Developing a Literacy Leadership Team to Refine and Sustain a K–12 Transdisciplinary Literacy Framework for Instruction

2021 ◽  
pp. 210-235
Author(s):  
Enrique A. Puig ◽  
Kathy S. Froelich
Keyword(s):  
Leadership Team ◽  
Literacy Leadership ◽  
Literacy Framework ◽  
K 12

Defining Grades 6–8 Instructional Practices within a K–12 Literacy Framework

2021 ◽  
pp. 121-149
Author(s):  
Enrique A. Puig ◽  
Kathy S. Froelich
Keyword(s):  
Instructional Practices ◽  
Literacy Framework ◽  
K 12

Defining Grades 3–5 Instructional Practices within a K–12 Literacy Framework

2021 ◽  
pp. 150-178
Author(s):  
Enrique A. Puig ◽  
Kathy S. Froelich
Keyword(s):  
Instructional Practices ◽  
Literacy Framework ◽  
K 12

Literacy Leadership Team Meeting #1

2020 ◽  
pp. 13-19
Author(s):  
Colleen Pennell
Keyword(s):  
Leadership Team ◽  
Literacy Leadership ◽  
Team Meeting

School Counselors and the School Leadership Team

2020 ◽  
Vol 23 (1_part_3) ◽  
pp. 2156759X2090356
Author(s):  
Sarah N. Geiger ◽  
J. P. Oehrtman
Keyword(s):  
School Leadership ◽  
School Counselors ◽  
Leadership Team ◽  
Systematic Evaluation ◽  
Evidence Based ◽  
Resiliency Training ◽  
Tiered System ◽  
Using Data ◽  
Counseling Model ◽  
K 12

A school leadership team is an opportunity for school counselors to demonstrate their capacity as school leaders and implement their training in using data to identify evidence-based interventions and evaluate the effectiveness of chosen interventions. We share a case study of how we utilized a school leadership team to better meet the needs of students via the development and implementation of the Stress Management and Resiliency Training Lab (SMART Lab) as a K–12 multi-tiered system of support. Use of the evidence-based school counseling model for systematic evaluation revealed that the SMART Lab intervention contributed to improvements in students’ behavior, attendance, and grades.

scholarly journals Equity-Oriented Conceptual Framework for K-12 STEM literacy

2021 ◽  
Vol 8 (1) ◽  
Author(s):  
Christa Jackson ◽  
Margaret J. Mohr-Schroeder ◽  
Sarah B. Bush ◽  
Cathrine Maiorca ◽  
Thomas Roberts ◽  
...  
Keyword(s):  
Conceptual Framework ◽  
Empirical Studies ◽  
Integrated Stem ◽  
Equity And Access ◽  
Science Technology ◽  
The Status ◽  
Stem Literacy ◽  
Literacy Framework ◽  
And Mathematics ◽  
K 12

AbstractWe introduce a conceptual framework of K-12 STEM literacy that rightfully and intentionally positions each and every student, particularly minoritized groups, as belonging in STEM. In order to conceptualize the equity-based framework of STEM literacy, we conducted a systematic review of literature related to STEM literacy, which includes empirical studies that contribute to STEM literacy. The literature on the siloed literacies within STEM (i.e., science, technology, engineering, and mathematics literacy) also contributed to formulate the necessity of and what it means to develop STEM literacy. The Equity-Oriented STEM Literacy Framework illuminates the complexities of disrupting the status quo and rightfully transforming integrated STEM education in ways that provide equitable opportunities and access to all learners. The Equity-Oriented STEM Literacy Framework is a research-based, equity and access-focused framework that will guide research, inform practice, and provide a lens for the field that will ensure each and every student, especially minoritized students, develop, and are developing STEM literacy.

A Strengths-Based Multidisciplinary Leadership Team: A Case Study in an Urban Middle School

2018 ◽  
Vol 2 (2) ◽  
pp. 106-122
Author(s):  
Jandel Crutchfield ◽  
Johnoson Crutchfield ◽  
Jennifer Buford
Keyword(s):  
Middle School ◽  
Staff Development ◽  
School Leadership ◽  
Social Worker ◽  
Leadership Team ◽  
School Administrator ◽  
Multidisciplinary Teams ◽  
The Social ◽  
K 12

Background:For school leaders challenged with meeting the needs of students, staff, parents, and community members, strengths-based leadership approaches have proven beneficial in accomplishing goals of teacher/staff development, addressing school climate, improving relationships between parents and school, and planning interventions for student success. The purpose of the present study is: (a) to offer a description of a multidisciplinary leadership team that employs a school social worker as a school administrator in a sixth–eighth grade middle school; (b) to identify the social worker's view of the strenghs-based approach and how this influences her administrative role; and (c) to consider whether the social worker’s unique skills are valued by others in the school community, when the social worker is a member of the school’s leadership team.Methods:A case study approach was used in this study.Results:The study identifies key areas in which school leadership can be informed and opportunities for further research on how multidisciplinary teams using strengths-based approaches in intervention could prove beneficial to K–12 educational reform.

Defining Grades 9–12 Instructional Practices within a K–12 Literacy Framework

2021 ◽  
pp. 91-120
Author(s):  
Enrique A. Puig ◽  
Kathy S. Froelich
Keyword(s):  
Instructional Practices ◽  
Literacy Framework ◽  
K 12
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