Executive Viewpoint

SCHOOL LEADERS MUST LEAD LITERACY EFFORTS IN SCHOOLS

Dr. Mike Hernandez, AAEA Executive Director

Learning to read is the fundamental skill one must know to attain a quality education. Reading allows individuals to communicate effectively, comprehend complex concepts, and participate fully in our world. Foundational literacy skills contribute to academic success and empower students to be a part of an increasingly information-driven world. So, what role do school leaders play in this literacy journey for students? School leaders, including principals, administrators, and instructional coordinators, are the lynchpin of providing opportunities for their staff to be organized and efficient in supporting their students to reach literacy goals each year.

School leaders often recognize that learning to read is not confined to English class alone. It should be a part of all subjects and aspects of learning. Students should practice their literacy skills in science, mathematics, and history. I once had a teacher who always assigned the word problems for homework. This was for Algebra 1, Algebra II, Geometry, Trigonometry, and Calculus. He never got much appreciation then, but now he should be commended for simultaneously challenging us to read and learn technical reading skills. This should be the same in every classroom across our state. School leaders should establish a clear vision for literacy education that emphasizes its importance across the curriculum. Setting high expectations for teachers and students alone may not create a literacy culture. Leaders must follow up and inspect what they are expecting for it to become part of everyday life at school.

Continuous professional development of teaching staff is non-negotiable. There was a war in this state several years ago regarding the science of reading. This war is over, and the science of reading is the victor. We can lament about having to change from past practices, but it seems clear that administrators and teachers are ready to move forward and be successful in teaching reading and helping students succeed. The time is now to double down on instructional strategies and best practices concerning literacy. We must constantly monitor the current research and seek quality workshops, training, and conferences that bolster these efforts. Leaders should also be seeking ways to grow their knowledge and be able to "talk the talk" and "walk the walk." How do I know if my teachers are teaching the science of reading? What do I do for students who need to catch up? A questioning nature and finding answers will foster a learning community among leaders and teachers through exchanging ideas and ensuring that best practices are implemented with fidelity.

Reviewing of data and allocation of resources are two arts that leaders must master to keep the literacy train moving in a school and district. Regular assessment of reading and writing provides valuable insights into the progress of students' literacy skills. School leaders and teachers must be able to analyze this data and identify areas of improvement. This important work will allow teachers to tailor instructional approaches to address specific needs. If you find yourself not analyzing data for reading achievement throughout the year, start immediately. Learn about your assessment instruments and what information can be gleaned. Talk to teachers and ask what they do with this information. Sit in a data meeting and ask questions. Find the barriers and eliminate them. This will lead you right into being able to decide on how to allocate resources effectively. Adequate funding for literacy materials, such as books, digital resources, and educational technologies, is essential to creating a rich and varied literacy environment. You must also be able to allocate the human capital in the best way possible. What does your data say about how you place new teachers? What support do you give them in teaching reading? Are your best reading teachers in the early grades? Leaders should also ensure that classrooms have varied reading materials and quality teachers and support, particularly for students with learning disabilities and ELL students.

Reading is a total team effort. No one can sit on the sideline and watch the other players and expect literacy to change in Arkansas. Even though I have completed the awareness training for the science of reading, I am starting the LETRS for Administrators training to ensure I can help in any way I can and procure the best training for our leaders across the state. School leadership is pivotal in advancing literacy education within our state. We must set a clear vision for literacy instruction, provide professional development opportunities, allocate resources wisely, base decisions on data, promote collaboration, and support struggling students. Our state leadership and elected officials demand that we do whatever it takes and have laid a policy foundation to help us succeed. We can and we will do this!

One step in this direction is our AAEA Fall Conference at the Benton Event Center on October 10, 2023. We have a great agenda that will include stories from Mississippi, schools in Arkansas, and an exclusive screening of the early literacy documentary titled The Right to Read. Please join us for the conference. You can register here. September is here, and we are looking forward to supporting you!