Summary Of Leadership In Reading

Leadership in Reading: Looking into Professional Learning Communities within Indigenous groups The aim of this literature review is to seek for definitions of leadership in reading, professional learning communities, and community based literacy programs to determine the possible paths for designing literacy programs in remote indigenous communities. It was also considered the experience in other contexts within indigenous populations to achieve a knowledge base on experiences. The context of the remote indigenous population, in this particular the Shuar community case, will be also considered to base the conclusions of this review. With this aim on mind, this literature review attempts to answer three questions:

1) Summarize current definitions

In this vein, In a study conducted by Wepner, and Quatroche (2011), the participants, 16 instructors of a course related to literacy leadership in a master’s program, described as a necessity for reading specialists candidates to develop their leadership skills which could be measured through their ability to work with other teachers within their schools or districts. The findings of this study also showed that the participants pointed the need of real-word practice experience for the reading specialist candidates. Some of the practices that these participants mentioned to be useful for developing literacy leadership skills included to release the reading specialist time from their classrooms to have opportunities to work with and assist other teachers, the administrators, and the districts. The importance of Wepmer, and Quatroche’s (2011) findings orientate the definition of leadership in reading as one of the core skills that reading specialists need to learn about and develop over their professional time. However, the results also point that the successful leadership role in reading responds to the support that the reading specialists receives from others, especially from

In an article written for Education Leadership, the journal of the Association for Supervision and Curriculum Development (ASCD), Lambert (2002) claimed for an instructional leadership shared by the community; understanding by community all of those who are related to students' development, and understanding leadership as professional work of everyone in school settings. The author proposed the center of the definition of leadership as being responsible of the learning of colleagues. This core definition is grounded under three premises: 1) everyone has the right, responsibility, and ability to be a reader; 2) how we define leadership influences how people participate; and 3) Educators yearn to be more fully purposeful, professional human beings. Lambert (2002) also posited that instructional leadership will produce sustainable school improvement by making possible for educators, administrators, parents and students to participate together as mutual learners and leaders. In order to achieve this improvement, Lambert (2002) proposed a framework for shared leadership which