diverse vocabulary, it sets the stage for word learning to occur throughout the entire day in every classroom. In short, vocabulary instruction becomes part of the core instruction in every subject—not just English language arts—and for every student. In this chapter, we’ll examine how to develop a word-learning culture, avoid pitfalls, establish collaborative teams, address resistance to change, and select digital tools to help support collaboration and continual professional development. We’ll also describe school and district literacy leadership team exemplars. In the long term, we believe that a thoughtful and diverse literacy leadership team provides the necessary foundation for creating, supporting, and sustaining a culture of word learning that will make a positive difference in the lives of your students.
Avoiding Pitfalls
Schools that enthusiastically embrace vocabulary and literacy development have typically grappled with sagging student achievement for some time. They often have a clear idea of literacy strengths and gaps based on collecting and reviewing achievement data. By targeting defined areas for improvement, they have a road map to follow. Leaders are eager to begin tackling their short- and long-term goals. However, in our work with principals and teachers, we have found that enthusiasm for word learning can sometimes actually get in the way of moving forward.
The scenario might look something like this. A principal talks with a few key teachers, makes a general announcement at the staff meeting about the new literacy initiative, and schedules several targeted professional development days focused on building a repertoire of instructional vocabulary strategies. Though well intentioned, the principal in this scenario sets up a schoolwide vocabulary initiative to become just another initiative. Invariably, some teachers will wait it out and count on the enthusiasm and the initiative to disappear eventually. Resistance has already begun. More important, with enough resisters, no real change will occur.
Why does this approach fail? Because it treats a literacy improvement initiative as if it’s a procedural or structural change such as changing the bell times or bus schedule rather than a cultural change. Cultural changes are about transforming ways of thinking and doing. In contrast to simple procedural changes, cultural changes often meet with more resistance. However, recognizing and working toward developing a culture that supports word learning across classrooms will, in the long term, provide for continual and sustainable integration to support curricula and standards.
Developing a Literacy Leadership Team
Establishing a literacy leadership team helps ensure a strong start to provide the support teachers will need. Intentionality and planning will make a difference in whether the implementation plan will take hold and create the change necessary to reach long-term goals that result in improved student achievement. Therefore, a literacy leadership team that includes respected and influential teachers is critical.
While there is no one model of a literacy leadership team, we think that it should comprise a diverse group that includes teacher leaders from varied grade levels and content areas, an instructional or literacy coach, special education and EL teachers, a media specialist, a community outreach liaison, and a lead learner or administrator. Teams may be established in several ways. For example, team members may come from an existing school improvement team, or they may be members of a literacy or curriculum team. Establishing the team largely depends on the makeup of the school and how those groups are determined. In all cases, a diverse and inclusive team provides multiple perspectives and insights that range from how to best support teachers to reaching out to parents and community members who can also participate in the word-learning effort. As we see it, the primary purpose for the team is to communicate with, represent, and support teachers in their professional learning. The International Literacy Association’s (n.d.) Standards for Reading Professionals provides additional information for those who wish to further define the roles and responsibilities of team members.
Regardless of a team’s makeup, it is very important that members have a foundational knowledge of direct and indirect strategies for teaching vocabulary. Direct (or explicit) strategies include intentional word-learning opportunities, and indirect strategies refer to incidental word learning that can occur independently in a literacy-rich and word-conscious environment. Teachers can review and practice with integrated digital tools, apps, and games. These two main categories are a great place to begin when laying the foundation for vocabulary instruction across classrooms, so it is essential that all members have clarity on these concepts. See chapter 4 for a more in-depth discussion of these methods, and refer to chapters 5 and 6 for examples of specific applications in the classroom.
The familiar adage “Go slow to go fast” applies in the case of literacy leadership teams. Slowing down and taking the time to develop a team may seem unimportant or time consuming. However, we believe the long-term benefits are worth the effort.
Addressing Resistance
It is normal to experience resistance and pushback. Leadership teams can neutralize the negativity of those teachers who may be less than enthusiastic by discussing, planning, and establishing support structures before the real work of improved instruction begins. In the early stages, the literacy leadership team should provide the necessary expertise and leadership to support teachers as they begin implementing effective word-learning strategies.
As learning and practices deepen, team members use the principles of tight and loose leadership (DuFour & Eaker, 1998) around specific parameters for vocabulary instruction across the school. For example, they may decide that every teacher must provide direct vocabulary instruction each day in some manner (tight parameter); however, teachers determine which strategies and tools work best to support word learning for their students (loose parameter). Finally, the literacy leadership team may provide additional support and feedback to teacher teams and encourage collaboration and sharing through the use of digital tools.
Using Collaborative Tools to Support Literacy Leadership Teams
Sharing among teams and teachers is a key ingredient, we think, to keep the momentum strong across schools and is also important for continual improvement. Our term blended vocabulary refers not only to blending direct instruction with digital tools that extend word learning but also to blending formats of professional learning and collaboration. Teams can collaborate more simply than they once could. Traditional forms of professional learning may include sharing in staff meetings, learning from a literacy expert during a professional development day, engaging in book studies, and collaborating within a structure such as professional learning communities. While sharing and collaborating occurs during these opportunities, it can sometimes be limited to face-to-face encounters. Digital tools that support collaboration, on the other hand, allow teachers and teams to share beyond the constraints of designated times and in-person meetings, and provide a host of advantages that more traditional formats do not easily achieve. The following sections describe several effective tools and their key collaborative features. Visit go.SolutionTree.com/literacy for live links to these resources.
Shared Notebooks
Evernote (https://evernote.com), OneNote (www.onenote.com), and LiveBinders (www.livebinders.com) are web-based note-taking tools with sharing capabilities. Individuals create their own accounts to which they can easily add notes and notebooks. These tools have many advantages over traditional paper notebooks. Think of these tools as virtual filing cabinets. You can store various folders (called notebooks in these tools), each containing files (notes or pages). Useful features
