Overview
- Provides a comprehensive review of a professional learning programme for principals
- Uses data from six research studies, from various states of Australia, together with a national study
- Considers what actions leaders can take to improve the quality of teaching and learning of reading in their schools
- Presents a range of practical materials that support improved teaching, engagement and achievement in reading
- Includes supplementary material: sn.pub/extras
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Table of contents (10 chapters)
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Front Matter
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Back Matter
Keywords
- literacy and numeracy achievement
- Principals as Literacy Leaders - PALL
- Australian Primary Principals Association
- the moral purpose of leadership
- leadership for learning
- learning to read
- disciplined dialogue
- conceptions of leadership
- professional development for teachers and leaders
- positive achievement in reading
- ways to support student engagement
- engage families and communities in children's learning
- student learning and achievement
- Leading Literacy Learning
- learning and instruction
About this book
This book focuses on what school leaders need to know and understand about leadership for learning, and for learning to read in particular. It brings together theory, research and practice on leadership for literacy. The book reports on the findings from six studies that followed school principals from their involvement in a professional learning program consisting of five modules on leadership and the teaching of reading, to implementation action in their schools. It describes how they applied a range of strategies to create leadership partnerships with their teachers, pursuing eight related dimensions from a Leadership for Learning framework or blueprint. The early chapters of the book feature the use of practical tools as a focus for leadership activity. These chapters consider, for example, how principals and teachers can develop deeper understandings of their schools’ contexts; how professional discussions can be conducted with a process called ‘disciplined dialogue’; andhow principals might encourage approaches to shared leadership with their teachers. The overall findings presented in this book emphasise five positive positions on leadership for learning to read: the importance of an agreed moral purpose; sharing leadership for improvement; understanding what learning to read involves; implementing and evaluating reading interventions; and recognising the need for support for leaders’ learning on-the-job.
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Authors and Affiliations
Bibliographic Information
Book Title: Leadership and Literacy
Book Subtitle: Principals, Partnerships and Pathways to Improvement
Authors: Neil Dempster, Tony Townsend, Greer Johnson, Anne Bayetto, Susan Lovett, Elizabeth Stevens
DOI: https://doi.org/10.1007/978-3-319-54298-0
Publisher: Springer Cham
eBook Packages: Education, Education (R0)
Copyright Information: Springer International Publishing AG 2017
Hardcover ISBN: 978-3-319-54297-3Published: 07 April 2017
Softcover ISBN: 978-3-319-85365-9Published: 09 May 2018
eBook ISBN: 978-3-319-54298-0Published: 01 April 2017
Edition Number: 1
Number of Pages: XXIII, 209
Number of Illustrations: 31 b/w illustrations
Topics: Administration, Organization and Leadership, Literacy, Learning & Instruction