Learn the process of developing Literacy Leadership Teams in secondary schools. Information is based upon research and the experiences of two high school literacy coaches who developed multiple school-based teams.

1. Literacy Leadership Teams:Literacy Leadership Teams:
The Secret to Successful SecondaryThe Secret to Successful Secondary
SchoolsSchools
Laura Mayer and Kenny McKee
High School Literacy Coaches, Buncombe County Schools
NCETA Conference
September 28, 2012

2. What are you Hoping to Learn Today?What are you Hoping to Learn Today?
I want to learn what an LLT is and how
it benefits schools.
I know what an LLT is, and I want to
begin one in my school.
I am part of an LLT and looking for
guidance or new ideas.
Another reason...
http://www.polleverywhere.com/multiple_choice_polls/MzY4MDk2NDY4

3. Session GoalsSession Goals
I can articulate the purpose, composition,
and evolution of Literacy Leadership
Teams.
I can plan the first steps to initiating a LLT
at my school.

4. ResourcesResources
 Craig, P. S. (2010). Literacy Leadership Teams: Collaborative Leadership for Improving and
Sustaining Student Achievement. Larchmont, NY: Eye on Education.
 Lent, R. C. (2007). Literacy Learning Communities: A Guide for Creating Sustainable
Change in Secondary Schools. Portsmouth, NH: Heinemann.
 Ogle, D., & Lang, L. (2011). Best Practices in Adolescent Literacy Instruction. In L. M.
Morrow & L. B. Gambrell (Eds.), Best practices in literacy instruction (pp. 138-173). New
York, NY: The Guilford Press.

5. What is an LLT?What is an LLT?
An LLT is a cross-
section of teachers
and administrators
who are committed
to working in a
collaborative group
to identify areas of
concern and to set
goals for student
achievement.

6. Unpacking the TermsUnpacking the Terms
Literacy . . .
◦ Reading
◦ Writing
◦ Thinking
◦ Speaking
◦ Doing
Leadership . . .
◦ Communication
◦ Change
◦ Flexibility
◦ Focus
◦ Knowledge
◦ Accountability
◦ Visibility

7. Unpacking the TermsUnpacking the Terms
Team . . .
(as opposed to “committee”)
Turn & Talk:
How are teams different from
committees?

8. How does an LLT benefit theHow does an LLT benefit the
school as a whole?school as a whole?
Students learning the skills to be
successful in all subjects.
Engaged students who need less
disciplining.
Stronger professional relationships
between peers.
Data and research influence gradual
changes rather than ever-changing
professional development “fads”.

9. What are the benefits of joining anWhat are the benefits of joining an
LLT?LLT?
Teacher’s voice being heard, resulting in
school-based decision-making and less
top-down management.
A better understanding of students’
needs.
Chances to learn and practice new
strategies.
Being seen as a teacher-leader.

10. How does an LLT affect studentHow does an LLT affect student
achievement?achievement?
The LLT develops a Literacy Plan that:
◦ Creates a vision for the school and explores
how literacy strategies look in different content
areas.
◦ Analyzes student and teacher data,
◦ Participates in ongoing professional dialogue
and makes instructional decisions based on
school needs.
◦ Collaborates with colleagues to spread effective
strategies throughout the school.

11. Who should be asked to join?Who should be asked to join?
In short, teachers who are
RESPECTED because of
1 or more of the
following:
 They are good
communicators.
 They are diplomatic and
open to listening to various
views.
 They demonstrate a
commitment to students.
 They inspire their peers
and stay positive.

