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Chapter Quick Win Summary Why did you select this “Quick Win”? How might you utilize this “Quick Win” strategy to
and Page Number promote confidence and long-term positive change in your role as a literacy leader?
EXAMPLE Address the most pressing I selected this “Quick Win” strategy because I know that teachers face many competing
needs of staff first…… priorities with every day in their schools, and are often burdened with unmet needs. It may
Page 17 be difficult for teachers to focus on implementing a new teaching method or learning
strategy when other needs seem more pressing for that teacher. Assisting teachers with
the needs they feel are most pressing provides an opportunity for literacy leaders to build
trust and rapport that may, in turn, facilitate future partnerships for literacy development.
Chp. 1 When implementing changes, I selected this “Quick Win” strategy because I know that schools are full of diversity I
Literacy and first focus on and support educators, and different backgrounds and experiences may lead educators to disagree or feel
Leadership: teachers who are willing to hesitant when new changes are proposed. Even though teachers are striving to provide the
Change try these changes. This will best possible education, change is still difficult, so giving support to those willing to try
ensure they receive necessary something new sets an excellent positive example for others and helps teachers accept that
support and set a positive change can be beneficial. As a literacy leader, I should always keep this in mind when
example for hesitant introducing new ideas or programs. I must acknowledge that not everyone will immediately
teachers. agree with me and that rather than focusing on naysayers, I can instead choose to support
Page 15 those willing to implement something new. This gives all involved the chance to see these
new ideas in action and I can use this success to encourage others to participate.
Recognize and acknowledge This is something I strive to do inside and outside of the classroom already, and I was pleased
Second wonderful thoughts and to see it mentioned with the association of promoting professional trust. When we can
Strategy actions of students, staff, and recognize positive things about others we work with, we help them feel valued and important
Here families. in our school community. When observing or advising a teacher, I will always begin and end
Page 24 feedback sessions with positives of their lessons. When working with students and parents, I
can point out students’ wonderful efforts and signs of growth. When working with
administrators, I can recognize their commitment to positive change in our school.
Chp. 2 Utilize small groups in the I selected this strategy because I rely greatly upon small group instruction in my classroom,
Responsive classroom because teachers and I find joy in the ways that these groups must adapt on the spot to fit students’ needs.
Instruction, can model, coach, and These groups are an excellent way for me to get a closer look at my students’ individual
Feedback formatively assess while strengths and weaknesses and use that data to shape future lessons. As a literacy leader, I
and students are receiving direct can lead small reading and writing groups within the classrooms of students who require
Assessment support from their teacher intervention. I can also model effective small groups for teachers, highlighting how to model,
and peers. coach, formatively assess, and foster an environment for students to learn from one another.
Page 46 This will equip more teachers with the skills to provided targeted, more individualized
instruction for students.
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Teach students the language This strategy resonated with me, as I am always self-analyzing the feedback I give to students.
Second involved in giving specific I consider if it is specific enough, if it made sense, and if it will help them grow. I am always
Strategy feedback, specifically noting pushing myself to give more insightful and helpful feedback, and I believe this is a struggle
Here positive aspects. Teach that many teachers are engaged in on a daily basis. Henceforth, as a literacy leader, I can help
students how to give this foster this skill in teachers. I can model what specific positive feedback looks like, provide
feedback to one another. support for this in their classrooms, and help them teach students the same skills. Helping
Page 74 teachers acquire these skills may involve professional learning opportunities or even direct
modeling.
Chp. 3
Reading and
Writing
Priorities

Second
Strategy
Here

Chp. 4 Take the time to compare As a big proponent for writing conferences, I find that this Quick Win strategy aligns with my
Reducing the early and current writing philosophy on teaching writing. This is an excellent strategy to help students articulate
Need for samples with students. different aspects of the writing process and to feel more confident in their abilities as writers.
Intervention Page 154 If students can see they have improved, they will develop more of a growth mindset that can
carry into future writing endeavors. As a literacy leader, I would hope to model this strategy
for teachers. I could model with their students or in a mock situation, with the teacher
serving as the student. We can discuss how to analyze student writing for strengths and areas
for growth, and how to guide students to recognize these things themselves. In doing this, I
can help teachers feel more equipped to discuss writing with students and support them as
writers. This will lead to a more positive outlook on writing from students and teachers alike.
