Sunday, May 17, 2009
Sunday, April 12, 2009
Chapter One: The Role of the Reading Specialist in Schools and Classrooms
"The role of the reading specialist has continued to evolve over the past decades. Currently, we are experiencing a greater emphasis on the leadership or resource role. Some of these changes have occurred in response to research findings on reading instruction and assessment practices. Other changes have emerged on the heels of criticism about the results of compensatory programs, which lacked congruence between classroom and supplemental instruction. New emphases in reading instruction and increased demand for scientifically based reading instruction will create demands for reading specialists to assume an increased leadership role. Reading specialists, however, will continue to fill multiple roles that require individuals with an in-depth knowledge of reading instruction and assessment and the ability to work well with other adults (p.10)."
Chapter Two: An Overview of the Instructional Role
"Although most reading specialists have instructional responsibilities, the way in which they fulfill them may vary. The key to enacting an effective instructional role is collaboration. Reading specialists must know how to work collaboratively with their colleagues to ensure effective instruction for students. There are many different ways of working collaboratively, some of which are more effective when working in the classroom and others more appropriate in pullout settings. Deciding where to work (in class or pullout) is not the key question to ask regarding instruction for struggling readers. Rather, reading specialists need to think about and identify their instructional goals and how best to achieve those goals, given the climate and culture of the school and the needs of the students (p. 32)."
Chapter Three: The Instructional Role - Initiating, Implementing, and Evaluating
Chapter three explores the ideas and factors reading specialists need to be aware of when either starting a new program or renovating an older one. Several factors to keep in mind when in the planning stages are: 1. the culture of the school, 2. the importance of congruence between what the reading specialist is doing and the classroom teacher, and 3. scheduling so that he/she is best using the time in a day (p. 38). One more important factor to realize is that the role of the reading specialist will be different from elementary to secondary and needs to be organized as such.
Starting a New Program
Rita Bean (2004) believes that there are several steps that must occur when starting or completely renovating a program. Some of these are:
1. Gather Evidence – Read up on current research and share with the classroom teachers with whom you will be working and affected by the changes that will occur.
2. Share the Evidence – Ask teachers to read the research and share concerns and make suggestions (teacher visits to other schools would be helpful).
3. Begin with Volunteers – Reading teachers and classroom teachers who volunteer may be much more enthusiastic about helping to work out the “bugs” before moving into other classrooms.
4. Staff Development – Essential for learning how to work collaboratively, may be someone from another district who has experience with working with the changes the program will be undergoing.
The Culture of the Schools and Classrooms
It is imperative for a reading specialist to become familiar with the culture of the school: its procedures, personnel, and climate (p. 40). An understanding and cohesive working relationship must be present with the principal with regard to reading instruction. Reading specialists should also have an understanding of teachers’ expectations and issues regarding effective collaboration. According to Cook and Friend (1995) there are nine different topics that reading teachers should discuss on a regular basis:
1. Instructional Beliefs
2. When and how to plan
3. Parity issues
4. Confidentiality Issues
5. Noise Levels
6. Classroom Routines (instructional and organizational),
7. Discipline
8. Feedback
9. Pet Peeves
Congruence or Alignment between the Reading Specialist and the Classroom Teacher
Walp and Walmsley (1989) discuss three types of congruence: philosophical, instructional, and procedural.
1. Philosophical – Deep rooted beliefs about how reading should be taught, different and similar opinions, differing or similar expectations on struggling or high readers should be treated.
2. Instructional – Need for both teacher and specialist to think reflectively about the strategies and skills needed by students, and how they will be taught and presented.
3. Procedural (easiest) – When and how specialists and teachers will work together in the classrooms.
Reading specialists and teachers must have open lines of communication, and define what congruence will mean to them.
