Singing: A Joyful and Meaningful Bridge to Literacy

by Renee Dinnerstein, 2017 Literacy for All Conference Featured Speaker

Renee Dinnerstein“Look Renée, it stopped raining!” Akhira pointed to the window and twenty-four pairs of eyes followed her finger. Sure enough, the incessant rain had stopped and we could, at last, have outdoor play. But for my kindergarten children the ceasing of the rain also meant that at our morning meeting we would all happily sing Blue Skies.

Singing together infused my classroom with good feelings. When Vicky had a problem separating from her father one morning, we all solemnly sang our Comfort Song – “What should I do if my best friend is crying? What should I do? I don’t know what to say. I take my friend in my arms and I hold her.” Of course the children then wanted to continue singing verses for their daddies, mommies, uncles, aunts, sisters, cats and puppies. Eventually Vicky too forgot her separation anxieties and joined in the singing.

I believe that singing is a powerful tool for building community, and not only in classrooms. During the civil rights movement, in the 1950’s and 1960’s, group singing helped freedom fighters hold onto their courage in the most difficult of circumstances. “The freedom songs are playing a strong and vital role in our struggle,” said the Reverend Martin Luther King, Jr., “they give the people new courage and a sense of unity. I think they keep alive a faith, a radiant hope in the future, particularly in our most trying hours.”

Community building in the classroom is probably our first goal as teachers. When we form a cohesive, caring community, class rules seem to easily fall into place. Children help and support each other, bullying becomes practically a non-issue and maintaining discipline is not the teacher’s priority.

Before I continue writing about the importance and joy of singing with children, I must address the issue of voice. Many teachers have told me that they really cannot sing in school because they don’t have good singing voices. Truth be told, my voice is somewhat flat and I have difficulty carrying a tune. However, that never seemed to bother the children in any of my classes.

We sang every day and for many different purposes. As we studied bridges, we sang Love Can Build a Bridge, which led to an interesting discussion of metaphors. Maggie described a kiss as the bridge of lips between two people and Nils noticed that a rainbow could be a bridge from our earth to the sky. During the years that I co-taught with Connie Norgren, combining her first grade class and my kindergarten class each day for Choice Time, Inquiry Studies and group sings, Connie, a wonderful guitarist and folk singer, taught us many ecology songs (Think About the Earth; The Garden Song), freedom songs (Ain’t Gonna Let Nobody Turn Me Around; Rosa Parks; This Little Light of Mine) and songs from different cultures, (Des Colores; Que Bonita Bandera; Santa Lucia)

Many literacy skills can grow out of the joyful experiences of singing together. Here are but a few of them.

Phonemic Awareness

When children sing and clap out songs, they are also playing around with sounds. They segment them and then put them back together again.  They tap and clap out rhythms. Consider the song Baby Beluga where the rhythm spaces the song into syllables, “Ba-by Be-lu-ga, in the deep blue sea” or the chant Miss Mary Mack:  “Miss Mar-y Mack, Mack Mack. All dressed in black, black, black. With sil-ver buc-kles all down her back, back, back.”

Rhyme

Because there are so many rhyming songs it’s almost difficult to know which ones to highlight. For starters there’s Down By the Bay, Jenny Jenkins, and This Old Man (which is also a counting song). Singing songs that mix up initial consonants such as in Willoughby, Wallaby Woo bring out lots of giggles but also involve children in thinking about the sounds of the consonants in addition to the rhymes.

Alphabetic Awareness

Besides the old standby of the ABC song, don’t forget about A You’re Adorable. My class loved to sit in a circle and write the letters on each other’s back as they sang. Then they rubbed their hands across the back that they wrote on to erase the letters, turned around and re-sang the song as they wrote in upper case! It was a non-threatening way for children to practice writing the alphabet and it gave me the opportunity to casually walk around the circle, singing and noticing who was still having difficulty with letter formation.

