A campus-based leadership team consists of a group of school leaders at the campus level who possess knowledge of literacy development and have experience with age-appropriate literacy instruction for secondary students. Leadership teams may include principals, department heads, instructional coaches, teachers, special education teachers, librarians, parents and families, and others who impact literacy achievement for students on your campus.
Contributions from members with a variety of experiences and areas of expertise will benefit the team. All members, regardless of their campus position, will act as leaders in the efforts to implement the TSLP and improve literacy for students on your campus.
Per the TSLP, it’s important to define the roles and responsibilities of the campus-based leadership team. Defined leadership roles and responsibilities improve communication and strengthen the outcomes of the data-informed plan for improving literacy instruction. Putting this information in writing will help ensure that members understand their roles and responsibilities.
The following are examples of team member responsibilities:
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Setting dates, times, and locations of the meeting
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Creating agendas and sending them to all team members at least one week ahead of time
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Researching information and resources to support literacy for secondary students
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Gathering, analyzing, and sharing data
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Asking colleagues who are not on the leadership team for input
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Disseminating information about literacy improvement efforts
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Planning professional development
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Meeting with community partners
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Communicating with leaders at other campuses and at the district level to coordinate efforts
These roles are in addition to the main work of your team: to develop, implement, and continually review and adjust your data-informed plan for improving literacy instruction, focused on improving literacy outcomes for all students. You will learn more about creating and implementing your plan in Action Step Lesson L3. Team members should be aware of one another’s assignments and contributions to the team. This way, new ideas and problems can be shared with the appropriate members. Everyone benefits when there are clear responsibilities and roles.
As you and your team meet and share your expertise, you will work collaboratively to problem solve and make informed decisions. These decisions regarding the implementation of your data-informed plan for improving literacy instruction will all focus on the overarching goal of the plan: improved literacy outcomes for all students on your campus.