Making a Schedule
Reading Specialists must take the following into account when making a schedule for push-in or pullout:
1. How often per week can the specialist meet with certain students (should it vary based on ages or need)?
2. Which students can be worked with in the classroom, and which need to be pulled out?
3. In which classrooms can a reading specialist function effectively?
This chapter also case studies three types/levels of reading specialist at and the various differences with regard to his/her time and schedule:
Yvonne: Primary Grades (p. 44)
Greg: Intermediate Level (p. 46)
Brenda: High School (p. 47)
Chapter Four: Leadership of the Reading Specialist: What Does It Mean?
Chapter four outlines the leadership role of the reading specialist that must be assumed if he/she is to have an impact on individual students, and the school as a whole. In most schools reading specialists are thought of as leaders who are instrumental in professional development, curriculum efforts, and increasing student achievement. According to the International Reading Association (2000) the reading specialist leadership is divided into three areas:
1. Serving as a resource to others
2. Professional development
3. Literacy program coordination and development
What is Leadership?
Rita Bean (2004) defines leadership as “any activities or set of activities associated with working with others to accomplish a common goal: that of improving student achievement”. This being said, the author acknowledges the many other ways reading specialists can exhibit leadership in his/her schools (text adoptions, helping new teachers, inspiring change, data review).
Characteristics and Qualifications of Leaders
The following four qualifications are seen (Bean, 2004) as contributing to effective leadership: ability to communicate, teamwork, empowerment, and goal seeking.
1. Communication Skills –
Active Listening is one of the key skills of an effective leader:
- Focus on Speakers Message
- Test your understanding by rephrasing what you heard the speaker say in your own words (clarify and confirm)
Clear, Congruent Speaking
- Own messages by using first-person-singular pronouns (I really have a problem with this, and this is why)
- Make verbal and non-verbal messages match (congruent)
- Ask for feedback on the message
2. Teamwork – The following standards can be used in shaping effective teamwork (Bean, 2004)
- The atmosphere is comfortable and relaxed
- Everyone feels as though he or she has an important role in the group, and everyone participates
- Group members listen to each other
- Leaderships shifts from individual to individual, depending on experience or expertise
- The group works effectively as a unit to achieve its tasks
- Group members are conscious of how the group is functioning
3. Empowerment – Group feels they have a voice in what happens and have a sense of ownership.
4. Achieving Goals – The ability of the leader to get the job done. For this to happen it is essential to establish:
- A clear understanding of the goal to be achieved
- Commitment to achieving that goal
- Effective team members
Holding Effective Meetings
Whether the reading specialist is a group leader or group member, he or she must realize what is needed to conduct a group meeting effectively. Rita Bean (2004) outlines several categories of group work as being:
1. Planning -
- Setting goals
- Preparing agendas
- Handling Logistics (room ret-up, food, etc.)
- Helping group become acquainted or reacquainted
2. Establishing Rules for Group Behavior –
- What processes for decision making will be used?
- What roles are needed for effective group functioning?
- How will conflict be addressed?
- How will the group make sure all members have opportunities to be heard?
3. Attending to Tasks and Maintenance – Ensure all group members work to achieve goals.
4. Working with Disruptive Group Members –
- Set rules for appropriate group behavior
- Establish ground rules
- Find techniques to help with conflict
5. Planning Again -
- Summarize meeting
- Make plans for next meeting
The Reading Specialist as Leader
The reading specialist will handle responsibilities differently based on: job descriptions and opportunities, fit between his/her personality and a leadership role, and leadership skills and abilities (Bean, 2004). According to the text, it is important to acquire as many skills as possible in order to be a leader and resource to others when possible.
Serving as a Resource to Teachers
There are many ways reading specialists can be resources to teachers. Some of these are (Bean, 2004):
- Inform teachers of new ideas and materials
- Spread the word about effective teaching and teachers
- Focus on the student
- Be available and follow through on your commitments
- Be flexible
Resource for Allied Professionals
The reading specialist must work collaboratively with other professionals in the building or district such as: teachers, special education teachers, counselors, administrators, and others. Many times these teachers are involved with the same students, thus the need for exceptional communication. Many times these students require special attention and information that only the various members of the team can provide (psychologists, counselors, and special education teachers. If the team is not working together, time can be wasted and valuable information can be lost.
