NotesFAQContact Us
Collection
Advanced
Search Tips
ERIC Number: EJ940602
Record Type: Journal
Publication Date: 2008
Pages: 7
Abstractor: ERIC
Reference Count: 18
ISBN: N/A
ISSN: ISSN-1206-9620
The Need for Renewed Literacy Leadership Efforts at the Secondary Level
Crum, Karen
International Electronic Journal for Leadership in Learning, v12 n15 2008
Evidence indicates that secondary level students are not making adequate reading progress to meet the requirements of No Child Left Behind (NCLB) by 2013-2014. According to The Education Trust, reading skills of African American and Latino high school seniors are not commensurate with the reading skills of white middle school students. The 2005 National Assessment of Educational Progress (NAEP) found that "White students, on average, scored higher than Black and Hispanic students" on the eighth grade reading assessments. Large achievement gaps are notable throughout the United States. There is an overwhelming need to refocus the understanding, direction, and efforts of secondary administrators towards effective literacy achievement in the schools. A systemic change needs to be enacted at the school, district and higher education levels. This change must reflect a revision in principal focus to meet the achievement needs of all students. At the building level, the principal must revise current supervision and leadership practices, as well as change the organizational and academic structure of the school to ensure a cross-curricular approach is being taken to effective literacy. At the district level, leaders must ensure that principals are not over tasked with duties not pertinent to instruction, allowing the building leaders time and flexibility to implement and monitor best literacy practices. It also requires more district level assistance for principals to help foster an understanding of what is the best approach to literacy within each building and across disciplines. Finally, institutes of higher education must revise principal preparation programs to reflect the immediate need for principals to be proficient in effective literacy practices across curricular areas and how to successfully implement these practices with all staff. The author contends that through an integrated effort at the building, district, and higher education levels, it is possible to direct instructional practices at the secondary level to focus on literacy to effect high student achievement across all disciplines.
University of Calgary Press. 2500 University Drive NW. Calgary, Alberta, Canada T2N 1N4. Tel: 403-220-7578; Fax: 403-282-0085; e-mail: ucpmail@ucalgary.ca; Web site: http://www.ucalgary.ca/ucpress
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United States
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001
Identifiers - Assessments and Surveys: National Assessment of Educational Progress