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ERIC Number: EJ1099093
Record Type: Journal
Publication Date: 2007
Pages: 15
Abstractor: As Provided
ISSN: EISSN-1938-9809
Paradigm Shifts That Nurture Improved Middle School Reading Instruction
Podsiadlik, Edward
Forum on Public Policy Online, v2007 n3 Sum 2007
In order to achieve middle school literacy success over time in an urban school district with a high poverty rate and a growing population of English language learners (ELLs), the Chicago Public School (CPS) System has adopted a pedagogical strategy that relies on instruction that is data-driven (formative and summative), standards-based (utilizing state board of education standards and performance descriptors), and classics-rich. This presentation elaborates on these three components as they have evolved over the past five years resulting in system-wide literacy improvement. Major elements of this literacy reform include: innovative systems of instruction, professional development modules, systems of accountability, and the implementation of a comprehensive coaching network. The implications of this major literacy reform movement have impacted teachers and their individual classrooms, principals and their learning communities, and regional instruction officers and their comprehensive network of schools. In this way, the entire middle school network of teaching and learning in Chicago Public Schools has experienced steady growth over time. Consequently, as this literacy movement enters its sixth year, a paradigm shift is taking place in which "instructional" leadership is becoming the priority. In this way, the commitment to sustain middle school reading improvement and innovation is growing within a meaningful structure rooted in research, accountability, and high standards.
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Middle Schools; Secondary Education; Junior High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Illinois
Grant or Contract Numbers: N/A