Resource for Administrators
Many administrators rely on the reading specialist in their schools for:
1. Information
2. How the school as a whole is doing (data, scores)
3. How to handle curriculum
4. If there is a need for additional staff development
Reading Specialists need to be available to the principal, and to be able to inform them about what they are doing in the school, and how the principal can be the most helpful in improving reading instruction (Bean, 2004).
Chapter Five: Professional Development
Among many other responsibilities, reading specialists are often also expected to provide professional development opportunities to the educators they work with. Rita Bean states that professional development “can be defined as efforts related to improving the capacities and performances of educators” (p.79). While there are many different opportunities for teachers to participate in professional development, much of this professional development happens in the schools with their staff. This can be an extremely effective way to develop teachers’ practices. The focus of this chapter is “specifically on professional development, its value, and the components that are essential if it is to have an impact on teachers” (p. 78). The chapter concludes with tips for creating effective professional development presentations.
Revitalizing the Wasteland
Effective teachers are an essential part of every classroom. Effective teachers must be very knowledgeable about both what they are teaching as well as strategies to improve student performance. In the past, most professional development “has been considered the wasteland of education” (p.80), meaning that while teachers may have had opportunities to learn new ways of doing things, they are generally not given the time or resources to fully implement their training. Fullan (1991) describes an “implementation dip” which states that “if teachers are not given support, new ideas soon disappear because they do not become part of teachers’ repertoire of instruction”. Clearly, professional development that works, and is supported, is vital to give teachers the support they need in order to become effective teachers.
What is Professional Development?
Guskey (2000) identifies seven models of professional development (p. 81);
1. Training
2. Observation/assessment
3. Involvement in a development/improvement process
4. Study groups
5. Inquiry/action research
6. Individually guided activities
7. Mentoring
The author also goes on to mention that there are also different levels of professional development. Theses different levels can range from district-wide, to school-specific, or to only a few teachers becoming involved.
Improving Professional Development
Besides the use of research-based teaching strategies, the National Staff Development Council also ask that professional development for educators also follow standards for professional development. Those standards are; content, context, and process issues (pp. 82-85).
Content: What do teachers need to know and be able to do?
Context: What are the skills and abilities of the teachers implementing the new plan? What is the culture of the school? How do teachers feel about change? What are the needs of the students? What are the available resources?
Processes: What is in place that will help the plan succeed? Some things to consider are; duration, providing feedback, relation to everyday classroom activities, and recognizing ‘expert teachers’ who can help others.
LEADERS: A Professional Development Initiative
An exemplary professional development project, titled “LEADERS” (Literacy Educators Assessing and Developing Early Reading Success) is outlined on pages 85-88. For more information, visit the following website: http://www.education.pitt.edu/leaders.
Guidelines for Developing, Leading, Implemeting, and Evaluating and Effective Professional Development Program
There are six major guidelines outlined in this chapter to help professional development leaders create effective professional development sessions. They are summarized as follows:
1. Know the needs of your audience as well as the goals of the intended professional development.
2. Ensure that the environment in which the professional development is being presented is favorable for participant’s learning to take place.
3. Recognize that adult learning is different from student learning and take this knowledge into consideration when developing your presentation.
4. Professional development attendees should be participating in activities that allow full participation (active versus passive learning).
5. Make sure teachers receive feedback regarding how the implementation is going in their classrooms. Have discussions regarding problems, successes, etc.
6. Use evaluation procedures, such as formative or summative, to decide how the results are working for the teacher as well as in the classroom.
Chapter Six: Coaching - Improving Classroom Literacy Instruction
Summary by Ashlyne Noll
A criticism of professional development is the lack of support for implementing strategies. For this reason schools have begun to hire coaches to help with this problem. These literacy coaches help teachers and assist them with their implementation efforts. The coaching role can vary depending on the readiness of the teacher and the role of the coach.
