Theme: The Essence of Improvement: Leadership in English Language Arts Instruction

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  • ISBN/ISSN(s):
    0013-8274

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Theme: The Essence of Improvement: Leadership in English Language Arts Instruction

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From the Editors
David Gorlewski and Julie Gorlewski

High School Matters: Teacher Leaders Are Critical to Improving English Language Arts Instruction
Amanda K. Palmer
Abstract: Member of the Secondary Section Steering Committee comment on topics of importance to English language arts educators.

Educational Leaders Discuss the Essence of Leadership
Jocelyn A. Chadwick, Leigh Patel, and Ken Lindblom
Abstract: Three educational leaders—Jocelyn A. Chadwick, Leigh Patel, and Ken Lindblom—are interviewed about their approaches to teacher leadership.

Teacher Empowerment through Partnerships: A Sustaining Model of Professional Development
Jennifer S. Dail, Michelle Goodsite, and Stephanie Sanders
Abstract: This article describes a state-level partnership between the Department of Education, a National Writing Project site, and teacher leaders at five schools. The partnership’s goal was to empower teacher leaders to implement a professional learning project at their individual schools.

An Intervention Change Up: Investing in Teacher Expertise to Transform Student Learning
Amy Rasmussen and William Eastman
Abstract: Too often, the summer learning imposed on students and teachers tends to be an abandonment of our goals, values, and beliefs in English language arts instruction. The authors propose authentic reading and writing experiences instead, meeting the learning needs of students and teachers simultaneously.

The Language of Leadership
Cathie English
Abstract: This article focuses on explicitly teaching the language of leadership to novice and veteran teachers to establish strong relationships with administrators and community constituents to support teachers so they might enact innovative curricular choices.

Fostering a New Approach to Vocabulary, 30 Years in the Making
Robert D. Ford and Megan E. Lee
Abstract: Two school leaders and ELA teachers share the process through which they convinced their department to abandon the vocabulary workbooks they had been using for more than 30 years, the collaborative process through which they fostered a new approach, and the initial results of its implementation.

Developing Readers and Writers with a Districtwide Literacy Strategy Set
Rachael Gabriel
Abstact: This article describes an approach to professional development that capitalized on investments in expertise among English language arts (ELA) teachers to support literacy across the district.

Complex Conversations and Simple Rules: (Re)Visioning the Ninth-Grade English Experience
Ryan Goble, Linette Chaloka, James Hultgren, Laura Payton, Ben Peterselli, Mike Roethler, Sara Schumacher, Nessa Slowinski, and Joan Witkus
Abstract: This article explores efforts at curriculum revisions in the English departments of Chicago’s western suburbs.

Global Leaders’ Views on the Teaching of Writing
Jan Lacina
Abstract: Leaders have the opportunity to inspire, to motivate, and to make a positive difference in the lives of teachers and adolescents. This article focuses on international literacy leaders and their views of the teaching of writing.

Julius Caesar and the 2016 Presidential Election
Ameer Sohrawardy
Abstract: Using Shakespeare’s Julius Caesar, Aristotle, and recent philosophical work by Matt Crawford, the author suggests how creative pedagogy can help students better understand changing voting habits during the 2016 presidential election.

Feeding the Soul and Heeding the Echo: Building Education Leaders Inside and Out
Tanya J. Hannaford and Gretchen Teague
Abstract: The authors, who together have co-facilitated a unique professional development experience for the past two summers, share strategies for building effective leaders in cross-curricular writing instruction.

Poem: Poem for the Boy Who Hates Poems
Karen Maceira

Poem: The Student Poets
Ken Autrey

Poem: Remembering an English Teacher’s Entomology Lesson
Rich Glowacki

Book Reviews
Maggie Abbott; Johanna S. Tramantano

Reviewed are:
Teaching Arguments: Rhetorical Comprehension, Critique, and Response
Jennifer Fletcher

Dialoguing across Cultures, Identities, and Learning: Crosscurrents and Complexities in Literacy Classrooms
Bob Fecho and Jennifer Clifton

Lingua Anglia: Bridging Language and Learners: Learner-Centered Teacher Leadership
Carla Finkelstein
Abstract: “Lingua Anglia: Bridging Language and Learners” discusses critical, transformative, and powerful ways to support students’ acquisition of Standard English.

Carpe Librum: Seize the (YA) Book: My Big, Fat YA Lit: Plus-Sized Female Main Characters
Aimee A. Rogers
Abstract: This column serves as a space dedicated to conversation about Young Adult Literature and to celebrate adolescents, their reading, and their experiences by reviewing the texts that engage them.

Speaking Truth to Power: Remembering “Who Counts” in English Education
Jory Brass
Abstract: "Speaking Truth to Power" seeks to explore the experiences and possibilities that arise when educators speak Truth to power.

Disabling Assumptions: “What Do You Know That We Don’t?”: Foregrounding Other Literacies in Class Discussions
Patricia A. Dunn
Abstract: This column explores how paying attention to disability—both to the rich contributions made by people with disabilities and to the sometimes negative attitudes in society that can interfere with those contributions—can foster classroom interactions that are more democratic, more inclusive, and more equitable.

Soft(a)ware in the English Classroom: “Smarting” the Schools Smartly: Sustainable Change or Projectitis?
Kiersten Greene
Abstract: “Soft(a)ware in the English Classroom” seeks to identify the ways in which our teaching and learning lives are influenced by software.