions; and recognising the need for support for leaders’ learning on-the-job.

View on Amazon View on AbeBooks View on Kobo View on B.Depository View on eBay View on Walmart

This book focuses on what school leaders need to know and understand about leadership for learning, and for learning to read in particular. It brings together theory, research and practice on leadership for literacy. The book reports on the findings from six studies that followed school principals from their involvement in a professional learning program consisting of five modules on leadership and the teaching of reading, to implementation action in their schools. It describes how they applied a range of strategies to create leadership partnerships with their teachers, pursuing eight related dimensions from a Leadership for Learning framework or blueprint. The early chapters of the book feature the use of practical tools as a focus for leadership activity. These chapters consider, for example, how principals and teachers can develop deeper understandings of their schools’ contexts; how professional discussions can be conducted with a process called ‘disciplined dialogue’; and how principals might encourage approaches to shared leadership with their teachers. The overall findings presented in this book emphasise five positive positions on leadership for learning to read: the importance of an agreed moral purpose; sharing leadership for improvement; understanding what learning to read involves; implementing and evaluating reading interventions; and recognising the need for support for leaders’ learning on-the-job.

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