Copyright © 2017 by John Wiley & Sons, Inc. All rights reserved.

Published by Jossey-Bass

A Wiley Brand

One Montgomery Street, Suite 1000, San Francisco, CA 94104-4594—www.josseybass.com

No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, scanning, or otherwise, except as permitted under Section 107 or 108 of the 1976 United States Copyright Act, without either the prior written permission of the publisher, or authorization through payment of the appropriate per-copy fee to the Copyright Clearance Center, Inc., 222 Rosewood Drive, Danvers, MA 01923, 978-750-8400, fax 978-646-8600, or on the Web at www.copyright.com. Requests to the publisher for permission should be addressed to the Permissions Department, John Wiley & Sons, Inc., 111 River Street, Hoboken, NJ 07030, 201-748-6011, fax 201-748-6008, or online at www.wiley.com/go/permissions.

Permission is given for individual classroom teachers to reproduce the pages and illustrations for classroom use. Reproduction of these materials for an entire school system is strictly forbidden.

Limit of Liability/Disclaimer of Warranty: While the publisher and author have used their best efforts in preparing this book, they make no representations or warranties with respect to the accuracy or completeness of the contents of this book and specifically disclaim any implied warranties of merchantability or fitness for a particular purpose. No warranty may be created or extended by sales representatives or written sales materials. The advice and strategies contained herein may not be suitable for your situation. You should consult with a professional where appropriate. Neither the publisher nor author shall be liable for any loss of profit or any other commercial damages, including but not limited to special, incidental, consequential, or other damages. Readers should be aware that Internet Web sites offered as citations and/or sources for further information may have changed or disappeared between the time this was written and when it is read.

Jossey-Bass books and products are available through most bookstores. To contact Jossey-Bass directly call our Customer Care Department within the U.S. at 800-956-7739, outside the U.S. at 317-572-3986, or fax 317-572-4002.

Wiley publishes in a variety of print and electronic formats and by print-on-demand. Some material included with standard print versions of this book may not be included in e-books or in print-on-demand. If this book refers to media such as a CD or DVD that is not included in the version you purchased, you may download this material at http://booksupport.wiley.com. For more information about Wiley products, visit www.wiley.com.

The contents of this book were developed under a grant from the U.S. Department of Education, Investing in Innovation (i3) Program, grant number U396B10025. However, these contents do not necessarily represent the policy of the Department of Education nor endorsement by the federal government.

Library of Congress Cataloging-in-Publication Data

Names: Schoenbach, Ruth, author. | Greenleaf, Cynthia, author. | Murphy, Lynn, author.

Title: Leading for literacy : a Reading Apprenticeship approach / Ruth Schoenbach, Cynthia Greenleaf, Lynn Murphy.

Description: San Francisco, CA : Jossey-Bass; Hoboken, NJ : John Wiley & Sons, 2016. | Includes index.

Identifiers: LCCN 2016027834 | ISBN 9781118437261 (pbk.) | ISBN 9781119321309 (ePDF) | ISBN 9781119321675 (epub)

Subjects: LCSH: Literacy programs. | Reading promotion.

Classification: LCC LC149 .S39 2016 | DDC 379.2/4—dc23 LC record available at https://lccn.loc.gov/2016027834

Cover Images and Author Photos: © WestEd

Cover Design: Christian Holden

These resources are available to be downloaded from the Reading Apprenticeship website, http://readingapprenticeship.org/publications/downloadableresources/Permission is given for individuals to reproduce these for use in leading Reading Apprenticeship professional learning. No other reproduction of these materials is permissible. (See explicitly the copyright page of this volume.)

I AM ALWAYS happy to find people in our field who combine theory and practice as part of their professional DNA. And I am especially pleased when that work has a clear focus on empowering students through critical literacy — needed now more than ever. This book, the result of several decades of work by the authors and their colleagues, is rooted in a critical literacy approach they call Reading Apprenticeship, which deeply integrates theory and practice. The work this book describes also happens to have a long record of research showing positive impact for student learning, which of course is another strong plus.

While everyone agrees that all students deserve great teaching and that all teachers will benefit from meaningful support, we also know that we must invest our professional learning dollars and time wisely. Those of us who have long advocated for professional learning know that there are qualities that set highly effective teacher learning efforts apart from traditional professional development. The Reading Apprenticeship approach builds on teachers' own knowledge and expertise, challenges teachers with new research‐based insights, and provides structured opportunities for them to explore their own reading and comprehension processes as a foundation for apprenticing students to reading, writing, thinking, and speaking in the different disciplines. Ultimately, this approach expands teachers' visions of their students' capabilities.

The authors of this book bring us something rare in their lively tour of schools, districts, college campuses, and larger networks. Rather than instances where teachers simply learn a set of strategies, the authors offer powerful examples of professional learning communities engaging in deep inquiry into the many ways of reading and responding to texts in different disciplines. They show us how these reading inquiries can lead not only to profound changes for students in individual classrooms but also across schools, systems, and statewide networks.

Teacher leaders, administrators, and others interested in building strong inquiry communities to strengthen disciplinary literacy will find many practical steps, examples, and insights for adapting their own Reading Apprenticeship work. Readers will also find stories of teachers' and administrators' resourcefulness and persistence throughout this book.

As someone who has advocated for this kind of embedded and reflective professional development for years, I especially appreciate several of the themes the authors explore in Leading for Literacy:

• Building teachers' generative knowledge — beyond learning to employ a set of reading strategies in classrooms, teachers become able to make the kind of moment‐to‐moment professional judgments needed to help students develop dispositions necessary for academic engagement and success;
• Creating clear structures for collaborative work among teams of teachers who are working to improve their practice, and grounding that work in classroom‐based formative assessment;
• Encouraging teachers to spend time not only discussing student work and lesson designs, but also to focus on close examination of their own reading processes, with challenging texts in their disciplines;
• Emphasizing the importance of teacher leadership, teacher–administrator collaboration, and administrators' involvement to support and sustain a new intervention, like the Reading Apprenticeship Framework; and
• Acknowledging the real impact of initiative fatigue and helping educators understand how Reading Apprenticeship is at the leading edge of school improvement initiatives and can serve to bring other initiatives together.

Stepping into the stories and hard‐won lessons of this book, I found myself encouraged by visions of hopeful futures for our middle schools, high schools, and colleges — with vibrant professional learning at the core. I hope you will find some of that same inspiration here.