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Table of Contents
Acknowledgements; Contents; About the Authors ; Introduction; The Role of the Australian Primary Principals Association (APPA); A National Initiative in a Federal System; The Legacy; 1 Leadership for Learning Research; Introduction; Why Focus on Principals?; Shifts in School Leadership Literature; Five Leadership for Learning Studies; Conclusion; 2 The PALL Approach; PALL Positions; The PALL Leadership Learning Modules; Module 1: Leadership for Learning-What the Research Says; Module 2: What Leaders Need to Know About Learning to Read; Module 3: Leading Literacy Data Gathering and Analysis
Module 4: Designing, Implementing and Monitoring Literacy InterventionsModule 5: Intervention Evaluation and Future Planning; Summary; Judging the Quality of the PALL Leadership Learning Design; The Accompanying PALL Research Program; Data Collected; Case Studies; Research Questions; Methods/Data Collection; Conclusion; 3 Using Disciplined Dialogue and Evidence to Build a Strong Moral Purpose; Why Do Professionals Use Processes Such as Disciplined Dialogue?; What Is Disciplined Dialogue?; How Is Disciplined Dialogue Conducted?; An Illustration of Disciplined Dialogue in Action
Disciplined Dialogue in ActionWhat is the Role of Principals and Other School Leaders in Disciplined Dialogue?; What Does the PALL Research Tell Us Are the Benefits of Disciplined Dialogue?; Summary; Conclusion; 4 A Focus on Curriculum and Pedagogy; Introduction; Knowledge About Evidence-Based Research; What Needs to Be Taught and Why?; The BIG 6; Oral Language; Vocabulary; Phonological Awareness; Letter-Sound Knowledge; Comprehension; Fluency; Common Features Across the Research Reports; Valuing and (Re)Calibrating Professional Learning; Use of the Literacy Practices Guide (LPG)
Putting the Lens on Assessment ProcessesMoving from Evidence-Based Research to Prioritizing and Planning; Moving from Prioritizing and Planning to Everyday Reading Instruction; Approaches to Reading Intervention: Waves 1, 2, and 3; Conclusions; 5 Shared Leadership; Leadership as Activity Rather Than Leadership as Position; PALL's Research Position on Leadership; A Shared Moral Purpose Leading to Opportunities for Shared Leadership; Turning the PALL Program into School-Level Actions; Challenges and Opportunities Related to Sharing Leadership Work; Incremental Steps Towards Shared Leadership
ContextHuman Agency; Agency of Teachers as Leaders; Agency Outside the Schools; Conclusion; 6 Professional Learning for Both Leaders and Teachers; Introduction; PALL's Research Position on Professional Development; Supporting School Leaders for Reading Improvement; Principals Supporting the Development of Teacher Leadership in Reading; Conclusion; 7 Establishing Positive Conditions for Learning; Introduction; Leadership Through the Alignment of School Resources for Reading Improvement; Leadership and the Physical, Social and Emotional Support of Learners
Module 4: Designing, Implementing and Monitoring Literacy InterventionsModule 5: Intervention Evaluation and Future Planning; Summary; Judging the Quality of the PALL Leadership Learning Design; The Accompanying PALL Research Program; Data Collected; Case Studies; Research Questions; Methods/Data Collection; Conclusion; 3 Using Disciplined Dialogue and Evidence to Build a Strong Moral Purpose; Why Do Professionals Use Processes Such as Disciplined Dialogue?; What Is Disciplined Dialogue?; How Is Disciplined Dialogue Conducted?; An Illustration of Disciplined Dialogue in Action
Disciplined Dialogue in ActionWhat is the Role of Principals and Other School Leaders in Disciplined Dialogue?; What Does the PALL Research Tell Us Are the Benefits of Disciplined Dialogue?; Summary; Conclusion; 4 A Focus on Curriculum and Pedagogy; Introduction; Knowledge About Evidence-Based Research; What Needs to Be Taught and Why?; The BIG 6; Oral Language; Vocabulary; Phonological Awareness; Letter-Sound Knowledge; Comprehension; Fluency; Common Features Across the Research Reports; Valuing and (Re)Calibrating Professional Learning; Use of the Literacy Practices Guide (LPG)
Putting the Lens on Assessment ProcessesMoving from Evidence-Based Research to Prioritizing and Planning; Moving from Prioritizing and Planning to Everyday Reading Instruction; Approaches to Reading Intervention: Waves 1, 2, and 3; Conclusions; 5 Shared Leadership; Leadership as Activity Rather Than Leadership as Position; PALL's Research Position on Leadership; A Shared Moral Purpose Leading to Opportunities for Shared Leadership; Turning the PALL Program into School-Level Actions; Challenges and Opportunities Related to Sharing Leadership Work; Incremental Steps Towards Shared Leadership
ContextHuman Agency; Agency of Teachers as Leaders; Agency Outside the Schools; Conclusion; 6 Professional Learning for Both Leaders and Teachers; Introduction; PALL's Research Position on Professional Development; Supporting School Leaders for Reading Improvement; Principals Supporting the Development of Teacher Leadership in Reading; Conclusion; 7 Establishing Positive Conditions for Learning; Introduction; Leadership Through the Alignment of School Resources for Reading Improvement; Leadership and the Physical, Social and Emotional Support of Learners