Literacy Program Evaluation and Development Initiatives for P-12 Teaching

Literacy Program Evaluation and Development Initiatives for P-12 Teaching

Salika A. Lawrence

Copyright: © 2017 |Pages: 309

ISBN13: 9781522506690|ISBN10: 1522506691|EISBN13: 9781522506706

DOI: 10.4018/978-1-5225-0669-0

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Lawrence, Salika A., editor. Literacy Program Evaluation and Development Initiatives for P-12 Teaching. IGI Global, 2017. https://doi.org/10.4018/978-1-5225-0669-0

APA

Lawrence, S. A. (Ed.). (2017). Literacy Program Evaluation and Development Initiatives for P-12 Teaching. IGI Global. https://doi.org/10.4018/978-1-5225-0669-0

Chicago

Lawrence, Salika A., ed. Literacy Program Evaluation and Development Initiatives for P-12 Teaching. Hershey, PA: IGI Global, 2017. https://doi.org/10.4018/978-1-5225-0669-0

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Teacher leadership is a critical component of effective curriculum assessment and professional development. With teacher-led inquiry being utilized, schools can better improve their learning programs.

Literacy Program Evaluation and Development Initiatives for P-12 Teaching is a pivotal resource for the latest research on the benefits of using teacher educators to facilitate the assessment and improvements of school literacy programs. Highlighting a range of relevant topics on professional learning and teacher leadership, this book is ideally designed for school administrators, teachers, researchers, and academics.

Table of Contents

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Front Materials

Title Page

Copyright Page

Advances in Educational Marketing, Administration, and Leadership (AEMAL) Book Series

Editorial Advisory Board and List of Reviewers

Preface

Acknowledgment

Chapters

Literacy Program Implementation and Evaluation

Chapter 1

Mapping a Way to Design, Implement, and Evaluate Literacy Instruction in School Settings: A Flexible Action-Oriented Data Analytic Framework (pages 1-21)

Kouider Mokhtari, Annamary L. Consalvo

In this chapter, the authors present a flexible data analytic framework aimed at guiding school teams to examine assessment data and use findings to inform the design, implementation, and evaluation of literacy instruction in school...

Chapter 2

Methods and Processes for District-Wide Literacy Evaluation (pages 22-47)

Salika A. Lawrence, Minkie O. English

This study examined how quantitative and qualitative data collection methods helped evaluators learn about classroom, school, and district level practices during a school district evaluation. Findings indicate (a) qualitative methods...

Chapter 3

Advancing Instructional Coaching with Teacher Formative Assessment and Input (pages 48-74)

Adam J. Lekwa, Linda A. Reddy, Elisa S. Shernoff

With increased attention to teacher quality and accountability, instructional coaching has emerged as a popular form of teacher support and professional development in literacy and other areas of instruction. Despite significant...

Collaborative and Professional Learning

Chapter 4

Reinventing PLCs: Teachers Coaching Teachers at the Onset of Change (pages 76-88)

Danielle DiMarco, Melissa A. Parenti

Professional Learning Communities (PLCs) are widely implemented as a model for ongoing professional development of inservice teachers. Although PLCs have many promising attributes, they are rarely utilized as a vehicle for promoting...

Chapter 5

Comprehensive Literacy Coaching: Content, Pedagogical, Political, and Professional Knowledge (pages 89-95)

Melissa A. Parenti

Built upon the seminal work of Lee Shulman's (1987) CPK framework for preparing teachers, the Content, Pedagogical, Political, and Professional Knowledge (CPPPK) model is designed as a tool for training literacy coaches in PK–12...

Chapter 6

Coaches as Skillful Collaborators: How Coaches Influence Practice in Middle and High Schools (pages 96-113)

Salika A. Lawrence, Tiffany Jefferson, Jagoda Blaszkiewicz

Coaches wear multiple hats. However, the primary service they provide is supporting administrators and teachers. Coaches are an important part of school-wide initiatives but more information is needed on how they support teaching and...

Chapter 7

The Literacy Coach's Role in Supporting Teachers' Implementation of the Common Core State Standards in Writing (pages 114-137)

Zoi A. Philippakos, Noreen Moore

The purpose of this chapter is to report on the findings of a writing survey with elementary classroom teachers (n=39) who attended graduate programs at two four-year colleges. In this study, the authors examine teachers'...

Teacher Leadership

Chapter 8

Sharing Expertise Gained from Online Self-Directed Professional Development: One Teacher's Journey from Classroom Teacher to Teacher Leader (pages 139-159)

Rosanne L. Kurstedt, Adam Pizzi

Evidence suggests that increasing numbers of teachers are initiating their own professional development through online channels, including social media, blogs, and websites. While research indicates that online self-directed...

Chapter 9

Not Just a Teacher: A Path to Teacher Leadership (pages 160-190)

Kate Zimmerbaum

In this chapter, the author reflects on her development as a teacher leader. Using self-study based in narrative inquiry, she describes the current interest in teacher leadership and why it has become such a prominent topic in...

Chapter 10

Perspectives on Teacher Research: Teachers Report Challenges in Examining Classroom Practice (pages 191-206)

Salika A. Lawrence, Rochelle G. Kaplan, Ellina Chernobilsky

Given the diversity encountered in today's classrooms, teacher research presents an opportunity for teachers to discuss how to conduct research and benefit from self-study in their own classrooms. Although teachers derive their...

Chapter 11

Coaching as a Grass Roots Effort for Building Leadership Capacity (pages 207-223)

Karin J. Keith, LaShay Jennings, Renee Moran

Literacy coaches fulfill many roles that enrich the lives of teachers and students. In order for coaches to successfully build leadership capacity, teachers must know the purpose and role of the coach. In this chapter a model of...

Chapter 12

Exploring Literacy Assessment through Teacher Leader Collaborative Inquiry (pages 224-238)

Carrie E. Hong, Geraldine Mongillo, Noreen Moore

This chapter focuses on teacher leaders' coaching practice that fosters collaborative, inquiry-based, professional learning among classroom teachers to improve P-12 literacy assessment. The chapter reports on a research study...

Chapter 13

Supporting Literacy in Math and Science Classrooms: Building Teacher Self-Efficacy Across Content Areas (pages 239-255)

Maria Boeke Mongillo

Teacher self-efficacy is the belief a teacher holds that he or she can successfully influence student learning. It has been tied to both positive teacher practices and student achievement. This chapter explores the challenges of...

Chapter 14

Teacher Leadership: Teachers as Literacy Leaders (pages 256-274)

Gina Pepin

This chapter focuses on teachers as literacy leaders in P-12 urban and suburban schools. A review of research highlights teacher leadership implementation, organizational approaches, and current leadership models and standards....

Back Materials

Compilation of References

About the Contributors

Index

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