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Wide-Open Opportunities

By Learning Forward
December 2012
Vol. 33 No. 6
During a statewide literacy meeting, talk turned to reading resources and how to build literacy in schools across the state. “Our reading specialists are instrumental to improving literacy in our buildings,” said one administrator. The executive director of literacy in another district said that her district had made huge strides when the literacy coaches made use of the work the school psychologist had done identifying students’ weaknesses. I sat in the corner, silently working through the inequalities: Reading specialists? Literacy coaches? School psychologists? An executive director of literacy? In rural America, we have none of the above, and yet we are held to the same standards as our urban and suburban counterparts. The Common Core State Standards are poised and waiting in the wings to

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Authors

Melia Franklin

Melia Franklin (melia32@yahoo.com) was a teacher leader in rural schools for 15 years.

References

Avolio, B.J. (2007). Promoting more integrative strategies for leadership theory-building. American Psychologist, 62(1), 25-33.

 

Franklin, M. (2011). School and community, community and school: A case study of a rural Missouri setting. Lincoln, NE: University of Nebraska Press.

 

Harrison, C. & Killion, J. (2007, September). Ten roles for teacher leaders. Educational Leadership, 65(1), 74-77.

 

Hazy, J.K. (2007). Computer models of leadership: Foundations for a new discipline or meaningless diversion? The Leadership Quarterly, 18(4), 391-410.

 

Lichtenstein, B., Uhl-Bien, M., & Marion, R. (2006). Complexity leadership theory: An interactive perspective on leading in complex adaptive systems. Emergence: Complexity and Organizations, 8(4), 2-12.

Scott, S. (2002). Fierce conversations: Achieving success at work and in life, one conversation at a time. New York, NY: Berkley.


Learning Forward is the only professional association devoted exclusively to those who work in educator professional development. We help our members plan, implement, and measure high-quality professional learning so they can achieve success with their systems, schools, and students.


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