Phonemic Awareness and Spelling Patterns

A song that opens up opportunities for the engaging activity of going on hunts for spelling patterns is I Can’t Spell Hippopotamus.  After we’ve had many opportunities to sing that funny song and come up with some simple spelling patterns (can, man, pan or bet, let, set) children set themselves up in partnerships, get sticky-notes and pencils, and peruse the classroom looking for spelling patterns on charts and in books around the room. Then we get back together and sing again, incorporating their notes into the song. It’s a game, it’s a song, it’s a spelling lesson, and it’s fun!

One to One Word Recognition

After children know a song really well (“by heart”), put the lyrics on a chart and the children will begin making connections between the words that they have been singing and the words that are written on the paper. Children can then take turns being the teacher and, with a wooden stick (I’ve used a chopstick), point to the words as the class reads and sings along. Children might take turns looking for sight words on the song chart and underlining them. Then they might put circles or boxes around words in the song that keep repeating. The key importance here is to wait until the children have internalized the words of the song aurally before making them visual. When you do that, the print is meaningful to the reader.

In June, I often celebrated our year of singing by recording the children singing together, making copies of the tape (would it be a CD today?) for each child and adding a sing-along songbook.  I recently met a former student, now a college graduate, who told me that for years after kindergarten she listened to the tape and that the family played it when they went on long trips so that they could all sing along together, karaoke style!

I like to keep in mind the words from an African spiritual that encourages us to “sing when the spirit says sing,” and to bring spirit and joy into each school day. Joyful singing can become a bridge to many joyful literacy learning experiences!

 

Renee Dinnerstein is a featured speaker at our 2017 Literacy for All Conference, October 22-24th.  She will be presenting on Monday and Tuesday of the Conference.  Click here for detailed information on all of our workshops.

Making the Invisible, Visible: 5 Ways to Illuminate Learning in Our Classrooms

By Paula Bourque, Literacy Coach/Author and Literacy for All Conference Featured Speaker

Paula Bourque

  • A student returns to class after pull-out support, looks around, and asks, “What are we doing?”
  • I’ve finished my mini-lesson and call on a student with a raised hand. “I don’t get it.” he says.
  • I conference with a student who holds out her paper and asks, “Is this good?”

These interactions remind me there is often a mismatch between teaching and learning.  Learning is that “in the head” process only perceptible through the work, behavior, or conversations of our students. So I need to keenly observe their words and actions to get inside their heads, see my teaching through their eyes, and better align pedagogy to student need. I need to find ways to make my intentions and expectations more visible and accessible to them. If I have any hope of cultivating self-directed learners they truly need to see the direction we are headed! Here are a few approaches I have found to be helpful.

Give them the box to the puzzle! For some of our students, school is a big puzzle. Routines and structure can be like the box to that puzzle for students; the big picture for how all the pieces fit together. Frameworks that use a workshop model, mentor texts, exemplars, anchor charts, and posted learning targets give a visible structure to the expectations. This predictability can free up working memory from what are we doing to focus more on how are we doing it.

For students who are pulled from our classroom for supports, it is critical that consistent structures are in place as they come and go. They should see assignments, anchor charts, exemplars, and/or learning targets posted so they can join in with minimal difficulty. They should have an idea of what the class was doing while they were away so they can continue to make connections to their learning. If students seem disoriented, confused, or disconnected, we need to find ways to take the mystery out of how school (or at least our classroom) works for them.

You can’t hit a target you can’t see. Unless students clearly understand the intended learning, it is difficult to meet the expectations. Students are shooting blind when the teacher is the only one who knows the exact location of the bulls eye. They may be aiming in the right direction, but their accuracy is severely compromised.  When we create ‘kid-friendly’ learning targets that address ‘bite-sized’ amounts of learning, it removes the blinders and allows for greater self-direction from students.  It makes the intention of the lesson visible and accessible to everyone, not just the teacher.

