The Administration and Supervision of Literacy Programs

This popular book addresses literacy leaders’ eternal quest to prepare all students for the demands of the 21st century.

This updated Sixth Edition will help prospective and current literacy professionals understand how to organize and supervise literacy programs within the context of current state and federal mandates.

With a focus on providing instruction at all grade levels and for different types of learners, the book explores specific program elements related to materials selection, teacher evaluation, professional development, student assessment, writing, technology, school- and districtwide evaluation, and parent and community outreach. Expert authors provide new insights about what administrators and teachers should know and be able to do given the expanded definition of literacy, a renewed interest in the science of reading, and a deep concern for closing the achievement gap that has become more prevalent across the nation.

This user-friendly text includes examples, observations, research, and specific guidelines for improving programs in relation to current requirements and future expectations.

Book Features:

• The most comprehensive resource on the oversight of preK–12 literacy programs.
• Guidance to help specialized literacy professionals meet today’s mandates for teachers and students.
• Chapters written by experts with years of experience working with their topic in schools.
• Real-life examples and vignettes demonstrate how theories can be applied to practice.
• Reflective questions and project assignments help make ideas relevant to a reader’s unique situation.
• Connections across chapters and directions for future considerations help summarize and synthesize the information across the entire book.

Shelley B. Wepner is dean and professor of education in the Manhattanville College School of Education. Diana J. Quatroche is professor emerita in the Department of Teaching and Learning at Indiana State University.

“Readers will gain insight into the research behind important literacy topics and why they are particularly relevant to the 21st-century classroom. More importantly, one sees how these various topics should be operationalized in schools and classrooms—always with a good literacy leader guiding the way.”
—From the Foreword by Jack Cassidy, past president, International Literacy Association

Contents

Foreword  Jack Cassidy  ix

Acknowledgments xi

Introduction: Looking Forward, Looking Back 1
Shelley B. Wepner and Diana J. Quatroche

PART I: OVERVIEW OF PROGRAM COMPONENTS AND PERSONNEL 9

1.  Developing a Comprehensive Literacy Program 11
Rita M. Bean

2.  Specialized Literacy Professionals as Leaders 25
Shelley B. Wepner and Diana J. Quatroche

3.  Considering the Foreground and Background of Effective Literacy Coaching 40
Jacy Ippolito

PART II: PROGRAM DEVELOPMENT 53

4.  Understanding Literacy Learning in the Early Years: A Leader’s Guide 55
D. Ray Reutzel and Parker C. Fawson

5.  Improving Literacy Achievement in the Elementary Grades 69
Timothy Rasinski, Chase Young, and Meghan Valerio

6.  The Role of Leadership in Secondary Literacy Reform 83
William G. Brozo

PART III: PROGRAM IMPLEMENTATION AND EVALUATION 97

7.  Selecting Materials for Literacy Programs That Foster Instructional Equity 99
Alejandro Gonzalez Ojeda, Toni Faddis, and Diane Lapp

8.  Teacher Evaluation 110
Nancy Frey and Douglas Fisher

9.  Professional Development 121
Maryann Mraz, Jean Payne Vintinner, and Miranda S. Fitzgerald

10.  Assessing Students’ Reading Development and Reading Achievement 135
Peter Afflerbach, Hyoju Ahn, and Moonyoung Park

11.  Evaluation and Change in Literacy Programs: Using the PASS Model for School and District Improvement 147
Misty Sailors and James V. Hoffman with Jimmie Walker and Yadira Palacios

PART IV: INTERCONNECTIONS 161

12.  Promoting Writing With Reading and Learning 163
Julie K. Kidd and M. Susan Burns

13.  Reaching Linguistically Diverse Students Through Exemplary Language, Literacy, and Content Teaching 174
MaryEllen Vogt

14.  Meeting the Needs of Students With Reading Disabilities Through Multi-Tiered Systems of Support (MTSS) 185
Jennifer L. Goeke and Kristen D. Ritchey

15.  Providing Classroom Leadership in New Literacies: Preparing Students for Their Future 198
Elena Forzani, Clint Kennedy, and Donald J. Leu

16.  Working With Parents and the Community 210
Patricia A. Edwards, Lisa M. Domke, and Marliese R. Peltier

About the Contributors 219

Index 225