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Becoming a literacy leader : supporting learning and change /
The first edition of Becoming a Literacy Leader chronicled Jennifer's work as she moved to a new school and a new job as a literacy specialist and found herself tackling everything from teacher study groups to state-mandated assessment plans. This new edition is a thoughtful, reflective evoluti...
| Clasificación: | Libro Electrónico |
|---|---|
| Autor principal: | |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
Portland, Maine :
Stenhouse Publishers,
[2016]
|
| Edición: | Second edition. |
| Temas: | |
| Acceso en línea: | Texto completo |
MARC
| LEADER | 00000cam a22000008i 4500 | ||
|---|---|---|---|
| 001 | EBSCO_ocn945434433 | ||
| 003 | OCoLC | ||
| 005 | 20231017213018.0 | ||
| 006 | m o d | ||
| 007 | cr ||||||||||| | ||
| 008 | 160321s2016 meu ob 001 0 eng | ||
| 010 | |a 2016013795 | ||
| 040 | |a DLC |b eng |e rda |c DLC |d OCLCO |d OCLCF |d OCLCQ |d N$T |d YDX |d OCLCO |d OCLCQ | ||
| 019 | |a 1132417855 | ||
| 020 | |a 1625310978 |q (ebook) | ||
| 020 | |a 9781625310972 |q (electronic bk.) | ||
| 020 | |z 9781625310965 |q (pbk. ; |q alk. paper) | ||
| 020 | |z 162531096X | ||
| 029 | 1 | |a AU@ |b 000057199032 | |
| 035 | |a (OCoLC)945434433 |z (OCoLC)1132417855 | ||
| 042 | |a pcc | ||
| 043 | |a n-us--- | ||
| 050 | 1 | 0 | |a LB1576 |
| 082 | 0 | 0 | |a 372.6 |2 23 |
| 049 | |a UAMI | ||
| 100 | 1 | |a Allen, Jennifer, |d 1969- |e author. | |
| 245 | 1 | 0 | |a Becoming a literacy leader : |b supporting learning and change / |c Jennifer Allen ; foreword by Franki Sibberson and Karen Szymusiak. |
| 250 | |a Second edition. | ||
| 263 | |a 1608 | ||
| 264 | 1 | |a Portland, Maine : |b Stenhouse Publishers, |c [2016] | |
| 300 | |a 1 online resource | ||
| 336 | |a text |b txt |2 rdacontent | ||
| 337 | |a computer |b c |2 rdamedia | ||
| 338 | |a online resource |b cr |2 rdacarrier | ||
| 504 | |a Includes bibliographical references and index. | ||
| 588 | 0 | |a Print version record and CIP data provided by publisher; resource not viewed. | |
| 505 | 0 | 0 | |g Machine generated contents note: |g 1. |t Introduction: Layered Coaching -- |t I Am -- |t We Are -- |t Shared Leadership -- |t Updated Thinking -- |t Layered Leadership -- |t Making Meaning Together -- |t Rowing in the Same Direction -- |t My Stories -- |g 2. |t Being a Resource: A Room of One's Own for Literacy -- |t Creating Learning Spaces Together -- |t Wall Space -- |t Literacy News Bulletin Board -- |t Library of Mentor Texts -- |t Professional Library -- |t Read-Aloud Corner -- |t Study Group Meeting Area -- |t Staff Picks -- |t Community Resources -- |t Personal Office Area -- |t Book Swap -- |t What If You Don't Have a Room? -- |t Pause. Reflect. Act -- |g 3. |t A Model for Required Professional Development: "My Life in Seven Stories" -- |t A New Start -- |t The Beginning of "My Life in Seven Stories" -- |t Instructional Strategies Moving into Classrooms -- |t The Nuts and Bolts of Classroom Implementation: A Three-Day Writing Cycle -- |t In the End -- |t Today: Designing Required Professional Development -- |t Applying New Learning: Implementing School-Mandated Initiatives -- |t Pause. Reflect. Act. -- |g 4. |t Study Groups: Developing Voluntary Professional Development -- |t Meeting the Individual Professional Needs of Teachers -- |t What Should You Expect from a Study Group? -- |t Why Study Groups? -- |t Study Groups Provide "Think Time" -- |t My Role in Study Groups -- |t Finding a Focus and Resources -- |t Planning and Scheduling Groups -- |t Establishing a Predictable Routine -- |t What's Not on a Study Group Agenda -- |t Providing Additional Resources -- |t What Teachers Say About Study Groups -- |t Participants Keep Coming Back -- |t A Worthy Investment -- |t Pause. Reflect. Act. -- |g 5. |t Coaching in Classrooms: Differentiating Support for New and Veteran Teachers -- |t Getting Started in Classrooms -- |t Coaching and Collaborating -- |t Time Frames for Veteran Teachers -- |t Blanketing a Grade Level with a Strategy -- |t Collaborating with Master Teachers -- |t Dialogue Journals: A Debriefing Tool -- |t Switching Gears to New Teachers: Remembering My Own Story -- |t Differentiating Support for