Instructional Leadership in Action

Common goal unites district — how leaders and teachers build Literacy and a collective responsibility for student learning

by UWCEL on May 24, 2016

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Strong literacy skills are a key factor for a student's educational achievement and career. But while the debate around higher academic standards has sharpened national focus on the reading of complex, discipline-specific informational texts, educators have been grappling with how to help content-area teachers support student literacy for decades.

Traditionally, content-area focused teachers, particularly in middle or high school, have not been trained to teach students how to access rigorous texts, including which disciplinary-specific strategies to use, how to break down and think about disciplinary text, or how to grapple with difficult questions while reading closely.

To address this challenge, Wyoming's Uinta County School District #1 is engaging in long-term, comprehensive literacy-focused professional learning in social studies, science, and vocational education.

In this article for JSD, Joanna Michelson, project director at CEL and James A. Bailey, superintendent for instruction at Uinta County School District #1, describe how the district got everyone on board and what they've learned along the way.

Read the full article from the April 2016 issue of JSD (the Learning Forward journal).

Topics: Teaching Effectiveness, Studio Laboratories, Partnership Stories, Content Area Professional Development

About the author: UWCEL

At the Center for Educational Leadership we are dedicated to eliminating the achievement gap that continues to divide our nation’s children along the lines of race, class, language and disability. Our faculty, staff and consultants come from research institutes, state education offices, school and district administration offices and K-12 and college classrooms.

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