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“Swan Dagen and Bean have put together the definitive book on literacy leadership. The book explains the key roles of formal and informal leaders in initiating, supporting, and sustaining instructional improvement. It provides educators with powerful, research-based ways to enhance literacy learning for all students. The second edition explicitly recognizes that literacy instruction is an important part of children's entire educational trajectory—from PreK through the secondary grades—and features new chapters on issues and challenges at different levels of the system. It also presents a deeper treatment of the culturally diverse children served in our nation’s schools. This book should be required reading in teacher preparation, teacher leadership, literacy specialist, and school leadership programs.”

—Cynthia E. Coburn, PhD, School of Education and Social Policy, Northwestern University


“Each chapter in the second edition takes a close look at an essential topic through the lens of the literacy leader, using ILA's Standards 2017 as an anchor. Readers will be active from the start as they work their way through guiding questions, case examples, and engagement activities. This is my text of choice for learners in my graduate Leadership and Literacy course!”

—Bethanie C. Pletcher, EdD, Department of Curriculum, Instruction, and Learning Sciences, Texas A&M University–Corpus Christi


“The go-to resource for today’s increasingly diverse schools and classrooms. This book is required reading for educators seeking to improve their understanding of the complex and nuanced roles of literacy leaders and to enact change in their school contexts. Written in an accessible style, the second edition covers hot topics ranging from culturally responsive instruction to literacy leadership in the digital age. Highly recommended!”

—Evan Ortlieb, PhD, School of Education, St. John’s University


“This stimulating, timely, and actionable book is a 'must read.' Swan Dagen and Bean’s fully revised second edition will inspire and aid countless literacy specialists, coaches, principals, classroom teachers, and teacher educators, guiding them wisely toward improving students' literacy learning.”

—Patricia A. Edwards, PhD, University Distinguished Professor of Language and Literacy, Michigan State University

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Table of Contents

I. Roles

1. Literacy Leadership in a Culture of Collaboration, Rita M. Bean

2. Teachers as Literacy Leaders, Allison Swan Dagen, Aimee Morewood, & Christina Glance

- Vignette: Literacy Leadership in Action (Katy Carroll)

3. The Reading/Literacy Specialist: Still a Multifaceted Role, Rita M. Bean

- Vignette: Literacy Leadership in Action (Susan Porter)

4. Literacy Coaches as Literacy Leaders, Jacy Ippolito & Joanna Lieberman

- Vignette: Literacy Leadership in Action (Michael P. Henry)

5. The Principal’s Role in Literacy Leadership, Lori Helman & Katie Pekel

- Vignette: Literacy Leadership in Action (Melissa Sonnek)

6. PreK–12 Literacy Programs: Moving from Curriculum to Collaboration to Collective Efficacy, Sharon Walpole & Megan N. Vitale

II. Program Development, Implementation, and Evaluation

7. Using Literacy Assessment to Improve Student Learning, Virginia Goatley, Cheryl Dozier, & Jaime Puccioni

8. PreK/Primary Schoolwide Literacy Programs, Anne McGill-Franzen & Natalia Ward

9. Literacy Leadership in the Elementary/Intermediate School Reading Program, Janice A. Dole, Sheree E. Springer, & Kerry A. Herman

10. Middle and High School Literacy Programs: Attending to Both Instructional and Organizational Challenges, Jacy Ippolito, Christina L. Dobbs, & Megin Charner-Laird

11. Differentiated Literacy Instruction, Jennifer Jones Powell, Lisa Aker, & Heidi Anne E. Mesmer

- Vignette: Literacy Leadership in Action (Sheri Vasinda)

12. Fostering Effective Writing Instruction across the Grades, Sarah J. McCarthey & Carrie L. James

- Vignette: Literacy Leadership in Action (Mellinee Lesley)

13. Literacy and Leadership in the Digital Age, Jill Castek & Carolyn B. Gwinn

- Vignette: Literacy Leadership in Action (Justin Aglio)

III. Contexts of Schooling

14. Literacy Leadership in Special Education, Donna M. Scanlon, Virginia Goatley, & Kathleen Spring

15. Culturally Responsive Literacy Instruction, Doris Walker-Dalhouse & Victoria J. Risko

- Vignette: Literacy Leadership in Action (Valerie Kinloch)

