By Carol S. Beers EdD, James W. Beers PhD, Jeffrey O. Smith EdD
This succinct, attractive ebook explains how busy easy university principals can aid potent literacy guide of their faculties. Chapters define the elemental parts of a winning literacy software and describe particular practices which could instill a tradition of literacy in a college. innovations are supplied for starting up a certified improvement software, figuring out and utilizing applicable checks with scholars, related to mom and dad in literacy schooling, and assessing the strengths and weaknesses of academics’ tutorial equipment. Drawing from the authors' huge adventure as principals and lecturers, the book’s quite a few examples show what robust literacy management feels like in motion. priceless reproducibles are incorporated.
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Extra resources for A Principal's Guide to Literacy Instruction (Tools for Teaching Literacy)
Some of these components obviously reflect the values of those in the school. Some frequently mentioned components include the appearance of the school, the relationships among staff members, the relationships between staff and students, the relationships between parents and staff, the ways in which decisions are made, the physical environment for learning, and the relationship between the school and community. Researchers have identified a number of characteristics in effective schools that were climate- or culture-based.
This informal meeting allowed an exchange of ideas that built relationships over the course of the year. Other ideas for building relationships with parents include the following: 42 A PRINCIPAL’S GUIDE TO LITERACY INSTRUCTION Consider calling parents when their child has done something positive: ¾¾ perhaps he shared something with a classmate, perhaps she helped someone on a project; perhaps he improved in a subject. Calling parents for positive things lets them know the principal cares about their children.
In a positive social environment, teachers are collegial and open in their communication process. Parents and teachers frequently work together as partners. Staff members are part of decision making and they are open to students’ suggestions. They are comfortable with conflict resolution and expressing their opinions in a supportive and trusting atmosphere. As principals look at their school, they may want to take note of the frequency and types of interactions among staff members, students, and parents.
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