Try to see our expectations through our students’ eyes.  What would “right” look like? What would comprehension/understanding sound like? How will I know when I’ve “hit” the target? Many teachers use a framework for targets using this stem to increase visibility:  Today I will____, So I can____. I’ll know I have it when____. Students need to see how the activity they are engaged in moves their learning and skills forward. Time is too precious of a commodity in schools for students to engage in activities that do not explicitly advance their learning or understanding.  Making our expectations clear and visible can eliminate wasted time and energy for students trying to figure out what we want from them.

Learning Target                  LT w SC

Post Look-Fors. Anytime we hang student work in the hallways or publish it to an audience, we can’t be sure what others will notice. I encourage teachers to post Look-Fors that direct attention to the learning that happened while completing a piece of work.  If word choice was a focus for a writing project, a Look-For that illuminates this for the audience will give equal time to process as well as product. Ex: “We’d like you to notice our 4th graders worked hard on using more precise and descriptive words in this writing.”  Look-Fors invite others to appreciate the learning and encourages other students to try out those skills and ideas as well.

Student Look Fors          Look Fors

Good demonstration is good communication. Think alouds and demonstrations are nothing new, but I think they are often underutilized in classrooms that feel time-compelled to fit more and more into a busy day, but they are one of the best ways to make the invisible (thinking) more visible (words and actions).  They require us to slow down and accurately recreate the thinking and behaviors that go into successfully completing a task or understanding a concept.

However, I would encourage us to reflect on our demonstrations and consider how closely they mirror the thoughts and behaviors of all the students in our classrooms. Frequently we model or think aloud the right way to do something, yet we have students who don’t grasp what we are doing. Our modeling is outside their zone of proximal development. If we asked ourselves, “How might a struggling student approach this task?” and offer a demonstration with this in mind, we may provide a more accessible model. What are some typical misconceptions we are seeing with students? How can we offer demonstrations to address and support them? What if our think alouds walked students through common confusions?

The best demonstrations offer our students a visible path from where they are to where we want them to be. Modeling expectations without contemplating the starting point of our learners may end up leaving many behind.

Create/document a learning history.  Sometimes it takes visible proof to help students see their learning and foster a growth mindset. Because it happens so incrementally, students often don’t believe they are growing. Keeping samples of student work in portfolios (either digitally or on paper) can be a powerful visual documentation of their learning history.

Students who keep writer’s notebooks are often amazed near the end of the year when they look back at their early work. (“I never even used to paragraph!”) Students who keep reading logs/lists are frequently stunned at how much they read. (“Oh wow, I forgot I read all those Flat Stanleys!”) Keeping samples of math work can demonstrate the increasing complexity and variety of math work students worked on during the year. (“That’s so easy now.”)

Opportunities to reflect on learning over time is a powerful way to develop a growth mindset that can sustain students when they encounter new challenges. Invite them to reflect with stems like: I used to ________ but now I ______.   Some things that used to be hard for me were: _____.  Then encourage students to lean on those revelations to buoy them in the future: “When I have assignments that are hard next year, I’m going to remember_____.”

In the same way, we make physical growth visible with lines drawn on door frames, and we can make their cognitive growth more visible as well. For many of our students, seeing is believing. We need to make the invisible, more visible.

Twelve Tips for Powerful Teaching in Guided Reading Lessons

By Irene Fountas, Author and Founder/Director of the Center for Reading Recovery and Literacy Collaborative

irene_fountas_2.JPG

The following are some guiding principles from Irene Fountas that may help you get more power in your teaching:

  1. Notice the student’s precise reading behaviors.
  2. Eliminate ineffective behaviors and help the reader do what proficient readers do.
  3. Select a text on which the reader can learn how to read better- not too difficult and not too easy.
  4. Teach the reader not the text.
  5. Teach the student to read written language not words.
  6. Teach for the student to initiate effective problem-solving actions.
  7. Use clear precise language that passes the control to the reader.
  8. Only ask the student to do what you know he can do.
  9. Don’t clutter the teaching with too much talk.
  10. Focus on self-monitoring and self-regulating behaviors so this reader becomes independent.
  11. Build on examples of successful processing.
  12. Teach for fast responding so the reader can process smoothly and efficiently.

