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\"Bringing together leading experts, this book presents the principles of effective literacy leadership and describes proven methods for improving instruction, assessment, and schoolwide professional development. The book shows how all school staff--including reading specialists and coaches, administrators, teachers, and special educators--can play an active role in nurturing a culture of collaboration and promoting student achievement. Best practices are identified for creating strong elementary and secondary literacy programs, differentiating instruction, supporting English language learners, utilizing technology, building home-school partnerships, and much more. User-friendly features include case examples, guiding questions, and engagement activities in each chapter\"-- Provided by publisher.

The current article investigates the work of 20 Reading First coaches to determine how coaches distribute their time and the rationale they give for their work. Teachers' responses to coaches and the relationships between what coaches do and student achievement are also analyzed. There was great variability among coaches in how they allocated their time; their major emphasis was determining if all students, but especially at-risk students, were receiving effective reading instruction. Teachers valued coaches, and there were significant relationships between time allocated to working with teachers and teachers' views of coaches. A median split on amount of time coaches spent coaching divided the coaches' schools into a group with more coaching and a group with less coaching. There was a significantly greater percentage of students scoring at proficiency and a significantly smaller percentage of students scoring at risk in schools where coaches spent more time working with teachers.

As schools continue to focus on elementary student achievement and literacy growth, the role of the elementary school‐based literacy coach is as imperative as ever. However, as a lever for reform and professional learning, the literacy coach role remains underspecified, variable, and often misunderstood in practice. This article aims to address what is currently known and what still needs to be learned about coaching effectiveness, roles and relationships, shifting practices and modalities, and preparation. The coaching “knowns” are framed by both research and practice literature published over the past three decades, whereas the “wonderings” cut across research, practice, and policy and point toward the future of coaching work. Together, these knowns and wonderings are intended to provoke district and school leaders, coaches, and preparation providers to reconsider the power and possibilities of school‐based elementary coaching as schools regain their footing following the COVID‐19 global pandemic.

Elementary and secondary principals were surveyed to better understand their perceptions of the roles and impact of specialized literacy professionals (e.g., reading specialists, coaches) in their schools. A 32-question survey was completed by 103 Pennsylvania principals across elementary and secondary school contexts. Findings include distinct differences reported between roles of reading/literacy specialists and coaches, with few differences noted within roles, across elementary and secondary levels. The frequency and type of specialized literacy professional activities aligned with those principals deemed most important to literacy program improvement. Results indicated that surveyed principals viewed their specialized literacy professionals as having an important influence on literacy teaching and learning. The results have implications for those who prepare specialized literacy professionals and those who employ them. These findings corroborate and update earlier studies of specialized literacy professionals that described their multiple roles, including that of sharing in the leadership of the school’s literacy program.

The cochairs of the International Literacy Association’s 2017 Standards provide a hands‐on guide to using the updated standards for middle and high school classroom teachers. The authors discuss four key notions: Disciplinary literacy instruction enhances content area learning, culturally responsive instruction is critical in our diverse society, the concept of literacy is expanding and changing, and professional learning provides for both personal and organizational growth. The authors share updated references, teaching scenarios, examples of practical implications for classroom teachers across the disciplines, and considerations for teacher educators. The piece concludes with the challenges and opportunities that the new standards present.

This article compares the ILA 2017 Standards for preparing specialized literacy professionals with the 2010 Standards. The authors also describe levels of emphases for each specialized literacy role and implications of the new Standards for those serving in the field and for those who prepare them.

The authors provide a review and critique of 82 empirical investigations conducted in the United States on teacher preparation for reading instruction. These studies were chosen from a pool of 298 based on the authors' coding of research quality indicators. Applying an inductive paradigmatic analysis of the 82 studies, this review suggests that in recent years reading teacher preparation programs have been relatively successful in changing prospective teachers' knowledge and beliefs, and a smaller number of studies documents that under certain conditions pedagogical knowledge influenced actual teaching practice. As in earlier reviews, there were very few studies that included pupil achievement as a measure. In addition, the review suggests that university teaching practices that benefit applications of pedagogical knowledge provide explicit explanations and examples, demonstrations of practices, and opportunities for guided practice of teaching strategies in practicum settings with pupils. This analysis builds on more general teacher education research reviews by identifying contributions and limitations of reading teacher education research and providing recommendations for future research.

