Acknowledgements; Contents; About the Authors ; Introduction; The Role of the Australian Primary Principals Association (APPA); A National Initiative in a Federal System; The Legacy; 1 Leadership for Learning Research; Introduction; Why Focus on Principals?; Shifts in School Leadership Literature; Five Leadership for Learning Studies; Conclusion; 2 The PALL Approach; PALL Positions; The PALL Leadership Learning Modules; Module 1: Leadership for Learning-What the Research Says; Module 2: What Leaders Need to Know About Learning to Read; Module 3: Leading Literacy Data Gathering and Analysis. Module 4: Designing, Implementing and Monitoring Literacy InterventionsModule 5: Intervention Evaluation and Future Planning; Summary; Judging the Quality of the PALL Leadership Learning Design; The Accompanying PALL Research Program; Data Collected; Case Studies; Research Questions; Methods/Data Collection; Conclusion; 3 Using Disciplined Dialogue and Evidence to Build a Strong Moral Purpose; Why Do Professionals Use Processes Such as Disciplined Dialogue?; What Is Disciplined Dialogue?; How Is Disciplined Dialogue Conducted?; An Illustration of Disciplined Dialogue in Action. Disciplined Dialogue in ActionWhat is the Role of Principals and Other School Leaders in Disciplined Dialogue?; What Does the PALL Research Tell Us Are the Benefits of Disciplined Dialogue?; Summary; Conclusion; 4 A Focus on Curriculum and Pedagogy; Introduction; Knowledge About Evidence-Based Research; What Needs to Be Taught and Why?; The BIG 6; Oral Language; Vocabulary; Phonological Awareness; Letter-Sound Knowledge; Comprehension; Fluency; Common Features Across the Research Reports; Valuing and (Re)Calibrating Professional Learning; Use of the Literacy Practices Guide (LPG). Putting the Lens on Assessment ProcessesMoving from Evidence-Based Research to Prioritizing and Planning; Moving from Prioritizing and Planning to Everyday Reading Instruction; Approaches to Reading Intervention: Waves 1, 2, and 3; Conclusions; 5 Shared Leadership; Leadership as Activity Rather Than Leadership as Position; PALL's Research Position on Leadership; A Shared Moral Purpose Leading to Opportunities for Shared Leadership; Turning the PALL Program into School-Level Actions; Challenges and Opportunities Related to Sharing Leadership Work; Incremental Steps Towards Shared Leadership. ContextHuman Agency; Agency of Teachers as Leaders; Agency Outside the Schools; Conclusion; 6 Professional Learning for Both Leaders and Teachers; Introduction; PALL's Research Position on Professional Development; Supporting School Leaders for Reading Improvement; Principals Supporting the Development of Teacher Leadership in Reading; Conclusion; 7 Establishing Positive Conditions for Learning; Introduction; Leadership Through the Alignment of School Resources for Reading Improvement; Leadership and the Physical, Social and Emotional Support of Learners.

This book focuses on what school leaders need to know and understand about leadership for learning, and for learning to read in particular. It brings together theory, research and practice on leadership for literacy. The book reports on the findings from six studies that followed school principals from their involvement in a professional learning program consisting of five modules on leadership and the teaching of reading, to implementation action in their schools. It describes how they applied a range of strategies to create leadership partnerships with their teachers, pursuing eight related dimensions from a Leadership for Learning framework or blueprint. The early chapters of the book feature the use of practical tools as a focus for leadership activity. These chapters consider, for example, how principals and teachers can develop deeper understandings of their schools' contexts; how professional discussions can be conducted with a process called 'disciplined dialogue'; and how principals might encourage approaches to shared leadership with their teachers. The overall findings presented in this book emphasise five positive positions on leadership for learning to read: the importance of an agreed moral purpose; sharing leadership for improvement; understanding what learning to read involves; implementing and evaluating reading interventions; and recognising the need for support for leaders' learning on-the-job.