ABSTRACT
This chapter clarifies conditions that permit educators and students to engage in principled literacy practices. Principled practices such as connecting students with print, promoting active learning, and developing critical perspectives are complex undertakings that require considerable support. Teachers take on countless classroom roles, serving as subject-matter experts, counselors, and mediators; disciplinarians, facilitators, and gate keepers. Serving as a classroom leader is a significant role many teachers assume when working toward principled practices. Literacy leaders maintain collective attention to what is important. They communicate regularly with others, engaging in activities such as developing their staff's capabilities, designing curriculum, and updating stakeholders on program results. Literacy leaders play a major role in supporting literacy commitments. Literacy advisory councils consist of stakeholders such as community members, parents, students, teachers, district and school administrators, department chairs and team leaders, curriculum co-ordinators, and media specialists. Teachers' beliefs about schooling and literacy support their classroom practices.