Literacy coaches provide job‐embedded professional development for teachers, and the number of literacy coaches in elementary schools is increasing. Although literacy coaching offers promise in terms of improving teacher practice and student achievement, guidance is needed regarding the qualifications, activities, and roles of literacy coaches. The seven guiding principles in this manuscript offer research‐based directions for literacy coaching. The guiding principles address (1) the specialized knowledge needed for literacy coaching, (2) the amount of time that should be focused on working directly with teachers, (3) collaborative relationships with teachers, (4) research‐based coaching activities, (5) intentional and “on‐the‐fly” coaching, (6) the coach as a literacy leader in the school, and (7) the evolution of the literacy coach over time. After each principle is introduced, the specific research that supports the principle is discussed. In addition, a vignette of each guiding principle is provided to illustrate the principle in action. يوفر مدربو معرفة القراءة والكتابة التنمية الحرفية المقامة في العمل للمعلمين وبالمناسبة يزداد عدد مدربي معرفة القراءة والكتابة في المدارس الابتدائية. ومع أن تدريب معرفة القراءة والكتابة ينتظر له مستقبل ناجح من حيث تحسين ممارسات المعلم وإنجاز الطالب فيحتاج إلى التوجيه فيما يتعلق بتأهلات مدربي معرفة القراءة والكتابة وأنشطتهم وأدوارهم. وتقدم مبادئ التوجيه السبعة في هذه الورقة تعليمات مبنية على أبحاث علمية لتدريب معرفة القراءة والكتابة. وتتناول مبادئ التوجيه 1) المعرفة الخاصة المحتاج لها لتدريب القراءة والكتابة و2) القدر من الوقت المفروض أن يتركز على التعامل المباشر مع المعلمين و3) العلاقات التعاونية مع المعلمين و4) أنشطة التدريب المبنية على الأبحاث العلمية و5) التدريب الارتجالي المتعمد و6) المدرب كقائد معرفة القراءة والكتابة في المدرسة و7) تطور مدرب معرفة القراءة والكتابة عبر الزمان. وبعد تقديم كل مبدأ يتم نقاش الأبحاث العلمية التي تدعم المبدأ. وبالإضافة إلى ذلك يتم تقديم مختصراً لكل مبدأ موجه كي يبيّن المبدأ في الأداء. 读写教学培训员为教师提供嵌进工作的专业发展，而小学读写教学培训员的人数正在上升。尽管读写教学培训员能提供机会改善教师的教学实践及学生的成绩，就读写教学培训员的资格、辅导活动、角色等方面的指引，却是有需要的。本文之七项指导原则旨在提供一些以研究为基础的方向，指导读写教学培训。这些指导原则针对以下七方面：(1)读写教学培训所需的专业知识，(2)应专注于直接与教师一起工作的时间，(3)与教师的协作关系，(4)研究性的培训活动，(5)有意的及「在匆忙之中」的培训，(6)培训员在学校内的读写教学领导者角色，(7)读写教学培训员随着时间的演化。本文接着讨论支持每项指导原则的相关专门研究。此外，每项指导原则都附以简述，说明如何把该项原则付诸实行。 Les formateurs en littératie procurent aux enseignants un développement professionnel inclus dans leur pratique, et le nombre de formateurs en littératie dans les écoles élémentaires va en augmentant. Quoique la formation en littératie présente des promesses en termes d'amélioration des pratiques des maîtres et de réussite des élèves, un guidage est nécessaire en ce qui concerne les qualifications, les activités et les rôles des formateurs en littératie. Les sept principes de guidage énoncés dans ce texte présentent des orientations pour la formation en littératie qui reposent sur la recherche. Ces principes de guidage concernent 1) les connaissances spécialisées nécessaires pour former en littératie, 2) le temps qu'il faut consacrer au travail direct avec les enseignants, 3) les relations de coopération avec les maîtres, 4) les activités de formation basées sur la recherche, 5) la formation intentionnelle et occasionnelle, 6) le formateur comme champion en littératie dans l'école, et 7) l'évolution dans le temps du formateur en littératie. Après que chaque principe ait été introduit, nous discutons des recherches spécifiques sur lesquelles il se base. En plus, nous apportons pour chaque principe de guidage une vignette présentant une illustration en acte de ce principe. В школах появляется все больше специалистов по становлению и развитию грамотности, которые повышают квалификацию своих коллег в контексте их непосредственной профессиональной деятельности. Такая ситуация внушает оптимизм, поскольку улучшается качество преподавания и академическая успеваемость, однако необходимо четко определить, какой квалификацией должен обладать специалист по развитию грамотности, в чем состоят его непосредственные функции и какова его роль в коллективе. В статье рассматриваются семь базовых принципов, которые позволяют это определить. Предлагаемые принципы основаны на серьезных научных разработках. Школьный специалист по развитию грамотности должен: (1) обладать конкретными профессиональными знаниями, необходимыми для обучения грамотности; (2) отводить достаточное время для непосредственной работы с учителями; (3) устанавливать с коллегами отношения сотрудничества; (4) обучать учителей на основе результатов научных исследований; (5) сочетать целенаправленное обучение с советами “на бегу”; (6) стремиться стать истинным лидером движения за грамотность в данной школе; (7) заниматься собственным профессиональным развитием. Авторы не просто перечисляют эти принципы, но и дают их теоретическое обоснование, а также демонстрируют их применение на практике. El número de tutores de alfabetización que ayudan a los maestros a desarrollarse profesionalmente en el mismo salón de clase ha aumentado. Aunque dicha tutoría parece augurar un futuro mejor en cuanto al mejoramiento de la práctica de los maestros y el éxito de los estudiantes, se necesita orientación sobre las calificaciones, las actividades y las funciones de los tutores. Los siete principios en este artículo les ofrecen orientación basada en investigación a los tutores. Estos principios abordan (1) el conocimiento especializado necesario para ser tutor de alfabetización, (2) la cantidad de tiempo que se debe trabajar directamente con los maestros, (3) relaciones de colaboración con los maestros, (4) actividades de tutoría basadas en la investigación, (5) tutoría deliberada y “al momento”, (6) el tutor como líder de alfabetización en la escuela, y (7) la evolución del tutor a través del tiempo. Después de presentar cada principio se discute la investigación que lo apoya. Además, se presentan esbozos de cada principio para ilustrarlos en acción.

Notes that reading specialists function as instructors and leaders. Outlines a study on the role of reading specialists in which principals were iven questionnaires and reading specialists were interviewed. Concludes that state certification offices and universities need to focus on leadership skills in the training of reading specialists. (PM)

Presents results from a survey in the United States that provides some indication of how reading specialists fulfill their roles and how they offer students effective literacy instruction. Notes that the goal was to investigate what reading specialists do so that educators could better understand how they provide services to students and teachers. (SG)