Developing instructional leadership through the use of evidence-based reading research
Date
2016
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Publisher
University of Delaware
Abstract
This Executive Leadership Portfolio (ELP) addresses the need to build a literacy model and framework that allows struggling readers to acquire the literacy skills that are necessary to meet grade-level expectations. Additionally, this ELP addresses the need for leaders to read and use reading research. This ELP had the following goals: 1) implement a comprehensive RTI literacy model to identify and monitor individual student’s areas of need, 2) provide a specific, evidence-based reading intervention, PALS, to students who read below grade level, and 3) provide in-depth professional development about reading research and effective reading instruction to secondary instructional leaders. To achieve these goals, a comprehensive RTI literacy model was created and implemented, PALS was implemented and its effects measured over a two-year period for students who read below grade level, and an in-depth professional development initiative was designed for secondary instructional leaders in two different settings. This portfolio begins with my work in the New Castle County Vocational Technical School District, NCCVT, where I built a comprehensive RTI literacy model, implemented PALS and provided in-depth professional development to secondary instructional leaders. I took what I learned from NCCVT and moved to a larger district, Brandywine School District, BSD, where I was charged with the same goals. The artifacts in this portfolio illustrate my leadership journey that took place in both NCCVT and BSD. During this initiative, I learned that when implemented with fidelity PALS can have a positive impact on student achievement. I also learned that creating the conditions for change is critical to any initiative. Furthermore, I also learned that leadership and instruction must be connected. Leaders need to know a lot about literacy. Based on the outcomes of this initiative, I will continue to provide in-depth professional development on reading research and leadership.