If you’re looking for an introductory course on Guided Reading either online or on-campus, click here!

The Illusion of Change

By Guest blogger, Dr. Anthony Muhammad, Author and Leadership Consultant.  He is the keynote speaker at our Complimentary VIP Leadership Summit event hosted by the Center for Reading Recovery and Literacy Collaborative. This event is being held on May 15, 2017. This invitation only event will offer an opportunity for school leadership to discuss transforming school culture to build teacher leadership and improve student outcomes. Please email literacy@lesley.edu for more information.

Anthony MuhammedChange is a very difficult process, but it is the catalyst to continuous improvement.  It tests our ability as professionals at many different levels.  Sometimes, when things get too challenging, we tend to look for short-cuts or we quietly surrender.  We live in a political climate that demands that we change, whether we choose to or not, but I have found that some organizations are good at creating the illusion of change, rather than being fully involved in the process of change.  There are a three key phrases which clearly indicate that an organization is not fully committed to the change process.

Phrase #1: “We are having conversations”

This phrase is a code for; “we have a lot of opposition to this idea and we are afraid to make people too uncomfortable and release an onslaught of political and social opposition.”  I recently worked with a school that has been involved with the implementation of the Professional Learning Community (PLC) process for three years.  They have created collaborative teams and they have designated time for those collaborative teams to meet.  They have created district-wide formative assessments that are administered four times per year.  These milestones were reached in the first year of the process.  So, I asked about PLC Questions #3 and #4 which address systems of student intervention and enrichment, and the room got very quiet.  When people finally began to speak, each answer began with the phrase “we are having conversations.”  If your district is “having conversations,” the change process has stalled.

Phrase #2: “We are in different places”

This phrase is code for; “we don’t have a universal system of accountability, and people who understand the intrinsic value of what we propose have embraced it, and those that are averse are allowed to disregard it until they ‘buy-in’.” Schools and systems that use this phrase are engaged in what I call “accountability light.” This is a diet version of universal professional accountability where group expectations and coherence are the norm.  Healthy school cultures make collaborative decisions and they hold each other mutually accountable for full participation.  When shared commitment is not achieved, a tiered-system of commitment emerges where implementation is based upon personal preference.  Partial commitment is the same as no commitment.

Phrase #3: “District initiatives”

This phrase is code for; “there is a huge philosophical divide between school practitioners and central office which has led to a stalemate.”  I have had the pleasure to work with thousands of schools on the change process and whenever practitioners refer to the change process as a “district initiative,” it is never good.  In essence what they are expressing is a feeling of imposition.  In the mind of the school practitioner, they are confronting real world issues and they have their fingers on the pulse of the needs of the school; and central office lives a world disconnected from reality and their priorities are unreasonable and unnecessary.   This is a clear indication of poor communication and professional disconnection.  If your district has a lot of “initiatives,” effective change is probably not on the horizon.

Are You Teaching or Testing Comprehension?

irene_fountas_photoby Irene Fountas, Author and Founder/Director of the Center for Reading Recovery and Literacy Collaborative at Lesley University

All too often, successful comprehension has been regarded as a student’s ability to answer a teacher’s questions (which is one way of assessing comprehension), but it does not enhance the reader’s self-regulating power for processing a new text with deep understanding. Think about how your teaching moves may be focused on testing when you continually pose questions, or how you can shift to teaching or helping students learn how to comprehend texts for themselves.

