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Reading 735 – Group Proposal Krystal, Michelle, Renee, and Tracey Fall 2010

Reading 735 – Group Proposal Krystal, Michelle, Renee, and Tracey Fall 2010. Staff Sharing and Collaboration What is adolescent literacy?. STAFF SHARING & COLLABORATION.

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Reading 735 – Group Proposal Krystal, Michelle, Renee, and Tracey Fall 2010

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  1. Reading 735 – Group ProposalKrystal, Michelle, Renee, and TraceyFall 2010 Staff Sharing and Collaboration What is adolescent literacy?

  2. STAFF SHARING & COLLABORATION “Adolescence, in the United States, is typically associated with the tween and teenage years – the middle and high school grades. However, although it is convenient to think of “later” reading as adolescent, theories on the stages of reading development suggest that the requirements of middle school and high school reading actually begin much earlier than grade 6 or 7, at about grade 4” (Parris & Headley, 2009, p. 7). What does this tell us about the need for staff sharing and literacy collaboration not only within schools but throughout the district as a whole?

  3. STAFF SHARING & COLLABORATION Why is adolescent literacy so important? Dr. Paul Crowley, Professor of Literacy Studies, provides a powerful reminder. “Middle school is not too late to help readers in trouble. Students come to us with a wealth of language experiences and curiosity that form a solid basis for a meaning-centered reading program. The challenge for us is to strip away the sense of failure, to overcome the defensive attitude, and to involve them as members of a community of readers” (Ruddell, 2008, p. 383). How Learning to Read Changes Lives

  4. STAFF SHARING & COLLABORATION A Professional Learning Community (PLC) “Leadership comes in many forms and is most effective when shared to create collective responsibility for change. Commitment is the result that comes from continuously sharing understanding and creating meaning, engaging in new learning, practice and application, reflecting on practices with feedback, and collaborating with others to improve over time” (Foord & Haar, 2008, p. 1 & 7).

  5. STAFF SHARING & COLLABORATION Wisconsin Department of Public Instruction, State Superintendant's Adolescent Literacy Plan Leadership and Collaboration “To meet the individual literacy needs of every adolescent in Wisconsin, all educators must play a role in enhancing literacy instruction. Within and across schools and districts, diverse teams of educators from every level must be involved in the discussion, planning, and implementation of school and district plans for adolescent literacy. Such teams of educators, in partnership with the greater community, have the capacity to build collective expertise from a broad range of perspectives. Schools and districts form literacy teams and craft literacy plans with guidance from the greater community and the state” (WI DPI, 2008, p.18).

  6. STAFF SHARING & COLLABORATION A Literacy Leadership Team (LLT) “The work and commitment required for developing an integrated approach to literacy teaching and learning in the secondary subject areas is enormous, requiring conceptual changes in our definitions, cultural changes in our practices, and structural changes in the enduring institutes of the secondary school and secondary teacher education” (Craig, 2010, p. 6). Taking the Lead on Adolescent Literacy

  7. STAFF SHARING & COLLABORATION From Taking the Lead in Adolescent Literacy, Schoolwide Change in Five Stages: Get ready Assess Plan Implement Sustain

  8. STAFF SHARING & COLLABORATION What is our LLT vision for an engaging and effective middle school literacy program? Our vision for middle school learners is based on five major components: motivation, technology, environmental aides, staff sharing and collaboration, and parents/community involvement. A strong, successful reading program will include these elements because they promote continuous reading and writing development across the curriculum, inside and outside the school community.

  9. STAFF SHARING & COLLABORATION Our LLT Goals: Build a productive LLT through positive relationships Create “literacy-rich” schools Use data to “validate and communicate” the need for change Designate daily collaborative time for teachers Schedule classroom observations, both administrative and teacher-to-teacher Provide meaningful professional development in literacy Pair new teachers with a literacy mentor “Examine grading practices and discuss how to create conditions for success and ways to clarify expectations” Design interesting, challenging lessons and authentic assessments, employing technology whenever possible/applicable (Irvin et al, 2008, p. 23)

  10. STAFF SHARING & COLLABORATION Reference List Bucher, K. & Hinton, K. (2010). Young adult literature: Exploration, evaluation, and appreciation, 2e. Boston, MA: Allyn & Bacon. Craig, P.S. (2010). Literacy leadership teams: Collaborative leadership for improving and sustaining student achievement. Larchmont, NY: Eye on Education. Foord, K.A. & Haar, J.M. (2008). Professional Learning Communities: An implementation guide and toolkit. Larchmont, NY: Eye on Education. Guth, N.D. & Pettengill, S. (2005). Leading a successful reading program: Administrators and reading specialists working together to make it happen. Newark, DE: International Reading Association. Holly, M.L., Arhar, J.M. & Kasten, W.C. (2009). Action research for teachers: Traveling the yellow brick road, 3e. Boston, MA: Allyn & Bacon. Irvin, J.L., Meltzer, J. & Mickler, M. (2008). Meeting the challenge of adolescent literacy: Practical ideas for literacy leaders. Newark, DE: International Reading Association. Irvin, J.L., Meltzer, J., Dean, N. & Mickler, M. (2010). Taking the lead on adolescent literacy: Action steps for schoolwide success. Thousand Oaks, CA: Corwin Press. Ivey, G. & Fisher, D. (2006). Creating literacy-rich schools for adolescents. Alexandria, VA: Association for Supervision & Curriculum Development. Jacobs, H.H. (2006). Active literacy across the curriculum. Larchmont, NY: Eye on Education. McAndrew, D.A. (2004). Literacy leadership: Six strategies for peoplework. Newark, DE: International Reading Association. O’Callaghan, C.M., Antonacci, P.A., Murphy, L., Musiello, F.D. & Wolfson, E. (2011). Using children’s literature across the curriculum: A handbook of instructional strategies. Boston, MA: Allyn & Bacon. Parris, S.R., Fisher, D. & Headley, K. (2009). Adolescent literacy, field tested. Newark, DE: International Reading Association. Puig, E.A. & Froelich, K.S. (2009). The literacyleadership team: Sustaining and expanding success. Boston, MA: Allyn & Bacon. Ruddell, M.R. (2008). Teaching content reading & writing, 5e. Hoboken, NJ: John Wiley & Sons. Wisconsin Department of Public Instruction. (2008). State Superintendant’s Adolescent Literacy Plan (Bulletin No. 09070). Madison, WI: Author. “How Learning to Read Changes Lives”. Heinemann Videos. March 16, 2010. Online video clip. Accessed on December 2, 2010. http://www.youtube.com/watch?v=7ru2DRxT5P8&feature=mfu_in_order&list=UL “Taking the Lead on Adolescent Literacy”. WEA Academy. March 3, 2010. Online video clip. Accessed on December 2, 2010. http://www.youtube.com/watch?v=oaRutsUKvH4

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