Resources
Shared Leadership Excerpt Chapter 4
The term “shared leadership” refers to the sharing of leadership opportunities and responsibilities among all members of the school staff and the grounding of instructional directions and initiatives in the empirical research evidence. The expertise that develops through collaboration in assuming leadership roles is distributed among all engaged parties.
Publication: Transforming Sanchez School
Topic: Policy, Leadership, and Advocacy
Specialty:
Object(s): reference
Supporting ELL Transition in Early Education
A young child’s experiences on the first day of school can set the stage for the whole school year and beyond. When that child is new to the language of the school, the adjustments are even more challenging. Careful attention to a young ELL’s transition into your classroom, and then from your classroom to the next, can really make a difference for the child, the teacher, and the whole class. Here are some strategies and resources to turn transitions into opportunities for success. Though these suggestions are primarily for students in U.S. schools, most are still excellent suggestions for supporting the transitions of ELs in any academic context.
Publication: Caslon Community
Topic: Program Implementation and Evaluation
Specialty:
Object(s): article
Supporting the Lingusitic Need of Young Language Learners
A book reivew by Dr. Susana DeJesús, EdD, Scholar in Residence at New York University.
Publication: Young Dual Language Learners
Topic: Policy, Leadership, and Advocacy
Specialty:
Object(s): article
Teacher Agency Excerpt Chapter 1
Isola and Cummins describe how the faculty at Sanchez School worked together to identify strengths and needs of their students, families, and the school. These educators then collaborated in the design and implementation of organizational and instructional changes that significantly increased the academic achievement of its low-income students from linguistically diverse backgrounds. This book documents the power of teachers to change the culture of a school through teacher agency.
Publication: Transforming Sanchez School
Topic: Policy, Leadership, and Advocacy
Specialty:
Object(s): reference
Teacher Leadership Excerpt Chapter 4
Transforming Sanchez School: Shared Leadership, Equity, and Evidence, by Raymond Isola and Jim Cummins, provides an example of how principals, school-based leadership teams, and community partners built a successful school through shared instructional leadership, focused and sustained professional learning, and community engagement. The story of Sanchez School offers detailed examples of how these diverse constituents created powerful learning and leadership opportunities for everyone involved and includes evidence of improved student outcomes over a 10-year period.
For example, Sanchez educators clearly define roles and responsibilities for teacher leaders within three primary shared leadership structures:
1. Grade-level meetings for all preschool through 5th-grade teachers
2. Instructional leadership team meetings
3. School Site Council meetings
Isola and Cummins emphasize the importance of educator identity, agency, and choice in transforming schools at the local level. Their work will inspire educators to action in ways that make sense in any linguistically and culturally diverse school context.
Publication: Transforming Sanchez School
Topic: Policy, Leadership, and Advocacy
Specialty:
Object(s): reference
X3 - National Association for the Education of Young Children (NAEYC)
The National Association for the Education of Young Children, the world’s largest organization for early childhood educators, has a magazine designed especially for preschool educators.
Publication: Caslon Community
Topic: Policy, Leadership, and Advocacy
Specialty:
Object(s): website