Teaching for comprehending means supporting your students’ ability to construct the meaning of the text in a way that expands their reading ability. You can help them learn what to notice in a text and what is important to think about, how to solve problems when meaning is not clear, and provide scaffolds to develop their in-the-head systems for working through the meaning of the text. These abilities are generative, so students will be able to transfer what they learn how to do as readers before, during, or after reading to a variety of increasingly challenging texts in every genre.

Introduce the text to readers

When you introduce a challenging text to your students, be sure to help them notice how the writer constructed the meaning, organized the text, used language and made decisions about the print features. Help them know how the book works and get them started thinking about the writers’ purpose and message and the characteristics of the genre.

Prompt the readers for constructive activity

As students read orally, interact very briefly at points of difficulty to demonstrate, prompt for, or reinforce effective problem-solving actions that they can try out and make their own. Your facilitative language is a call for the reader to engage in problem-solving that expands their reading strengths.

Teach students how to read closely

Take the readers back into the text after reading to notice the writer’s craft more closely. Select a phrase, sentence or paragraph, or focus on helping them notice how the writer organized the whole text. Revisiting the text calls the reader’s attention to particular features.

Engage students in talk about texts

Talk represents thinking. When students talk about a text, they are processing the vocabulary, language and content aloud. This enables them to articulate their understandings, reactions and wonderings. When they learn to be articulate in their talk, they can then show their ability to communicate their thinking about texts in their writing.

Engage students in writing about texts

Writing about reading is a tool for sharing and thinking about a text. When students articulate their thoughts in writing, they confirm their understandings, reflect on the meaning and explore new understandings.

Testing is a controlled task for measuring what students can do without teacher help. Teaching is the opportunity to make a difference in the self-regulating capacity of the learner. Reflect on your teaching moves and engage in a discussion with your colleagues to shift from testing to teaching. When students focus on meaning-making with every text they read, they will be able to show their competencies on the test.

For more information about the Lesley University Center for Reading Recovery and Literacy Collaborative’s events and trainings, visit http://www.lesley.edu/crr

Literacy for All: Professional Development for Administrators

by Eva Konstantellou, Center for Reading Recovery and Literacy Collaborative, Lesley University

Have you heard Andy Hargreaves talk about how to transform your school into a culture of collaboration and shared responsibility?

3d598a1d2c73ee18837641ad059fbc41_400x400Join Andy Hargreaves to hear his keynote and breakout sessions at the Literacy for All conference, which celebrates its 25th anniversary this year.  Professor Hargreaves’s keynote address on “Collective Responsibility for the Success of All Teachers and Students” will present the case for collective professional responsibility as the key to school improvement.  In his first breakout session, “Collective responsibility in action,” Professor Hargreaves will discuss ways of schools working together to improve performance. In his second breakout session, “Collective Responsibility in Business, Sports, and Education,” Professor Hargreaves will highlight school communities in which the role of school leaders is to nurture the teachers’ passions and inspire and uplift their teams’ performance.

Past participants have embraced the Literacy for All Conference as the premier professional development event in the northeast.  This year’s sessions and pre-conference workshops offer a wide range of topics that will support and lift the learning of all participants.  Administrators and school leaders are invited to attend a number of sessions that have been designed with their needs in mind.  

In addition to Andy Hargreaves’s sessions, the sessions listed below explore various powerful themes and will help school leaders think deeply about comprehensive literacy, systemic change, and the continuous improvement of teaching and learning.  Here’s a sample of themes explored in administrators’ sessions:

  • Fostering strong teacher-coach-principal relationships
  • Implementing powerful, research-based models of authentic literacy
  • Helping schools or districts monitor and improve their literacy implementation
  • Building understandings of best practices
  • Sharing the nuts and bolts about making RTI a reality
  • Supporting and sustaining systemic change
  • Developing and implementing a comprehensive literacy plan paying special attention to the role of interventions
  • Principals and coaches working together to improve student achievement and meet the Common Core Standards

LFA Brochure CoverThe following eight sessions will address the above themes:

PC-2- From Reading Specialist to Literacy Coach: Examining Essential Shifts (Grades K–8) Irene Fountas, Author and Professor, Center for Reading Recovery and Literacy Collaborative, Lesley University and Gay Su Pinnell, Author and Professor Emeritus, The Ohio State University

In many school districts across the nation, reading teachers are spending increasing amounts of time in the role of coach to support the professional learning of peers and improve whole school achievement. What will it take to grow professionally, from previously providing direct service to students, to supporting collegial learning? Topics in this institute will include: re-envisioning your role, building relationships with colleagues, anticipating challenges, using language that fosters teacher reflection and teamwork, developing systematic observation skills, identifying essential areas of new learning, helping colleagues re-envision their roles as team members, and working with your school principal to improve student achievement and meet the Common Core State Standards.

LCB-11- Triangulated Literacy Coaching: Fostering the Teacher-Coach-Principal Relationship (Grades 3–6)
Jennifer Felt, Literacy Coach, Oxford Hills School District
Margaret Emery, Principal, Oxford Hills School District
Haley Saurman, Classroom Teacher, Oxford Hills School District

Relationships are the foundation of successful literacy coaching; however, for student progress to be accelerated and continual, it’s imperative that the teacher-coach-principal relationship is strong and maintained. In this session, you will learn ways to develop and strengthen the relationship of key stakeholders in their schools through a systematic coaching model. We will provide examples of scheduling, data collection, and staff development, which has led to seamless coaching experiences and increased student achievement.

LCB-15- Improving Student Achievement and Elevating Teacher Expertise through Literacy Collaborative (Grades PreK–8)
Jess Sherman, Primary Literacy Collaborative Trainer, Lesley University
Heather Morris, Intermediate and Middle School Literacy Collaborative Trainer, Lesley University

Learn about a partnership between your school or district to implement a powerful, research-based comprehensive model of authentic literacy that demonstrated 32% improvement in student achievement in three years. Establish coherent instruction through the teamwork of classroom teachers, specialists, content area teachers, the principals, and the training of literacy coaches.

LCD-9- Using Inquiry As a Tool For Continuous Improvement (Grades K–2)
Alice L. Ensley, Primary District Trainer for Literacy Collaborative, Dalton Public Schools
In this session, we will explore a model that can be used to help schools or districts monitor and improve their literacy implementation. You will learn how to propose a hypothesis, gather soft and hard data to examine the hypothesis, set goals based on this data, and design and implement a plan for meeting these goals. We will use an actual case study from a Literacy Collaborative school district as a model for this session. You will have time to explore the needs of your school or district, and receive feedback about the kinds of data you could collect to begin your own inquiry study.

LCE-4 In-Depth- What Principals and Literacy Leaders Need to Know About Teaching and Learning Writing (Grades K–8)
Ruth Culham, Author/Consultant, The Culham Writing Company
As we enter the era of the Common Core State Standards, writing has never been more important. Teachers are hungry for leadership and support in making their writing classrooms places where important learning takes place every single day. In order to provide this support, principals and literacy leaders need an understanding of the best writing practices so they can be active participants in discussion about how to improve writing instruction. This workshop will address the four Ws– Writing Process, Writing Traits, Writing Modes, and Writing Workshop– and how to organize the school year around them.  It will provide hands-on experiences with tools to use in collaboration with teachers that promote discussion, track improvement, provide feedback, and inspire the changes that the Common Core State Standards are challenging educators to meet in today’s writing classrooms. This workshop is sponsored by Scholastic, Inc.

LCF-15- Meeting the Needs of All Readers: Making Response to Intervention a Reality (Grades K–6)
Clare Landrigan, Staff Developer, Teachers for Teachers
Tammy Mulligan, Staff Developer, Teachers for Teachers
Tom Morris, Principal, Franklin Public Schools
Jodi Fortuna, Assistant Superintendent, Hudson Public Schools
Marcia Uretsky, Principal, Newton Public Schools

Very few people disagree with the premise of Response to Intervention, but how do we make it work effectively in schools? Join our roundtable discussion as several administrators and staff developers share the nuts and bolts of how they make RTI a reality. Hear ways different schools create effective schedules and coordinate instruction between classrooms and interventionists. Learn more about designing small group and individualized lessons, monitoring student progress, and enhancing professional learning.