New Teachers -- |t A Glimpse of Layered Support for New Teachers -- |t Revisiting Lucy's Classroom -- |t Supporting Change -- |t Pause. Reflect. Act. -- |g 6. |t Supporting Curriculum and Assessment -- |t Supporting the Literacy Curriculum and Assessment Framework -- |t Literacy Curriculum and Assessment Notebooks -- |t Preparing Student Assessment Materials -- |t Release Time for Administering Assessments -- |t Another Set of Eyes -- |t Literacy Team Meetings -- |t Evaluating and Tracking Student Achievement -- |t Curriculum Maps -- |t Curriculum Support -- |t Curriculum Support in Action: Messy Work at Its Best -- |t Pause. Reflect. Act. -- |g 7. |t Helping Kids on the Bubble: The Literacy Intervention Classroom -- |t How the Literacy Intervention Room Came to Be -- |t "Helping" Students on the Bubble Through Inclusive Support -- |t Starting the Year: Establishing Predictable Routines -- |t Fall Assessments to Inform Instruction -- |t Immersed in Literacy -- |t Breaking Down and Chunking Out Instruction -- |t A Snapshot of One Morning in the Literacy Intervention Classroom: Working with Students Through the Research Process -- |t Evaluating the Success of the Program: A Snapshot of Students Who Completed the Two-Year Intervention -- |t Student Survey -- |t The Literacy Rooms Today: Fourteen Years Later -- |t Defining Success -- |t Pause. Reflect. Act. -- |g 8. |t Creating Unity through Whole School Experiences -- |t Involving Teachers, Staff, and Students in the Selection Process -- |t Book Access for All -- |t No One Way to Approach a Book -- |t Celebrating Ourselves as Writers -- |t The Big Day: The Author Visit -- |t Planning with Purpose for a Schoolwide Read: Paper Things -- |t Read-Aloud Considerations -- |t The Best Day Ever -- |t Pause. Reflect. Act. -- |g 9. |t Cultivating Teacher Leadership -- |t Focus and Alignment -- |t Building Capacity: Creating Structures to Get the Work Done -- |t Cultivating Teacher Leadership -- |t Grade-Level Teacher Leaders Facilitate Curriculum Conversations -- |t A Process That Involves All Staff and Utilizes Teacher Leaders -- |t Snapshot of Grade 3 Team Making Meaning Together of Curriculum: Theme -- |t Moving Beyond One-to-One Level Coaching -- |t Pause. Reflect. Act. -- |g 10. |t Nuts and Bolts: Scheduling and Budget -- |t A Typical Day -- |t What's in a Week -- |t Overview of a Month -- |t Rhythm of a Year -- |t Coaching Boundaries -- |t A New School Year, New Stories: A Wave from the Heart -- |g 11. |t Final Words: Mentoring New Talent -- |t Knowing I Was Being Checked Out and Wanting to Be Liked -- |t Feeling Incompetent and Wanting to Be Valued -- |t Not Knowing What I Should Be Doing and Wanting to Be Embraced as a Resource -- |t Appendix -- |t Mentor Texts for Teaching Writing Craft -- |t Mentor Texts for Teaching Comprehension -- |t Read-Aloud Ideas -- |t A Sampling of Professional Books from the Literacy Room -- |t My Top Twenty Professional Resources. |
| 520 | |a The first edition of Becoming a Literacy Leader chronicled Jennifer's work as she moved to a new school and a new job as a literacy specialist and found herself tackling everything from teacher study groups to state-mandated assessment plans. This new edition is a thoughtful, reflective evolution of her work as she rethinks how her identity and role as a literacy leader have evolved. | ||
| 590 | |a eBooks on EBSCOhost |b EBSCO eBook Subscription Academic Collection - Worldwide | ||
| 650 | 0 | |a Language arts teachers |x Training of |z United States. | |
| 650 | 0 | |a Literacy |x Study and teaching |z United States. | |
| 650 | 0 | |a Literacy programs |z United States. | |
| 650 | 6 | |a Professeurs d'arts du langage |x Formation |z États-Unis. | |
| 650 | 7 | |a Language arts teachers |x Training of. |2 fast |0 (OCoLC)fst00992355 | |
| 650 | 7 | |a Literacy programs. |2 fast |0 (OCoLC)fst00999898 | |
| 650 | 7 | |a Literacy |x Study and teaching. |2 fast |0 (OCoLC)fst00999888 | |
| 651 | 7 | |a United States. |2 fast |0 (OCoLC)fst01204155 | |
| 776 | 0 | 8 | |i Print version: |a Allen, Jennifer, 1969- |t Becoming a literacy leader. |b Second edition. |d Portland, Maine : Stenhouse Publishers, [2016] |z 9781625310965 |w (DLC) 2016007222 |
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