This succinct, engaging book explains how busy elementary school principals can support effective literacy instruction in their schools. Chapters outline the fundamental components of a successful literacy program and describe specific practices that can instill a culture of literacy in a school. Strategies are provided for initiating a professional development program, understanding and using appropriate assessments with students, involving parents in literacy education, and assessing the strengths and weaknesses of teachers’ instructional methods. Drawing from the authors' extensive experience as principals and teachers, the book’s numerous examples demonstrate what strong literacy leadership looks like in action. Helpful reproducibles are included.
About the Author
Carol S. Beers, EdD, is Executive Professor in the School of Education at the College of William and Mary in Williamsburg, Virginia. She has held a variety of positions in education during her career, including that of classroom teacher, principal, reading supervisor, assistant superintendent, superintendent, and tenured professor. Dr. Beers has consulted nationally and internationally, presented frequently, and published widely. She has served in several capacities with the International Reading Association. Dr. Beers has received Fulbright Awards for study in Japan and Germany, a Blue Ribbon Award for her work as a principal, an Honor Award from the National Association of Elementary School Principals, and several research awards from universities at which she taught.
James W. Beers, PhD, is Professor of Reading, Language, and Literacy in the School of Education at the College of William and Mary. He is also Director of the Eastern Virginia Writing Project of the National Writing Project, which trains teachers to help their students become better writers. Dr. Beers has taught reading, writing, and spelling to students at all grade levels and has published books, chapters, and articles on reading, writing, and spelling.Jeffrey O. Smith, EdD, is Division Superintendent in West Point, Virginia, a school district that continues to be recognized for the students’ high academic achievement. He has worked as a classroom teacher, assistant principal, and principal, and as an assistant superintendent in the area of instructional services. Dr. Smith’s combined experiences have provided him with the opportunity to work as an instructional leader in rural, suburban, and urban educational settings from 1,500 to 32,000 students. Additionally, he has served as Adjunct Professor at Old Dominion University. He has received numerous honors and has been featured at the state and national levels for his students’ achievements, his community leadership, and his work as an educator.
Table of Contents
1. What Makes Good Literacy Instruction
2. Establishing a Literacy Culture in School
3. Building a Professional Development Program: An Essential for Success
4. Encouraging Authentic Assessment
5. Reaching Out to Families
6. Knowing Your Staff
Principals and other administrators working in grades K–6; literacy coaches and reading specialists. May serve as a text in graduate-level courses such as Administration and Supervision of Reading Programs, Literacy Leadership, and the Elementary School Principal.