Focus on filling one’s A classroom library is the selection of texts that students can most often interact with, and it
Second classroom library with high- is because of this that I believe building a high-quality, varied classroom library is essential. I
Strategy quality, high-interest texts. believe that classroom libraries should provide a wide range of texts in which students can
Here Page 162 see their interests and experiences reflected. When considering this strategy as a literacy
leader, I would find immense joy in helping teachers build their classroom library. This could
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include sending out biweekly or monthly book recommendations, information on book sales
(such as when libraries sell old texts), and even working with teachers to secure funds for
more books. As a literacy leader, I can ensure that all teachers are equipped with the texts
they need to fit their students’ varied reading interests and abilities.
Chp. 5 To help out teachers that may Especially in our current pandemic world, teachers are tired and feeling burnt out. By offering
Leadership be exhausted, offer to to cover one part of a teacher’s day to simply allow them a break, we are helping teachers
Priorities substitute for them so that feel valued and their time respected. This is something I hope to do often as a literacy leader.
they can take a break. Perhaps once a week (or more if time allows), I could set aside two hours to help out teachers
Page 197 by covering their classes. This would allow me to have more time with whole class groups and
to boost teacher morale and trust.
After an observation of a I selected this strategy after it caused me to reflect on my time as a student teacher,
Second teacher, provide positive remembering how nervous I was to receive feedback after an observation. I was fortunate to
Strategy feedback before leaving. The have supervisors who always began with immediate positive remarks, allowing me to feel
Here rest of one’s notes can be more at ease. This is what I hope to do as a literacy leader, providing immediate positive
sent or shared later. feedback to ease teacher anxiety and to help them be more receptive to more detailed notes
Page 205 later. Whenever I observe a teacher, I will be sure to not only provide immediate positive
feedback, but also compliment the teacher in front of their class so that everyone can
celebrate their accomplishments.
Chp. 6 When working with PLC I found this strategy to be quite useful, as delegating responsibilities ensures that every
Prof. Literacy teams and in PLC meetings, member of the team feels a personal investment and no one person feels that they have too
Communities establish roles with the intent many responsibilities. This will likely increase engagement and ownership of the outcomes of
of sharing responsibility. PLC meetings. When I am working with these teams as a literacy leader, I can speak with the
Page 240 team members about what kinds of roles they think are necessary and then distribute them
accordingly. I can take the preferences of team members to match them with roles they feel
most confident fulfilling. This plays into others’ strengths and creates an environment to
foster successful meetings.
Start PLC meetings by I found this strategy to be essential, as it allows time for teachers to celebrate the hard work
Second allowing small groups of they are doing and to feel appreciated by others. It encourages all teachers involved to
Strategy teachers to discuss their recognize their success and learn from the great moments of others. I will use this in future
Here classroom successes with one meetings as a literacy leader, encouraging the educators I am working with to celebrate
another. Then, allow the themselves. I would use this strategy beyond PLC meetings, such as with grade level teams.
groups to nominate members This will give teachers a more positive attitude at the start of our meetings and perhaps leave
to share their success with them feeling more willing to discuss solutions and challenges.
the whole group.
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Chp. 7 When teaching reading and This strategy is an important one to keep in mind, as many teachers (myself included) often
Sustaining writing, do not be afraid to want to use full picture books or chapters for instruction. This is great, but these texts
the Work use short texts that cover sometimes make the lesson run much longer than necessary, taking away from the
everything we want to know. instructional focus or forcing us to split the lesson into two parts. As a literacy leader, I can
Page 265 provide workshops to teachers on how to use shorter texts as appropriate. I can also connect
them with texts that are short but meet their instructional needs, as well as
recommendations for instruction upon request.
Pair new teachers with more I selected this quick win strategy because I have personally seen the impacts that a
Second experienced, knowledgeable partnership like this can have, such as when I worked with my cooperating teacher during
Strategy educators who have student teaching. Since our personalities worked well together, I felt comfortable asking for
Here personalities that would work advice and felt supported, even when things were difficult. This enhanced my learning and
well with their partners. attitude about student teaching. As a literacy leader, I would hope to aid administrators in
Page 270 making this strategy a reality. I could advise them on which experienced teachers may work
best with newer teachers, and I could provide coaching to the teams as needed.