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Literacy Leaders: Profiles of School Leaders Moving Literacy Achievement
By Tinaya York
Moving literacy achievement in schools is HARD WORK. There are no silver bullets, no quick schemes, no single curriculum that can make students own their learning, help teachers make the best choice or just make kids "better readers and writers."
With changes in state standards, assessments and high accountability, how do school leaders of today ensure strong literacy instructional practices are happening throughout their buildings? You will hear from two school leaders with different schools working hard at work worth doing.
Elizabeth Meyers, Principal
A. Phillip Randolph Elementary School, Chicago
39 years old
Years as an administrator: 7 (principal and asst. principal)
Years as a teacher and coach: 7
School Demographics
- 524 Students
- 99% Free and Reduced Lunch
- 2.8% English Learners
- 11% Diverse Learners
- 93% African American
- 7% Latino
- .2% Multi-racial
- .2% White
Vision for literacy: Building a culture of responsiveness. Giving kids what they need culturally, emotionally, socially and academically.
School Year 2016 Goal: 50% of students reading at grade level (currently 20% of students are at grade level)
How are you ensuring strong literacy instructional practices are happening throughout the building?
First, it was important to increase teachers' capacity not just the tools, the mental tools to do what needs to be done through professional development. We are systematically implementing the workshop model by providing support through grade level meetings. Teachers study a component of our instructional model and we look for strong implementation before moving forward to a new component.
Our literacy coach leads the grade level meetings and executes the school's literacy vision.
Second, the assistant principal and myself conduct regular pop-ins and provide feedback to teachers. We use the feedback data to determine if professional development should move to the next component.
What is your instructional model?
There are five aspects to our literacy instructional model. After launching with a mini-lesson we expect teachers and students to engage in 5 critical components (not necessarily in this order)
- Independent or Skill Practice
- Technology-Assisted Learning
- Guided Reading
- Response to Literature
- Interactive Read Alouds
What is important to the success of implementing high quality literacy instruction?
Teachers feel supported. I have teachers say, this is a lot but I feel supported.
Is it working and how do you know?
Yes, it is working! Based on our MOY (Middle of the Year) NWEA MAP data, all grade levels (except 7th) have progressed in their average RIT scores. For example, the average RIT for second grade was 160. Based on middle of the year testing, the average for second graders is now 169. We are happy with our students' movement and teachers see the impact of the work they are putting in.
Concrete advice for school leaders: You have to make time and set incremental goals; time to build capacity and time for successful implementation.
Lissette Rua, Principal
Robert Fulton Elementary School, Chicago
41 years old
Years as an administrator: 2 ½ years (principal and asst. principal)
Years as a teacher and coach: 12 ½ years
School Demographics
- 415 students
- 99% Free and Reduced Lunch
- 31% English Learners
- 14% Diverse Learners
- 53% Latino
- 45% African American
- 1% White
- .4% American Indian
- .2% Multi-racial
Vision for literacy: For teachers to appreciate where children are and not see them as deficits but rather as opportunities and to move from basals to balanced literacy framework. Part of the vision is to help teachers realize they are on the cusp of something great if they just embrace it. They need to approach reading as a workshop and understand there's a philosophy around how and when to teach and when you move students to more independent practice.
School Year 2016 Goal: Implement two components of balanced literacy framework for grades K-3: read alouds and guided reading. There are two parts to the read aloud: one, we want kids to enjoy reading and, second, to spark accountable talk.
How are you ensuring strong literacy instructional practices are happening?
We started with a data wall that correlated Fountas and Pinnell to grade level and did a gap analysis. We invested in professional development, created a book room with texts to get started (in Spanish and English). Ongoing professional development happens through grade level meetings along with peer visits. Our ongoing professional development is focused on two components--read alouds and guided reading. Professional development is mapped out week by week and everyone knows what is going on. We read articles, study, allow for safe practice, and use the data from our peer visits to inform what we need to do next. Our peer visits are reflective in nature. Teachers answer two questions when they observe a peer: What did I see? How can it inform my practice? In addition to these efforts, I found teachers who wanted to support this work to assist with implementation.
For our English learners, we do not want to transition students until they are reading in Spanish at grade level. Our planning is the same and teachers instruct in English and Spanish.
What is important to the success of implementing high quality literacy instruction?
I feel strongly that sharing with teachers that it is okay to teach kids at their instructional level while providing access to grade level material and that I truly believe in balanced literacy allowed my teachers to feel safe in their practice. I repeated the same message during grade level meetings. In addition, I think having a literacy background helped but anyone can lead this work. In short, the leader has to believe in the work they are doing.
Is it working and how do you know?
Yes it is. There are several things we have seen. During instructional rounds we see for example, implementation of accountable talk. Our TRC (Text Reading and Comprehension) growth--many of our students are moving reading levels. When my assistant principal and I conduct pop-ins we see strong literacy instruction. Also, teachers talk more confidently about literacy instruction during pre-conferences and planning sessions.
What advice do you have for school leaders?
Be sincere about your baseline--this is where you are, no excuses. Commit to moving your students.
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