Professional development embedded within the PLC culture is vital to successfully implementing the Common Core State Standards. Integrate the CCSS for English language arts in your school's instruction, curriculum, assessment, and intervention practices with this straightforward resource. Using specific leader-driven examples and scenarios, discover the what and how of teaching so you can ensure students master the standards.
Benefits:
- Master the CCSS for English language arts, and develop common understandings to strengthen instructional practice.
- Equip yourself with strategies for leading collaborative teams in implementing the CCSS for English language arts.
- Discover the five fundamental shifts in literacy instruction necessary to enhance students' language development.
- Understand the leader's responsibilities in supporting teachers in delivering high-quality instruction to all students, including English learners and students with special needs.
- Learn the qualities of effective English language arts programs and how the CCSS for English language arts relate to these programs.
- Develop understanding of high-quality formative and summative assessments, and find out how collaborative teams can draw on valuable data sources to make instructional decisions.
Contents:
Chapter 1: Leading Schoolwide Inquiry Around the Common Core State Standards
Chapter 2: Leading Your School Through the Common Core State Standards
Chapter 3: Leading the Implementation of High-Quality Instruction
Chapter 4: Leading Change Through Data Decision Making
Chapter 5: Leading Change Through Structures That Support Teachers and Students
Douglas Fisher, PhD, is professor of language and literacy education in the Department of Teacher Education at San Diego State University and a classroom teacher at Health Sciences High and Middle College. He teaches preservice courses in literacy and English language learners, graduate courses in reading instruction and intervention, and doctoral courses in policy, research, and literacy. As a classroom teacher, Dr. Fisher focuses on English language arts instruction. He was director of professional development for the City Heights Educational Collaborative and also taught English at Hoover High School.
Dr. Fisher received an International Reading Association Celebrate Literacy Award for his work on literacy leadership. For his work as codirector of the City Heights Professional Development Schools, Dr. Fisher received the Christa McAuliffe award. He was corecipient of the Farmer Award for excellence in writing from the National Council of Teachers of English for the article, "Using Graphic Novels, Anime, and the Internet in an Urban High School," published in The English Journal.
Dr. Fisher has written numerous articles on reading and literacy, differentiated instruction, and curriculum design. His books include Creating Literacy-Rich Schools for Adolescents, Checking for Understanding, Better Learning Through Structured Teaching, and Content-Area Conversations.
He earned a bachelor's degree in communication, a master's degree in public health, an executive master s degree in business, and a doctoral degree in multicultural education. Dr. Fisher completed post-doctoral study at the National Association of State Boards of Education focused on standards-based reforms.
Nancy Frey, PhD, is a professor of literacy in the School of Teacher Education at San Diego State University. Through the university's teacher-credentialing and reading specialist programs, she teaches courses on elementary and secondary reading instruction and literacy in content areas, classroom management, and supporting students with diverse learning needs. Dr. Frey also teaches classes at Health Sciences High and Middle College in San Diego. She is a board member of the California Reading Association and a credentialed special educator and reading specialist in California.
Before joining the university faculty, Dr. Frey was a public school teacher in Florida. She worked at the state level for the Florida Inclusion Network helping districts design systems for supporting students with disabilities in general education classrooms.
She is the recipient of the 2008 Early Career Achievement Award from the National Reading Conference and the Christa McAuliffe Award for excellence in teacher education from the American Association of State Colleges and Universities. She was corecipient of the Farmer Award for excellence in writing from the National Council of Teachers of English for the article Using Graphic Novels, Anime, and the Internet in an Urban High School.
Dr. Frey is coauthor of Checking for Understanding, Better Learning Through Structured Teaching, and Content-Area Conversations. She has written articles for The Reading Teacher, Journal of Adolescent and Adult Literacy, The English Journal, Voices in the Middle, Middle School Journal, Remedial and Special Education, and Educational Leadership.
