English Leadership Quarterly
English Leadership Quarterly helps department chairs, K–12 supervisors, and other leaders in their roles improving the quality of literacy instruction.
English Leadership Quarterly
Vol. 41, No. 3, February 2019
Kate B. Oberg
Teachers are in positions of leadership and, as such, have an important role to play in the promotion of social justice and the care of individual students. We now know that being a good leader in terms of social justice pedagogy involves proactive, vocal, and active support, inclusive of all individuals and groups. This is done both on a large scale and at the microaffirmative level. Two applicable incidents are examined here: one in the high school setting and the other in a preservice training experience. The incidents demonstrate the need for justice-oriented microaffirmations and suggest how much potential they offer for students and societal benefit. It is hoped that further attention, use, and research will be given to the effects of microaffirmations as well as how to become and remain effective social justice pedagogists in a sometimes uncooperative environment.
Henry “Cody’’ Miller
This article outlines how to balance the aims of social justice change with institutional and state-mandates. Drawing on the author’s experiences incorporating LGBTQ young adult literature into a secondary English language arts department, the article provides suggestions for other teachers who wish to be “radical pragmatists.” The framework of the “radical pragmatic” illustrates how teachers can create change for justice in a standardized landscape.
Mary F. Rice
This article presents three shifts that literacy leaders can make to support rural teachers in implementing technologies. These examples use different kinds of devices and different types of literacy leaders to tell the stories. A theoretical basis that is intended to be practice friendly is presented alongside the examples from practice. Rural ELA teachers seem to face particular challenges in using technologies to teach literacies. Thus, rural literacy leaders are constantly working to support a small pool of mostly newly hired teachers to use technologies. Rural districts have a smaller tax base and far fewer revenues come from business. Thus, individual families pay for education in rural areas and not corporate entities. Teachers benefit when specific shifts in perspectives are made by teachers and leaders in tandem. These shifts are the focus of the paper. While overarching policy decisions are critical to ensuring access to new and emerging literacies and technologies, it is often the seemingly small decisions about how to apply policies that really distinguish literacy leaders who can sustain change from those who will struggle to do so.
Erinn Bentley and Kim Cason
The English education program in which the authors work provides individualized learning and support for teacher candidates through their preservice semesters and into their induction years of teaching. This article focuses on personalized PD in three stages of teacher development: Preservice (semester prior to student teaching), student teaching, and induction.
Rachael E. Gabriel
In this article, I describe how I have used two models of adult learning and organizational change to shift the way I plan for adult learning in the departments and schools where I coach and consult. I present concepts that reframe professional learning and concrete strategies for supporting sustained change over time.