Embedded Files
Clarify the structure and purpose of the campus literacy leadership team | Evaluate what a high-functioning campus literacy leadership team looks like in practice, what it prioritizes, and how it operates, so that each campus leader can refine the team's purpose, shared mindsets, roles, meeting cadence, and actions around K–2 literacy outcomes.
Activity: How in the work are you and your systems?
Activity: How in the work are you and your systems?
Make a copy of the How in the work are you and your systems? Activity File
Complete the individual self rating
As you complete the tool below, ground your ratings in evidence. Pull up your calendar from the past two weeks and consider:
What does my time actually show about what I prioritize?
Where am I fully engaged versus partially present?
What level of ownership do my actions reflect?
Complete the individual reflection response
Group Share Out | Campus Team Discussion - How in the work are you and your systems?
Group Share Out | Campus Team Discussion - How in the work are you and your systems?
Compare your responses and look for patterns across your team. The goal is to understand how consistently this work is being led and where gaps in ownership or presence exist.
Across our team, what percentage of K–2 PLCs has at least one literacy leader actively participating?
Across our team, how consistently are we in classrooms observing K–2 instruction each week?
If we asked each grade-level team, “Who owns coaching follow-up after a walkthrough?”— would we get a consistent answer? If not, where is the confusion?
Across these structures, where is the leadership of the work weakest or most inconsistent?
What is one structure we need to strengthen first, and who will own improving it over the next 2–3 weeks?
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