Academic Language Literacy: Developing Instructional Leadership Skills for Principals and Teachers

Marjorie C. Ringler describes a professional development framework to teach principals and teachers the value of Academic Language Literacy (ALL) as the key to academic success. Typically mainstream classroom teachers and principals do not purchase books solely on academic language literacy because they see this as the domain of the ESL teacher. Academic Language Literacy: Developing Instructional Leadership Skills for Principals and Teachers infuses this knowledge through a three pronged approach (content, context, and process) to effective professional development. This book addresses educators who are looking for a research based approach to improving academic success for students who come to school language deficient and deficient in the background knowledge necessary for success in school. An innovative approach to improving instruction illustrates that all teachers are language teachers if the language being taught is that of their content. Practical examples are included for instructional leaders to use when planning, implementing, and evaluating professional development. Teachers also get practical examples for integrating academic language literacy in all content areas. Strategies include both teaching and learning methods that promote academic language awareness and student-centered approaches.

Table of Contents:
Contents Preface Chapter 1. Effective Professional Development: A Three-Prong Approach Introduction Content: Academic Language Matters Conventions of Standard EnglishFeatures of Academic LanguageSo what is Academic Language?Context: Creating Chief Education Officers (CEOs) Am I a CEO or do I need to work on this?Process: Job Embedded Coaching and Collaboration Phase One: Preparation and PlanningPhase Two: Implementation and ReflectionPhase Three: Capacity BuildingSummary Chapter 2. Content: What Comprises Academic Language Literacy (ALL)? Introduction Components of Academic Language Process/Function WordsMorphologyContent Specific VocabularyWho needs Academic Language Literacy? Group #1. Native Speakers of English or Standard English Learners (SELs)Group #2. English Language Learners (ELLs)How do we deliver Academic language Instruction? An Overview of SIOP, CHATS and Six-Steps Connecting the Dots: How do these three models overlap? Summary Chapter 3. Content: Specific Strategies for Academic Language Literacy Introduction Strategies for a Linguistically Diverse Classroom Academic Language Learning Strategies Vocabulary buildingFour squarePersonal dictionariesModified word wallsShades of meaningRest in Peace (RIP)Using MorphologyReading and Writing StrategiesSentence FramesParagraph FrameHOTS StrategyBricks and MortarHierarchical Tree MapSplit page note takingGraphic organizers for note-taking or Deciphering textGraphic Organizer for Concept DefinitionError Correction ManualSummary Chapter 4. Context: Creating Chief Educational Officers (CEOs) Introduction Planning Professional Development that Impacts Instruction and Learning Professional Development and Levels of Implementation Professional Development and Sustainability Booking Agent vs. CEO CEO and School Change Principal as CEO School University Partnerships Partnering for School Change Characteristics of Effective School University PartnershipsCommon GoalStakeholdersBuy inCreating a Learning CommunityLong term Commitment to Professional Development Summary Chapter 5. Implementation of Sustainable Professional Development Introduction Phase 1: Preparation and Planning Collaborate with experts of ALL and professional developmentSelect CEO team participantsClarify professional development outcomesOrganizing monthly expectationsPhase 2: Implementation and Reflection Phase 3: Capacity Building Note from the authors Summary Chapter 6. Visualizing Change Introduction Project CEO Summary Participants and Professional Development: Tyrrell County Professional Development Flexibility Accomplishments and Outcomes Teachers’ voices Students’ voices Principals’ voices Summary Author’s note

About the Author :
Marjorie C. Ringler, EdD, is associate professor and director of the Master of School Administration Program in the Department of Education Leadership at East Carolina University. Her areas of research include academic language literacy, professional development, and instructional leadership.

Review :
This practical resource is designed to help administrators understand and support teachers plan rigorous academic literacy instruction for all students, including second language learners. The authors’ framework clearly integrates the content, the context, and the process for effective professional development and a ready-to-use list of strategies as a tool for learning language and content across content areas. A must read for teachers and administrators who believe all children can learn. Are you looking for a clear and concise explanation of academic language, along with strategies and practices to implement academic language literacy and how to develop a professional development plan for academic language literacy? This research-based and common-core aligned approach is appropriate for promoting academic language literacy in native English speakers, English language learners, and struggling students from a variety of backgrounds — in English mainstream and dual language classrooms. Though educators and administrators would find this book particularly helpful, professors and students in higher education and parents can also gain valuable insights into academic language literacy. This is more than just another 'how-to' book based solely on research and disjointed field experiences. The authors speak from a multi-year endeavor during which they put research into action in a comprehensive fashion through Project CEO. The result was a learning experience for teachers who observed they are “better teachers because they now reflect more and plan deeper. Educator learning drives student learning. Ringler uses her experience in leading school change to unpack the roles and responsibilities of teachers leaders and principals who champion professional development, school culture, and school-based instructional improvement that lead to student success.