Enrique A. Puig

A Literacy Coach's Playbook is a useful resource that coaches will continue to return to as they develop their school's leadership team and transform literacy instruction. This book introduces the Clinical Literacy Coaching Framework (CLCF), an exciting new approach to literacy coaching and leadership that is aligned with the International Literacy Association's standards for literacy professionals. Grounded in research and experiences from the field, the CLCF includes coaching practices and techniques adapted from teaching hospitals that can be applied in K–12 school settings. It differs from other literacy coaching models because it provides practical ways to establish buy-in and distribute leadership among all colleagues. Various tools, resources, links to videos, and examples of applications in schools will help coaches differentiate their work and develop colleagues' collective efficacy for literacy instruction and leadership. This timely text reflects the new expectations and responsibilities that educators are experiencing in today's schools and will leave readers feeling empowered and equipped to support their students and teachers. Book Features: Coaching responsibilities and tasks annotated with ILA standards. Guiding Questions at the beginning of each chapter. Pause, Ponder, and Note opportunities throughout the text to orient readers. Spotlights on Coaching at the elementary and secondary levels demonstrate concepts in action. Figures and appendices provided throughout to support the implementation of the CLCF and coaching work. The end of each chapter offers a Reflect and Self-Assess section that includes self-efficacy scale items to support the coach/leader's confidence in their performance of coaching tasks.

A Literacy Coach's Playbook is a useful resource that coaches will continue to return to as they develop their school's leadership team and transform literacy instruction. This book introduces the Clinical Literacy Coaching Framework (CLCF), an exciting new approach to literacy coaching and leadership that is aligned with the International Literacy Association's standards for literacy professionals. Grounded in research and experiences from the field, the CLCF includes coaching practices and techniques adapted from teaching hospitals that can be applied in K–12 school settings. It differs from other literacy coaching models because it provides practical ways to establish buy-in and distribute leadership among all colleagues. Various tools, resources, links to videos, and examples of applications in schools will help coaches differentiate their work and develop colleagues' collective efficacy for literacy instruction and leadership. This timely text reflects the new expectations and responsibilities that educators are experiencing in today's schools and will leave readers feeling empowered and equipped to support their students and teachers. Book Features: Coaching responsibilities and tasks annotated with ILA standards. Guiding Questions at the beginning of each chapter. Pause, Ponder, and Note opportunities throughout the text to orient readers. Spotlights on Coaching at the elementary and secondary levels demonstrate concepts in action. Figures and appendices provided throughout to support the implementation of the CLCF and coaching work. The end of each chapter offers a Reflect and Self-Assess section that includes self-efficacy scale items to support the coach/leader's confidence in their performance of coaching tasks.

This comprehensive guide gives an overview of Multi-Tiered Systems of Support (MTSS) for K-12 teacher leaders and other school professionals with practices toward achieving transdisciplinary success for lifelong literacy in schools. MTSS is a holistic teacher leadership approach that focuses on transdisciplinary networks of instruction and intervention. For MTSS to be effective, teacher-colleagues and teacher leaders need to be prepared to understand the complexities of the systems and the multiple tiers of support needed within each system, as well as their roles in the process. This book details an illustrative list of tiers for seven systems within an MTSS framework, including multi-tiered systems for:Assessment and EvaluationProfessional Learning (e.g., literacy coaches, literacy leadership teams, online/offline professional learning)Family Engagement (e.g., newsletters, parent nights, parent workshops, Parent–Teacher Associations)Transdisciplinary Curriculum Content (e.g., media centers, leveled book rooms, schools, districts, and state resource teachers)Community Engagement (e.g., social services, school outreach, counseling services, health services)Distributive Teacher Leadership (e.g., School Advisory Committee, college/university courses, professional pathways)Response to Intervention/InstructionWith examples of instructional practices, connections to researched resources, and implementational plans, this book will be useful for teacher leaders, literacy coaches, and curriculum leaders, as well as school board officials and school administrators, to leverage their knowledge and skills for transdisciplinary literacy learning in their schools.

This comprehensive guide gives an overview of Multi-Tiered Systems of Support (MTSS) for K-12 teacher leaders and other school professionals with practices toward achieving transdisciplinary success for lifelong literacy in schools. MTSS is a holistic teacher leadership approach that focuses on transdisciplinary networks of instruction and intervention. For MTSS to be effective, teacher-colleagues and teacher leaders need to be prepared to understand the complexities of the systems and the multiple tiers of support needed within each system, as well as their roles in the process. This book details an illustrative list of tiers for seven systems within an MTSS framework, including multi-tiered systems for:Assessment and EvaluationProfessional Learning (e.g., literacy coaches, literacy leadership teams, online/offline professional learning)Family Engagement (e.g., newsletters, parent nights, parent workshops, Parent–Teacher Associations)Transdisciplinary Curriculum Content (e.g., media centers, leveled book rooms, schools, districts, and state resource teachers)Community Engagement (e.g., social services, school outreach, counseling services, health services)Distributive Teacher Leadership (e.g., School Advisory Committee, college/university courses, professional pathways)Response to Intervention/InstructionWith examples of instructional practices, connections to researched resources, and implementational plans, this book will be useful for teacher leaders, literacy coaches, and curriculum leaders, as well as school board officials and school administrators, to leverage their knowledge and skills for transdisciplinary literacy learning in their schools.

Accessible and comprehensive, this text introduces a transdisciplinary framework for literacy instruction in grades K–12. This cutting-edge volume addresses the need for literacy instruction that crosses disciplines to provide students with a skillset that is not constrained or siloed, but rather knowledge that students can apply to existing and emerging fields. The text begins with a clear, theoretical understanding of literacy instruction, delves into practical aspects of select instructional practices by grade level, and expands to the creation of schoolwide Multi-Tiered Systems of Support to ensure a continuous improvement system. The authors’ inviting and innovative approach walks through real-world pathways for meaningful and inclusive literacy practices at distinct grade levels and includes authentic examples that show what the successful implementation of a K–12 transdisciplinary framework looks like. Covering key topics such as MTSS, RtI, Professional Communities of Practice, national and state standards, this book supports pre-service ELA teachers, literacy coaches, reading specialists, and administrators, and is ideal for courses in literacy instruction and content area literacy.

Accessible and comprehensive, this text introduces a transdisciplinary framework for literacy instruction in grades K–12. This cutting-edge volume addresses the need for literacy instruction that crosses disciplines to provide students with a skillset that is not constrained or siloed, but rather knowledge that students can apply to existing and emerging fields. The text begins with a clear, theoretical understanding of literacy instruction, delves into practical aspects of select instructional practices by grade level, and expands to the creation of schoolwide Multi-Tiered Systems of Support to ensure a continuous improvement system. The authors’ inviting and innovative approach walks through real-world pathways for meaningful and inclusive literacy practices at distinct grade levels and includes authentic examples that show what the successful implementation of a K–12 transdisciplinary framework looks like. Covering key topics such as MTSS, RtI, Professional Communities of Practice, national and state standards, this book supports pre-service ELA teachers, literacy coaches, reading specialists, and administrators, and is ideal for courses in literacy instruction and content area literacy.