Elucidates five guidelines to be considered by administrators and teachers as they cooperatively attempt to hire qualified reading professionals. Includes a checklist for the recruitment of qualified reading professionals. (SR)

Hiring qualified reading professionals is a complex process involving a variety of considerations. The "Standards of Reading Professionals (revised in 1994 by the Professional Standards and Ethics Committee of the International Reading Association) provides a framework for the knowledge base reading educators should possess. However, other…

At the Hauppauge School District, a committee of educators became involved in a project concerning teacher evaluation of administrators. The committee devised an evaluation instrument in relation to the district's philosophy of education and to the administrator's job descriptions. Describes the completed instrument. (Author/RK)

Discusses encouraging lifetime professional literacy for teachers via teacher-led workshops, collaboration between administrators and teachers, and school time allocated for reading and collaborating. (SR)

Annotates 21 sources of information about the role of effective administrative leadership in the school reading program. (FL)

Offers suggestions for administrators when they observe content area classrooms with a whole language thrust. Discusses instructional goals, sharing the learning-teaching process, classroom organization, classroom library, writing, and importance of meaning. (SR)

Suggests ways principals can work cooperatively with teachers to support independent reading as an important and integral part of the language arts program. (SR)

School administrators should realize that independent reading is an important and integral part of the language arts program, that it takes into consideration important skills and strategies, and that it requires risk-taking in a supportive environment. Principals can provide such support by working cooperatively with teachers during every phase…

Administrators should realize that whole language is a multidimensional belief system, that everyone involved in its implementation must become a learner, and that this process requires risk taking in a supportive environment. Principals can provide such support by working cooperatively with teachers during every phase of implementation. The…

Building principals who demonstrate positive language arts leadership can have a major impact on children's literacy learning. Even extremely busy administrators can find time to read educational newspapers and newsletters, which provide pertinent information about forthcoming workshops and conferences, professional and instructional resources,…

For better or worse, administrators observing classroom teaching is a leadership priority in many American schools. In a whole language environment, a variety of activities are usually occurring simultaneously. Goals are therefore needed to provide instructional direction and to clarify for observers, the teacher, and students why the students are…

To help principals improve as reading leaders, teachers should first provide them with feedback. Although informal comments are important to administrators, teachers' formal feedback in a survey or questionnaire helps to objectify the evaluation process and to provide principals with a more complete picture. Specifically, teachers can call to…

Suggests that the principal give impetus for students to practice wide reading in specific fields by scheduling free reading periods and by providing teacher inservice training. (FL)

Maintains that one of the most important contributions a principal can make to remedial and at-risk students is to support independent reading. Discusses curricular congruence and the use of sustained silent reading, paired repeated reading, maintenance of reading levels, reading recovery, and paired reading for prevention as well as remediation.…