Introduction
Leaders of Literacy
and think like experts in the classroom. This is the goal of disciplinary literacy and why we often ask teachers who wonder how to teach a text, “How would you, as an expert, address the task?” As teachers think through their own processes, often a strategy or a focus unique to their discipline emerges. This helps literacy leaders support teachers and teams to recognize the value of thinking about their discipline in relation to literacy.
Leadership and Intent In Leading With Intention, coauthors Jeanne Spiller and Karen Power (2019) provide strategic advice for school leaders dedicated to making significant improvements to teaching and learning. The great power you have as a school leader is to engender a collaborative school culture, set priorities for school improvement, and limit the many distractions that can hamper change. Focusing on literacy-focused efforts as a collaborative priority in every secondary classroom is a win for teachers and students alike. It promotes shared responsibility and commitments related to the habits students need as they learn to read and to write more effectively for a variety of academic purposes. As you consider how you will lead the literacy work of your school, the following eight leadership areas from Spiller and Power (2019) offer wise advice to any dedicated, determined, and optimistic school leader. 1. Achieve focus and stay intentional. 2. Establish and maintain organization. 3. Build shared leadership. 4. Use evidence for decision-making and action. 5. Prioritize students. 6. Lead instruction. 7. Foster communication. 8. Develop community and relationships.
By emphasizing these areas, leaders ensure teachers stay focused on the right work of a PLC. The following sections explore each of these leadership areas, which we deem essential components of any leadership effort to establish a strong foundation for literacy instruction and ensure it sustains into the future.
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