Characteristics of Effective Coaches
1. Know your stuff: Those who have a deep understanding of their fields are able to “see” things that novices or those with less understanding do not see. Reading specialists must maintain their own professional libraries and join professional organizations so they can remain knowledgeable in their field.
2. Experience: Literacy coaches should have the experience that makes them creditable with classroom teachers and enables them to feel empathy for the teachers’ many responsibilities.
3. Ability to work with adults: Coaches must be able to get their messages across to teachers. They have to be good listeners, be able to empathize with teachers, and provide balanced feedback that reinforces excellent teaching behavior and provides ideas for improvement.
Principals of Effective Coaching:
1. Share your plans and ideas with teachers. Teachers should understand what such a process means and what it doe not mean, why they are involved, and how it will benefit their students.
2. Obtain teacher input. Take time to hear and respond to teacher input.
3. Provide necessary support. If a coach identifies a need then support is given for that need.
4. Take time to develop the trust needed to be an effective coach. Begin working with those who are receptive. This will be more relaxing and you can use these initial cycles as opportunities to practice the coaching cycle. Also, confidentiality will also build trust.
Demonstrating or Modeling
One of the most important means of coaching is demonstrating or modeling specific behaviors or strategies. When teachers see another individual using specific approaches or strategies they feel they have a much better understanding of how to implement that strategy.
Guidelines:
1. Plan with teachers.
2. Discuss the lesson with teacher as soon as possible after teaching it.
3. Arrange for a time to observe the teacher presenting the same type of lesson demonstrated.
Observations
One of he most effective coaching approaches to professional development is observing the work of teachers. It is there here that the coach can actually intercede, provide the reinforcement, alter various behaviors, or augment the teaching approaches of those observed.
Coaching Cycle
Planning:
Planning is an important first step. Talk with teacher, using the following questions: What are the goals for the lesson? What does the teacher hope to gain from the experience? In what ways should data be collected? This provides an opportunity for building trust and promoting reflection.
Observing:
Observe in the classroom, focusing on the aspects that have been jointly agreed upon in the planning meeting. Classroom environment: is there clear evidence of promoting literacy?
Classroom management: do students know the routines and teachers behavioral expectations?
Instruction: are the teacher strategies efficient and effective?
Responding to student error: does scaffolding take place quickly and effectively so hat the attention of the class is maintained? Maintaining active involvement of students: does teacher modify instruction when students become inattentive? Conducting observations: describe what is happening – do not interpret or make judgments about what is happening.
Analyze/reflecting:
Both coach and teacher think about the lesson that has been observed. The coach analyzes data from observation and identifies topics/issues for discussion. The teacher generates questions and ideas for discussion. What are the key points to raise? How do I want to start the conference? What changes would best improve the instruction going on in that classroom? What approach might be best in working with this teacher?
Conferring:
Coach and teacher meet to discuss the lesson, using data obtained in steps 2 and 3. The goal of this step is to obtain a commitment from the teacher as to what aspects will be applied in future lessons. One goal of the conferences is to promote teacher reflection. Another goal is to create a future plan.
Feedback
If the coach and teacher can work together to identify the areas or behaviors in which to modify then he feedback session is generally productive. However, there may be times when the coach must be more direct and some teachers may react defensive and may be unable to accept or benefit from feedback. Here are some suggestions:
1. Be specific.
2. Behave in ways that reduce defensive behavior.
3. Provide balanced feedback. Discuss the merits of what the teacher is doing. Identify the area of concern.
The most important areas of coaching are the following:
1. Confidentiality: What is seen by the coach and said by the teacher always stays between them.
2. Non-threatening demeanor. The coach is present as a colleague, not a evaluator.
3. Focus: It is always advantageous to have a mutually agreed-upon target to focus the observation.
