Academic Language Literacy: Developing Instructional Leadership Skills for Principals and Teachers

by Marjorie C. Ringler

Overview

Marjorie C. Ringler describes a professional development framework to teach principals and teachers the value of Academic Language Literacy (ALL) as the key to academic success. Typically mainstream classroom teachers and principals do not purchase books solely on academic language literacy because they see this as the domain of the ESL teacher. Academic Language Literacy: Developing Instructional Leadership Skills for Principals and Teachers infuses this knowledge through a three pronged approach (content, context, and process) to effective professional development. This book addresses educators who are looking for a research based approach to improving academic success for students who come to school language deficient and deficient in the background knowledge necessary for success in school. An innovative approach to improving instruction illustrates that all teachers are language teachers if the language being taught is that of their content. Practical examples are included for instructional leaders to use when planning, implementing, and evaluating professional development. Teachers also get practical examples for integrating academic language literacy in all content areas. Strategies include both teaching and learning methods that promote academic language awareness and student-centered approaches.

Product Details

ISBN-13:	9781475811100
Publisher:	Rowman & Littlefield Publishers, Inc.
Publication date:	06/09/2015
Sold by:	Barnes & Noble
Format:	eBook
Pages:	134
File size:	1 MB

About the Author

Marjorie C. Ringler, EdD, is associate professor and director of the Master of School Administration Program in the Department of Education Leadership at East Carolina University. Her areas of research include academic language literacy, professional development, and instructional leadership.

Table of Contents

Contents
Preface
Chapter 1. Effective Professional Development: A Three-Prong Approach
Introduction
Content: Academic Language Matters

• Conventions of Standard English
• Features of Academic Language
• So what is Academic Language?

Context: Creating Chief Education Officers (CEOs)

• Am I a CEO or do I need to work on this?

Process: Job Embedded Coaching and Collaboration

• Phase One: Preparation and Planning
• Phase Two: Implementation and Reflection
• Phase Three: Capacity Building

Summary
Chapter 2. Content: What Comprises Academic Language Literacy (ALL)?
Introduction
Components of Academic Language

• Process/Function Words
• Morphology
• Content Specific Vocabulary

Who needs Academic Language Literacy?

• Group #1. Native Speakers of English or Standard English Learners (SELs)
• Group #2. English Language Learners (ELLs)

How do we deliver Academic language Instruction?
An Overview of SIOP, CHATS and Six-Steps
Connecting the Dots: How do these three models overlap?
Summary
Chapter 3. Content: Specific Strategies for Academic Language Literacy
Introduction
Strategies for a Linguistically Diverse Classroom
Academic Language Learning Strategies

• Vocabulary building
  • Four square
  • Personal dictionaries
  • Modified word walls
  • Shades of meaning
  • Rest in Peace (RIP)
  • Using Morphology

• Reading and Writing Strategies
  • Sentence Frames
  • Paragraph Frame
  • HOTS Strategy
  • Bricks and Mortar
  • Hierarchical Tree Map
  • Split page note taking
  • Graphic organizers for note-taking or Deciphering text
  • Graphic Organizer for Concept Definition
  • Error Correction Manual
Summary

Chapter 4. Context: Creating Chief Educational Officers (CEOs)
Introduction
Planning Professional Development that Impacts Instruction and Learning
Professional Development and Levels of Implementation
Professional Development and Sustainability
Booking Agent vs. CEO
CEO and School Change
Principal as CEO
School University Partnerships

• Partnering for School Change
• Characteristics of Effective School University Partnerships
  • Common Goal
  • Stakeholders
  • Buy in
  • Creating a Learning Community
  • Long term Commitment to Professional Development
Summary

Chapter 5. Implementation of Sustainable Professional Development
Introduction
Phase 1: Preparation and Planning

• Collaborate with experts of ALL and professional development
• Select CEO team participants
• Clarify professional development outcomes
• Organizing monthly expectations

Phase 2: Implementation and Reflection
Phase 3: Capacity Building
Note from the authors
Summary
Chapter 6. Visualizing Change
Introduction
Project CEO Summary
Participants and Professional Development: Tyrrell County
Professional Development Flexibility
Accomplishments and Outcomes
Teachers’ voices
Students’ voices
Principals’ voices
Summary
Author’s note

Editorial Reviews

Educator learning drives student learning. Ringler uses her experience in leading school change to unpack the roles and responsibilities of teachers leaders and principals who champion professional development, school culture, and school-based instructional improvement that lead to student success.

Joellen Killion

This is more than just another 'how-to' book based solely on research and disjointed field experiences. The authors speak from a multi-year endeavor during which they put research into action in a comprehensive fashion through Project CEO. The result was a learning experience for teachers who observed they are “better teachers because they now reflect more and plan deeper.

Dr. Mike Williams

Are you looking for a clear and concise explanation of academic language, along with strategies and practices to implement academic language literacy and how to develop a professional development plan for academic language literacy? This research-based and common-core aligned approach is appropriate for promoting academic language literacy in native English speakers, English language learners, and struggling students from a variety of backgrounds — in English mainstream and dual language classrooms. Though educators and administrators would find this book particularly helpful, professors and students in higher education and parents can also gain valuable insights into academic language literacy.

Kathryn Lindohlm-Leary

This practical resource is designed to help administrators understand and support teachers plan rigorous academic literacy instruction for all students, including second language learners. The authors’ framework clearly integrates the content, the context, and the process for effective professional development and a ready-to-use list of strategies as a tool for learning language and content across content areas. A must read for teachers and administrators who believe all children can learn.

Sandra P. Mercuri