LCG-6- Systemic Change: A Literacy Journey in Rural Maine (Grades K–8)
Kelly Burns, PreK–8 Literacy Coach, Regional School District #19, Maine
Mary Graybill, Classroom Teacher, Regional School District #19, Maine
Jan Morse, Director of Instructional Improvement, Regional School District #19, Maine
Jane Stork, Principal, Regional School District #19, Maine

Systemic change occurs when all stakeholders are committed to student learning, student achievement, best practices in Tier 1, and professional growth. We will highlight the benefits of whole school collaboration, instructional coaching, common language, and common practices. We will discuss and explore our literacy journey within the Maine Partnerships in Comprehensive Literacy, and each presenter will discuss her role in supporting and sustaining systemic change. Small group activities, video clips, and discussions will be used to engage participants.

LCG-14- Implementing Comprehensive Literacy (Grades K–2)
Wendy Vaulton, Senior Researcher, Lesley University
Carolynne Beless, Reading Recovery Teacher Leader, Dennis-Yarmouth Public Schools
Michael Buonaiuto, Reading Recovery Teacher Leader, Cambridge Public Schools
Kevin Depin, Principal, Dennis-Yarmouth Public Schools

Developing and implementing a comprehensive literacy plan can be challenging. This panel discussion will explore the factors associated with successful implementation of comprehensive literacy, paying special attention to the role of interventions in creating success for all students.

 

Book Review: Leadership Capacity for Lasting School Improvement

By Jill Eurich, Assistant Director of Intermediate and Middle School Literacy Collaborative, Lesley University

102283bLeadership Capacity for Lasting School Improvement by Linda Lambert is a slender book that was published ten years ago but remains for me one of the most accessible, wise, and helpful books for thinking about school change. It combines her own thoughts about elements essential for lasting school improvement, some examples of schools that have attained success and what that looks like, and a variety of ways to analyze your own school or district to develop an action plan to achieve leadership capacity.

In the opening chapter Lambert provides a Leadership Capacity Matrix (Figure 1.3, pg. 5) to begin to set forth essential components for building school capacity. Through her narrative here are some elements she describes:

How we define leadership frames how people will participate in it. Within the context of education, the term “community” has almost come to mean any gathering of people in a social setting. But real communities ask more of us than merely to gather together; they also assume a focus on a shared purpose, mutual regard and caring and an insistence on integrity and truthfulness. By leadership capacity I mean broad based, skillful participation in the work of leadership… (pg. 4). It is only when a school has undertaken skillful work using inquiry, dialogue and reflection to achieve student performance goals that a school can be said to have achieved high leadership capacity (pgs. 4,5).

Lambert provides figures, rubrics, surveys and a series of questions to engage in as principals, faculty, and staff so to assess our own capacity and chart a course for improvement. Here are a few I have found particularly thought provoking and useful:

  • Engaging Reluctant Teachers: Questions to Ask Ourselves
  • Principals of Constructivism
  • How Principals Build and Sustain Leadership Capacity
  • Leadership Capacity Staff Survey
  • School Assessment Questions

The crucial role that the superintendent and district administration plays is also explored. “A shared vision is the touchstone from which district actions flow; for the vision to be meaningful, it should be created by representatives from all school community groups. Because they are derived from core values, school and district visions should be congruent if they are to guide action. This does not mean the vision statements need to be identical, but they do need to be mediated so that participants understand how they are connected ” (pg. 86).

Linda Lambert’s Leadership Capacity for Lasting School Improvement is both visionary and practical. I highly recommend it!