Description
Book SynopsisMoving towards the Common Core Standards in reading and writing, the time is right for school districts to reform literacy instruction by focusing their instruction around the needs of their diverse student population and the teaching styles of their teachers. There is no better way to do this than through a teacher-created, home-grown literacy program that aligns standards with student needs all while remaining cognizant of the teachers who implement the curriculum. In the process, teachers emerge as literacy leaders. The leadership paradigm shifts away from the principal as sole decision-maker and through a shared vision and collective efficacy, classroom teachers and administration form an alliance that ensures success for all students. Because it is the shared responsibility to adapt the program to the learner, the hallmark of this instructional reform is relevant, job-embedded professional development that is provided in a timely fashion. This fosters a democratic learning co
Trade ReviewEducators, both teachers and administrators, will find this volume a valuable addition to their professional library. Birnam and Nary construct a useful and artful analysis that gives voice to the power of building capacity within the faculty to properly address curricular challenges. Their portrayal of a school district's faith in its teachers provides a narrative for reform that casts the central role of the expert power of educators working in concert. -- Todd A. DeMitchell
When Teachers Voices Are Heard; The Future of the Literacy Landscape breaks down barriers and illustrates the need for every educator in a district to become involved in the creation of a district-wide, home-grown literacy program as they ultimately reform the way instruction is delivered. The book illuminates the value of teacher choice, yet provides a roadmap to address the standards in a timing manner. Embedded professional development is the cornerstone to making this work- truly the best model for strengthening teachers. Best of all, it requires ALL staff to work together to help all children. Staff can no longer work in isolation because it requires trust and support of ALL staff. This is the future of education! Gone are the days of 25 students with one teacher and too many pull-outs to band-aid our struggling readers and writers. It doesn’t work and I truly believe this approach will. -- Sarah Curtin, Fourth Grade Teacher
Table of ContentsPreface Introduction Chapter 1 The Visioning Stage Chapter 2 The Design Stage Chapter 3 The Production Stage Chapter 4 “Facilitating” Change Chapter 5 Investing in Knowledge Chapter 6 Equal Education for All Chapter 7 Oh Yeah? Prove IT! Conclusion You May Be Curious About…