16. Academic Language and Literacy Development for English Learners, MaryEllen Vogt

- Vignette: Literacy Leadership in Action (Celia Banks)

17. Developing Effective Home–School Literacy Partnerships, Jeanne R. Paratore, Lilly M. Steiner, & Susan Dougherty

- Vignette: Literacy Leadership in Action (Shawna Zervos)

18. Enactment of Reading Policy: Leading and Learning for Literacy and Equity, Sarah L. Woulfin & Britney Jones

- Vignette: Literacy Leadership in Action (Sean Kottke)

19. Sustaining Literacy Practices That Transform Teaching and Learning, Lori DiGisi, Julie Meltzer, Lynn Schade, & Stephanie Maze-Hsu

20. Schools as Places of Learning: The Powerful Role of Literacy Leaders, Allison Swan Dagen & Rita M. Bean

Index

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About the Editors

Allison Swan Dagen, PhD, is Professor in the College of Education and Human Services at West Virginia University, where she also serves as Program Coordinator for the Literacy Education/Reading Specialist graduate program. Her research interests include effective professional learning for literacy educators, reading specialist/literacy coach preparation, teachers’ literacy leadership, National Board Teaching Certification, and emergent literacy practices. Dr. Swan Dagen was a member of the Standards Revision Committee 2017 of the International Literacy Association and serves on the editorial board of Reading and Writing Quarterly.

Rita M. Bean, PhD, is Professor Emerita in the School of Education at the University of Pittsburgh, where she served as director of the Reading Center for 25 years. Prior to joining the university, she taught at the elementary school level and also served as a reading supervisor for grades K–12. Dr. Bean has developed elementary and middle school reading curriculum materials and has published numerous articles and book chapters on reading curriculum, assessment and instruction in reading, professional learning, and the role of reading specialists and literacy coaches. She served as a researcher on several large grants, including Reading First in Pennsylvania and Pennsylvania’s Striving Readers Comprehensive Literacy Grant. She is a member of the Reading Hall of Fame, a former board member of the International Literacy Association (ILA), and served as chair of the ILA's Commission on the Role of the Reading Specialist. Dr. Bean also served as co-chair of the ILA committee that developed the Standards for the Preparation of Literacy Professionals 2017. She is a recipient of the University of Pittsburgh’s Chancellor’s Distinguished Teaching and Distinguished Service Awards, as well as awards from the Keystone State Reading Association, the Association of Literacy Educators and Researchers, The ILA, and the Pennsylvania branch of the International Dyslexia Association.

• All titles by Rita M. Bean

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Contributors

Lisa D. Aker, PhD, College of Education, Clemson University,Clemson, South Carolina

Rita M. Bean, PhD, School of Education (Emerita), University of Pittsburgh, Pittsburgh, Pennsylvania

Jill Castek, PhD, College of Education, University of Arizona, Tucson, Arizona

Megin Charner- Laird, EdD, School of Education, Salem State University, Salem, Massachusetts

Lori Lyman DiGisi, EdD, Wayland Public Schools, Wayland, Massachusetts

Christina L. Dobbs, EdD, Wheelock College of Education and Human Development, Boston University, Boston, Massachusetts

Janice A. Dole, PhD, Department of Educational Psychology, University of Utah, Salt Lake City, Utah

Susan M. Dougherty, EdD, College of Education and Human Services,Rider University, Lawrenceville, New Jersey

Cheryl L. Dozier, PhD, Department of Literacy Teaching and Learning, University at Albany, State University of New York, Albany, New York

Christina Glance, MA, College of Education and Human Services,West Virginia University, Morgantown, West Virginia

Virginia J. Goatley, PhD, Department of Literacy Teaching and Learning, University at Albany, State University of New York, Albany, New York

Carolyn B. Gwinn, PhD, educational consultant, Andover, Minnesota

Lori Helman, PhD, Department of Curriculum and Instruction,University of Minnesota, Minneapolis, Minnesota

