Leadership-Influenced Practices that Impact Classroom Instruction Related to Writing: a case Study of a

Appendix G

Reeves’ 2004 Theory of Accountability for Learning

Table A3
Comparison of Leadership Themes to Reeves’ Theory of Accountability for Learning

Reeves (2004)	Johnson (2007) Similar	Johnson (2007) Additional
Leadership	Leadership is accountable through being: -knowledgeable about effective strategies -coaches effective strategies -discusses effective strategies -supports effective strategies
Curriculum	Curriculum experienced in three ways: -discussed by teachers -mapped out by teachers -aligned to report cards by district
Leaders	Leaders are accountable for learning: -provides professional development related to effective classroom practice
Teaching	Effective practices: -are used in the classroom -are recorded -are assessed
Framework for Teaching Strategies		Effective literacy strategies organized into a framework -phonics -guided reading -self selected reading -writing

Appendix H

Study of Instructional Strategies

Table A4
Comparison of Instructional Themes to Marzano’s (2003) Study of Instructional Strategies that Affect Student Achievement

Marzano	Johnson (2007) Similar	Johnson (2007) Different
Effective Instructional Practices		Effective strategies organized into instructional framework
Identifying similarities and differences	Identifying similarities and differences taught in four blocks
Summarizing and Note Taking	Summarizing and note taking practiced in two blocks Guided, Self-selected
Reinforcing effort and providing recognition	Reinforcement and recognition given during four blocks
Homework and practice	Practice given four ways
Nonlinguistic representations	Word activities involve the senses Phonics block
Cooperative learning	Cooperative learning in two ways: Phonics - Word games Guided - Cooperative learning
Setting objectives and providing feedback	Feedback given four times and ways in four blocks
Generating and testing hypotheses	Testing hypotheses done in: Guided – comprehension activity
Questions, cues, and advance organizers	Questioning done in: Guided – comprehension

Appendix I

Cunningham & Hall’s (1998) Literacy Framework

Table A5
Comparison of Instructional Themes to Cunningham & Hall’s (1998) Literacy Framework

Cunningham & Hall (1998, 2003)	Johnson (2007) Similar	Johnson (2007) Additional
Checklist for Framework of Instructional Strategies is provided	Checklist for Framework of Instructional Strategies is used to supervise
		Curriculum is discussed and aligned with the report card for the instructional strategies in four blocks
		Professional Development provided for instructional strategies of the four blocks
Leaders are knowledgeable about the strategies within the framework	Leaders are knowledgeable about the strategies within the framework
Effective literacy strategies are organized into a framework -phonics -guided reading -self selected reading -writing	Effective literacy strategies are organized into a framework -phonics -guided reading -self selected reading -writing

Appendix J

Framework of Effective Writing Strategies

Table A6
Comparison of Writing Practices to Calkins’ (1994) Framework of Effective Writing Strategies

Calkins (1994)	Johnson (2007) Similar	Johnson (2007) Additional Findings
Leadership not mentioned		Leadership related practices support writing
Strategies not in a framework		Strategies organized into instructional framework
Findings
		Additional Practice of Findings
Objective and Purpose to be viewed as authors	Practiced in writing block – model author’s craft, 6 Traits	Phonics - know word structure Guided – author’s purpose SS – know structure and genre
Choose own topic	Practiced in writing block– choose own topic	Phonics - know word structure Guided – author’s purpose SS – read at grade level, enjoy
Modeling	Practiced in writing block - model	Phonics – model how to write Guided – model think-aloud SS – model writing genre
Revise	Practiced in writing block - conference	Phonics – working with words
Write	Practiced in writing block - model	Phonics – on the back, transfer Guided – author’s purpose SS – conference about authors
Share	Practiced in writing block – write, share	Phonics – share activities Guided - share SS - share