Leading professional learning for literacy in middle school
Date
2015
Authors
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Journal ISSN
Volume Title
Publisher
University of Delaware
Abstract
This portfolio documents a middle school leader's efforts to provide professional learning about researched-based reading strategies that could improve student achievement. Leadership efforts focused on professional learning and implementation of strategies through a comprehensive, building-level literacy initiative. A description of the problem is presented and supported by state achievement data. A description of the middle school's professional learning and literacy instruction are described in detail through multiple artifacts. Artifacts also give an account of the leader's efforts to create effective professional learning communities and evaluate their impact in a middle school. A case study traced the financial implications of the initiative. An empirical study explores the relationship between students' reading attitudes and achievement. Observational data track teacher implementation of the strategies. The reflection and appended artifacts describe the leader's role and responsibilities within the organization. Internal and external influences on the organization are identified along with changes in procedures and policies. A reflection on the leader's improvement efforts is presented with results and implications for future actions. Finally, the leader discusses his professional growth and how his growth contributed to his efforts as a scholar, problem solver, and partner over time.