12. Possible LLT Membership at myPossible LLT Membership at my
School . . .School . . .
Communicator Open Committed to
Students
Positive

13. So, how do I get started?So, how do I get started?
(years 1-2)(years 1-2)

14. Team BuildingTeam Building
A car does not run
on gas alone.

15. April/May 2010
Choose team members with
written or spoken invitations
from principal. Set aside
extended planning time (2-3 full
days’ time) for team to begin
meeting.
May-August 2010
First team planning. (Icebreaker to
establish comfort/determine
strengths/establish protocols; team
discusses vision for the school,
defines literacy, and identifies
issues hindering student
achievement.
May-September 2010
Data analysis - 1. High stakes testing
– longitudinal/disaggregated data to
help determine concern areas; 2.
Collect other data to validate
assumptions; 3. Determine need for
other data to guide practices to meet
student achievement.
June-October 2010
Investigate research about
conclusions from data.
Fall 2010
Using data and research, begin
developing a literacy plan for the
school. Plan no more than 2
instructional practices and one
infrastructural change to begin.
Fall/Spring 2010-2011
Begin professional development
with the team to give them
professional experiences with the
practices they have researched.
Spring 2011
Finalize the plan with SMART
goals in order to later assess its
effects.
2011-2012 School Year
Professional development is
facilitated at the beginning of the
year and sustained throughout the
year. Team must be prepared to
counter resistance and validate
teachers making efforts.
August 2011
Literacy team introduces the plan to
faculty. The plan takes precedence
over all other professional
development. Professional
development supports the plan; it
doesn’t seem extra or unrelated.
Literacy Leadership Team Timeline – Clyde A. Erwin High SchoolYear 1

16. Year 2

18. What happens after year one . . .
• Demonstration lessons & reflections
• Rounds
• Workshop series
• PLC coaching
. . . Depends on school’s focus & needs

20. School Size Approximate Demographics Current LLT
Age
Current LLT Goals survey
A.C.
Reynolds
High
School
1.342
student
s
Economically Disadvantaged –
39%
LEP – 3%
Students with Disabilities – 11%
In its 4th
year • Support implementation of literacy instruction
based on individual PLC formative assessment
data.
• Six plan period workshops on different topics
based on faculty survey results, including Ben-Q
strategies.
• Transition from literacy coach-led workshops &
meetings to member-led workshops and meetings.
• Share resources & model video lessons on school
Literacy Moodle
Charles D.
Owen
High
School
858
student
s
Economically Disadvantaged –
48%
LEP – 3%
Students with Disabilities – 13%
In its 3rd
year • Public Teaching and Feedback through Rounds and
Literacy Week
• Spreading targeted strategies in PLC’s based on
school needs survey.
• Share instructional resources through informal
Library/Literacy Lunches.
• One whole-faculty session on a literacy need
requested by faculty.
Clyde A.
Erwin
High
School
1,302
student
s
Economically Disadvantaged –
58%
LEP – 7%
Students with Disabilities – 9%
In its 3rd
year • Whole-Faculty Professional Development on
Formative Assessment Topics based on needs
survey (such as Total Student Participation).
• Development of a District Community Group
• Parent workshops on literacy/academic topics
• Continuation of fun informal workshops on
vocabulary instruction
T.C.
Roberson
High
School
1,450
student
s
Economically Disadvantaged –
35%
LEP – 5%
Students with Disabilities – 9%
In its 4th
year • Spreading targeted strategies in departments
based on school needs survey.
• Six plan period workshops on different topics
based on faculty survey results, including Ben-Q
strategies.
• Transition from literacy coach-led workshops and
meetings to member-led workshops and meetings.
• Team PD on data conversations that inform
instruction.
My
school. . .

21. Lessons Learned . . .Lessons Learned . . .
Successes Barriers
Literacy Week
Retreats
Themes (superheroes,
engagement, peanuts)
Voluntary Workshops
Google Surveys
Peer Reflections
Faculty Meeting
Presentations
Literacy CEUs
Teacher Leadership
Administrative
Support
Money
Morale
Scheduling
Article, book studies
Blogs
Meetings with no
agenda

22. qq
Q&A

23. 3-2-1 Countdown3-2-1 Countdown
3 things I can do when I go back to my
school
2 questions I still have
1 reason why a Literacy Team would be
good for my school