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“Best Practices of Literacy Leaders has been my go-to text for my Leadership and Literacy course since the first edition was published. It has supported the preparation of my students to collaborate with administrators, teachers, and families to elevate literacy instruction in their schools. I am excited to see the addition of new chapters in this edition, particularly the chapter on writing instruction. The guiding questions, vignettes, and engagement activities anchor the learning in authentic, real-world contexts.”

—Bethanie Pletcher, EdD, Department of Curriculum, Instruction, and Learning Sciences, Texas A&M University–Corpus Christi


“This book thoroughly addresses research-supported practices for literacy leaders, within all types of school environments and for all learners. The vignettes, engagement activities, and 'Think About This' guiding queries foster in-depth discussions and empower literacy leaders to reflect on their own practices. This impactful book should be required reading for all literacy leaders in their various capacities to enhance their professional growth. When this transformative content is implemented with fidelity and consistency, students may improve their academic achievement.”

—J. Helen Perkins, EdD, Department of Instruction and Curriculum Leadership (Emeritus), University of Memphis; past president, International Literacy Association

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About the Editors

Allison Swan Dagen, PhD, is the Chester E. and Helen B. Derrick Teacher Education Endowed Professor in the College of Applied Human Sciences at West Virginia University, where she teaches graduate courses on specialized literacy professionals’ roles and literacy leadership. Dr. Swan Dagen began her teaching career as a middle school reading teacher and intermediate grade Title I math specialist. Her research interests include effective professional learning and leadership for literacy educators, the preparation of specialized literacy professionals, and online teaching. Dr. Swan Dagen serves on the Standards Committee of the International Literacy Association (ILA) and was a lead writer for the ILA's Standards 2017.

• All titles by Allison Swan Dagen

Jacy Ippolito, EdD, is Professor in the McKeown School of Education at Salem State University in Massachusetts, where he teaches courses in literacy and leadership, codirects the graduate programs in Educational Leadership, and codirects the Center for Educational Leadership. Prior to joining Salem State, Dr. Ippolito was a middle school reading specialist, drama teacher, and literacy coach. His research, publications, teaching, and consulting focus on the intersection of coaching, leadership, adolescent/disciplinary literacy, and school reform.

• Author's website
• All titles by Jacy Ippolito

Rita M. Bean, PhD, is Professor Emerita in the School of Education at the University of Pittsburgh. Before her work at the University of Pittsburgh, she was an elementary teacher and a reading specialist (K–12). Her research and publications focus on the roles of the reading specialist and the literacy coach, professional learning for teachers, and the evaluation of large-scale efforts to improve literacy instruction in elementary school. Dr. Bean has served on the board of the International Literacy Association (ILA) and as cochair of the ILA Standards Committee. She is a member of the Reading Hall of Fame.

• All titles by Rita M. Bean

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Audience

Literacy specialists, literacy coaches, classroom teachers, and administrators in PreK–12; teacher educators and graduate students.

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Course Use

Serves as a primary or supplemental text in such courses as Supervision and Administration of School Reading Programs, Literacy Leadership, Role of the Reading Specialist/Literacy Coach, and Education Administration.

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Previous editions published by Guilford:

Second Edition, © 2020
ISBN: 9781462542284

First Edition, © 2012
ISBN: 9781609189419

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New to this edition:

• Introduces a Framework for Effective Literacy Leadership that runs throughout the chapters.
• Chapters on new topics: literacy leadership for birth to age four, differentiated instruction within an MTSS framework, and building word knowledge to support multilingual students.
• New chapters on core topics: primary grade literacy, intermediate grade literacy, writing as a core literacy skill, and family–school partnerships.
• Three "Leadership in Action" extended case examples from real schools.