Kerry A. Herman, PhD, Department of Educational Psychology,University of Utah, Salt Lake City, Utah

Jacy Ippolito, EdD, School of Education, Salem State University,Salem, Massachusetts

Carrie L. James, MEd, College of Education, University of Illinoisat Urbana– Champaign, Champaign, Illinois

Britney Jones, doctoral student, Neag School of Education,University of Connecticut, Storrs, Connecticut

Jennifer Jones Powell, EdD, School of Education and Teacher Leadership, Radford University, Radford, Virginia

Joanna Lieberman, MEd, Brookline Public Schools, Brookline, Massachusetts

Stephanie Maze- Hsu, MEd, Teaching and Learning Alliance, Inc.,Woburn, Massachusetts

Sarah J. McCarthey, PhD, College of Education, University of Illinoisat Urbana– Champaign, Champaign, Illinois

Anne McGill- Franzen, PhD, Department of Theory and Practice inTeacher Education, College of Education, Health, and Human Sciences, University of Tennessee, Knoxville, Tennessee

Julie Meltzer, PhD, Mount Desert Island Regional School System,Mount Desert, Maine

Heidi Anne E. Mesmer, PhD, Department of Teaching and Learning,School of Education, Virginia Polytechnic Institute and State University, Blacksburg, Virginia

Aimee L. Morewood, PhD, College of Education and Human Services,West Virginia University, Morgantown, West Virginia

Jeanne R. Paratore, EdD, Wheelock College of Education and Human Development (Emerita), Boston University, Boston, Massachusetts

Katie Pekel, EdD, Department of Organizational Leadership, Policy,and Development, University of Minnesota, Minneapolis, Minnesota

Jaime Puccioni, PhD, Department of Literacy Teaching and Learning, University at Albany, State University of New York, Albany, New York

Victoria J. Risko, EdD, Peabody College of Education (Emerita),Vanderbilt University, Nashville, Tennessee

Donna M. Scanlon, PhD, Department of Literacy Teaching and Learning, University at Albany, State University of New York, Albany, New York

Lynn Schade, MEd, Teaching and Learning Alliance, Inc.,Woburn, Massachusetts

Kathleen Spring, PhD, Department of Educational Policy and Leadership, University at Albany, State University of New York, Albany, New York

Sheree E. Springer, PhD, Department of Educational Psychology,University of Utah, Salt Lake City, Utah

Lilly M. Steiner, EdD, School of Education, Monmouth University,West Long Branch, New Jersey

Allison Swan Dagen, PhD, College of Human Resources and Education,West Virginia University, Morgantown, West Virginia

Meaghan N. Vitale, doctoral student, School of Education,University of Delaware, Newark, Delaware

MaryEllen Vogt, EdD, College of Education (Emerita), CaliforniaState University, Long Beach, Long Beach, California

Doris Walker- Dalhouse, PhD, College of Education, Marquette University, Milwaukee, Wisconsin

Sharon Walpole, PhD, School of Education, University of Delaware,Newark, Delaware

Natalia Ward, PhD, Department of Curriculum and Instruction, East Tennessee State University, Johnson City, Tennessee

Sarah L. Woulfin, PhD, Neag School of Education, University of Connecticut, Storrs, Connecticut

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Audience

Reading/literacy specialists, literacy coaches, classroom teachers, and administrators in PreK–12; teacher educators and graduate students.

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Course Use

Serves as a primary or supplemental text in such courses as Supervision and Administration of School Reading Programs, School Literacy Leadership, Role of the Reading Specialist/Literacy Coach, and Education Administration.

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Previous editions published by Guilford:

First Edition, © 2012
ISBN: 9781609189419

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New to this edition:

• Now copublished with the International Literacy Association (ILA) and grounded in ILA's updated Standards 2017; expanded grade range includes PreK.
• Chapters on new topics: writing instruction, sustaining schoolwide improvements, and collaborative leadership.
• New chapters on core topics: the principal’s role, assessment, middle and high school literacy programs, special education, and culturally responsive instruction.
• Vignettes from leaders in diverse roles, “Think About This” questions for discussion/reflection, and end-of-chapter annotated resources.