Leadership in Literacy Instruction: Promoting Effective School-Wide Programs

Leadership Role in Literacy Instruction

by Dustin Flowers New

School leaders need to be involved in the design of the school’s reading and writing program as only they can see and plan for the whole school. The principal is the one person that can develop a unified and cohesive plan for all aspects of literacy across the whole school. Literacy instruction is easily relegated to a list of disconnected lessons that do not build upon each other from grade to grade or integrate important areas if it is not under direct leadership. A school may have a strong phonics program for its early readers but as Shanahan (2003) explains, reading instruction is more than phonics and should include vocabulary and comprehension for older readers (Herrera et al., 2016). The principal’s job is to ensure all those pieces are in place. Leaders also need to advocate for a blending of skills in writing, speaking, and “new” literacies like digital literacy and the way those skills work together. As Cakiroglu (2018) notes, literacy skills are better developed when integrated, and Lankshear & Knobel (2018) advocate for the addition of the “new literacies” to the core. In my own experience, the only time I saw sustained increases in student literacy was when principals evolved from building managers to instructional leaders who organized and supported teacher collaboration and provided them with the necessary tools. Without an active leader in the school to lead and coordinate, a school literacy program is destined to be disjointed and ineffective.

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Importance for School Leaders to Take an Active Role in Literacy Design?

Literacy design provides resources and professional development tools to help educators create high-quality literacy that aligns with state and national standards, ultimately improving student learning outcomes. Literacy design can include curriculum design, instructional design, inclusive design, and visual literacy design. This is also true for higher education. As a nurse educator and a leader in the school of nursing, leadership needs to take an active role in literacy design. Not all students learn at the same pace, and all stakeholders need to be aware that producing high-quality literacy instruction is a shared vision that empowers educators to promote continuous learning for students and faculty alike (Bean & Ippolito, n.d.). If all stakeholders do not share leadership, then student learning outcomes will not be met, and this could jeopardize the state and national accreditation standards. Leaders also identify and promote faculty development to assist in the development of literacy initiatives (Overstreet, 2023).

Reflection on Own Experiences with Literacy Leadership

As a nurse educator, I have direct contact with my students’ learning in higher education. I teach didactics for core nursing courses, and it is my responsibility to create new exam questions that not only cover the course content but also expand students’ knowledge on how to approach NCLEX-style questions to pass their national nursing exam and become a registered nurse. When exams are taken, I analyze the analytics of each exam question to determine if the questions measured what they were supposed to. Additionally, reviewing the analytics enables me to determine if the students have understood the content. As a nurse educator in the academic setting for twenty years, I have been and continue to be a mentor to novice educators, helping them navigate the leadership process and assisting others in improving their instructional practices. One thing about nurses is that we know how to utilize technology in the clinical setting, but when it comes to new technology being developed, we often fall behind. Our students are more advanced than we are, as they have grown up with technology, while most of us remember when the internet first became available. As a faculty, we take professional development seriously and continue to strive to adapt as technology evolves. We have high-tech equipment that simulates patient care in various settings, including code situations and birthing babies. Our new initiative is embracing AI and helping our students use it effectively. It is not intended to complete their homework assignments, but rather to supplement NCLEX-style application questions for their exams.

Guidelines for Students:

1. Introduction:

   • Define literacy leadership and its significance in K–12 and higher education settings.

   • Explain why school leaders (principals, department heads, program directors) must actively engage in literacy planning.

2. Importance of Active Leadership in Literacy Design:

   • Discuss how leaders ensure integration across reading, writing, speaking, listening, and digital literacy.

   • Highlight the connection between leadership and student outcomes, including state and national accreditation requirements.

   • Explain the role of leaders in providing resources, professional development, and advocacy for faculty and staff.

3. Evidence and Research:

   • Cite research supporting integrated literacy programs and leadership influence on student achievement (e.g., Shanahan, Cakiroglu, Lankshear & Knobel).

   • Include examples of best practices for literacy design, curriculum alignment, and skill integration.

4. Reflection on Personal Experience:

   • Share firsthand experience in literacy leadership (e.g., mentoring, curriculum design, assessment analysis, technology integration).

   • Discuss challenges and strategies for promoting literacy among students and faculty.

   • Highlight the use of technology, simulation, or AI to enhance literacy and critical thinking.

5. Conclusion:

   • Summarize the role of leadership in ensuring cohesive and effective literacy programs.

   • Emphasize the ongoing need for professional development and adapting to technological advances.

6. Formatting and Submission:

   • Use APA 7th edition format with title page, in-text citations, and references.

   • Maintain clear, cohesive structure with headings to separate sections.

   • Provide examples, research support, and personal reflection to demonstrate understanding.

This structure ensures the discussion emphasizes both the theoretical and practical aspects of literacy leadership while connecting research, personal experience, and best practices.

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