The Literacy Leadership Guide for Elementary Principals

Reclaiming Teacher Autonomy and Joy

Nonfiction, Reference & Language, Education & Teaching, Educational Theory, Leadership, Teaching, Teaching Methods
Cover of the book The Literacy Leadership Guide for Elementary Principals by Tynisha D. Meidl, Jason Lau, Margaret-Mary Sulentic Dowell, Rowman & Littlefield Publishers
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Author: Tynisha D. Meidl, Jason Lau, Margaret-Mary Sulentic Dowell ISBN: 9781475840902
Publisher: Rowman & Littlefield Publishers Publication: October 31, 2018
Imprint: Rowman & Littlefield Publishers Language: English
Author: Tynisha D. Meidl, Jason Lau, Margaret-Mary Sulentic Dowell
ISBN: 9781475840902
Publisher: Rowman & Littlefield Publishers
Publication: October 31, 2018
Imprint: Rowman & Littlefield Publishers
Language: English

For the past decade in the United States, elementary principals have faced increased scrutiny. Student performance regardless of student experiences, district funding practices, or societal factors have been the responsibility of the principal. In a similar fashion, teachers have been ridiculed and scorned. As a result, principals are left trying to create positive school culture, evaluate teacher performance, and guide and support professional development initiatives. In the meantime, teachers in many ways do not see themselves as professionals, do not feel that they have autonomy in their classrooms, and as a result may not have the same joy that they once had.

The goal of this guide is to assist principals and school leaders to cultivate a school culture where the principal is positioned as the literacy leader. This guide will support principals to address, define, and create a literacy culture. Most importantly, provide insight to support principals in their quest to becoming primary individual responsible for bringing joy to teaching and learning as part of building school culture.

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For the past decade in the United States, elementary principals have faced increased scrutiny. Student performance regardless of student experiences, district funding practices, or societal factors have been the responsibility of the principal. In a similar fashion, teachers have been ridiculed and scorned. As a result, principals are left trying to create positive school culture, evaluate teacher performance, and guide and support professional development initiatives. In the meantime, teachers in many ways do not see themselves as professionals, do not feel that they have autonomy in their classrooms, and as a result may not have the same joy that they once had.

The goal of this guide is to assist principals and school leaders to cultivate a school culture where the principal is positioned as the literacy leader. This guide will support principals to address, define, and create a literacy culture. Most importantly, provide insight to support principals in their quest to becoming primary individual responsible for bringing joy to teaching and learning as part of building school culture.

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