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=Literacy Notes:= This site is dedicated to the compilation and sharing of information about effective literacy learning now. The information will be irganized in categories that will support educators in locating useful online literacy resources for their professional learning.
 * Introduction: **

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I have come to understand the significant role of purpose and audience when writing and also believe these factors can support a readers’ comprehension as he/she engages with a text, let me begin by stating the intended purpose and audience for this text. ======


 * ======'It is what teachers think, what teachers do, and what teachers are at the level of the classroom that ultimately shapes the kind of learning thatyoung people get.' Andy Hargreaves and Michael Fullan====== ||
 * Purpose : **

For the last decade or more, research about what makes a difference for student achievement has consistently identified the single most important determinant of what students learn as what their teachers know. Teacher qualifications, teacher’s knowledge and skills, makes more difference for student learning than any other single factor. 1 Given this reality, it will be helpful to have clear statements about the competencies educators need so that we can efficiently and effectively initiate and support the development of the required professional learning processes. This document provides: self assessment rubrics and guidelines for administrators which will support reflective processes and effective evaluation processes.
 * a summary of the knowledge and skills //all// educators require in order to support effective literacy development for //all// students in the 21st century,
 * suggested print and online resources for specific concepts or skills, and
 * **Insert family circus cartoon about going in circles and add caption** ||
 * **Insert family circus cartoon about going in circles and add caption** ||

This information can be used to focus professional learning initiatives intended to improve student literacy levels and academic achievement.
 * Audience: **

This document is intended to support all of those who have shared responsibility for the preparation and on-going professional learning for all K-12 educators, including:
 * Prominent educational leaders comment on Teacher Education for the 21st century [] ||

Anyone engaged in planning or implementing processes to support the knowledge and skill development for educators in support of literacy can use this document as a reference guide to the pedagogy and communication skills that support effective literacy learning.
 * All teachers, K-12,
 * All administrators, K-12,
 * Provincial and state curriculum, student services and professional development consultants ,
 * Staff of school boards or districts,
 * Literacy, instruction or curriculum coaches,
 * University faculties of education,
 * Teacher professional organizations and unions,
 * School based school development teams, and
 * Professional learning communities.

- Malcolm X || Information gained through the self- assessment processes will ensure that the current knowledge and skill level of any specific group of educators is used as a starting point for new learning based on the expressed interests and priorities identified by the group itself.
 * We can't teach what we don't know, and we can't lead where we can't go.

If our schools are going to improve the literacy learning of all students, we must ensure that all teachers and administrators, K-12, and across all subjects:
 * 1) understand the literacies students require to be successful citizens in 2012 and beyond,
 * 2) develop competence with the knowledge, skills and attitudes they need to support the development of 21st century literate students,
 * 3) adopt effective literacy and learning instructional practices, and
 * 4) discard those instructional practices that are no longer supported as effective by research.

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