In this article, the authors describe the various ways they have centered community while implementing disciplinary literacy in their district. They outline how the work began, the role of professional learning, and the systemic approaches that are effectively moving the work forward. This story offers an alternate approach to implementation--one that honors educators' expertise, differentiates approaches, and develops collective efficacy.
Author Bio
Ms. Jenelle Williams is a Literacy Consultant at Oakland Intermediate School District (Oakland Schools). She is interested in adolescent literacy, disciplinary literacy, and culturally sustaining practices. She can be reached at .
Ms. Stacie Angel has worked for Berkley Schools for most of her 26 years in education. Throughout her career she has been a high school English teacher, middle school counselor, and instructional coach. Currently, she serves the district as the Supervisor of Instructional Services. This role combines many of her passion areas including ensuring strong early literacy instruction, equitable support for all students, and leading disciplinary literacy work with secondary teachers. She can be reached at .
Ms. Jennifer Wilcox is a Curriculum Coordinator at Berkley Schools. She is interested in all things Math and Science, Disciplinary Literacy, and Teacher Leadership. She can be reached at .
Ms. Angela Church is a secondary instructional coach at Berkley High School in Berkley, MI. She is interested in metacognitive thinking, student-centered instruction, and disciplinary literacy. She can be reached at .
Recommended Citation
Williams, Jenelle; Angel, Stacie; Wilcox, Jennifer; and Church, Angela
(2023)
"Centering Community in Disciplinary Literacy Implementation: One District’s Story,"
Michigan Reading Journal: Vol. 55:
Iss.
2, Article 10.
Available at:
https://scholarworks.gvsu.edu/mrj/vol55/iss2/10
