Chapter Eleven: The Reading Specialist as Lifelong Learner - Meeting Challenges and Changes

Summary by Michelle Ellis

This chapter focuses on the types of things reading specialists can do to enhance their professional development, as well as offers some organizations reading specialists may think about joining (see page 182). While a reading specialist’s roles (or titles) may change over time, their main responsibility is still to support reading success for all students, especially for those students who struggle with their reading skills. As a reading specialist, it is important to continue learning throughout your profession. This lifelong learning helps to support specialists with their knowledge of changes or developments that occur, as well as to education in general (p. 181).

Professional Development for Reading Specialists

Much professional development can be obtained by taking classes through colleges and universities. They can also participate in professional organizations and meetings with others who share the same roles and responsibilities. Professional journals, as well as reading association websites can also be places specialists can look to continue their development. Professional books and journals also provide ways in which specialists can keep current on instruction and assessment, as well as local, state, and federal guidelines. Armbruster & Osborn (2001), state two examples of essential reading; the Report of the National reading Panel (National Institute of Child Health and Human Development—2000) and Put Reading First. These readings are essential due to the possible impact they can have on reading instruction and assessment (p. 182).

Local, State, and Federal Guidelines

Current legislation regarding education must also be followed in order to be an effective reading specialist. Recent legislation such as No Child Left Behind has tremendously impacted schools. This new legislation influences the types of assessment tools that are used in schools, as well as making teachers more accountable for their teaching practices. The reading specialist needs to know the regulations placed upon their schools, especially for the literacy curriculum (p. 183).

The current importance of standards also constructs a need for specialists to be informed as how to best help the educators they work with. The author, Rita bean, makes the suggestion that reading specialists subscribe to a publication titled Education Week, as it can help educators become more aware of things that are occurring “at the national level in relation to the field of education” (p. 183).

Lifelong Learning: A Necessity for Reading Specialists

This chapter suggests a number of ways reading specialists can become lifelong learners. These suggestions are outlined below, as discussed in pages 183-185. They are as follows:

1. Set Learning Goals—think about a goal for you or your school. Consider how you might accomplish that goal, distinguish a set of activities that can help you obtain that goal, and set a timeline for completion.

2. Be Prepared to Change or Modify Past or Current Behavior—change can be a good thing. Be prepared to make needed changes, even if they fall outside your comfort level.

3. Self Recognition—reward yourself for accomplishing your goals or the positive changes you have made in your school or with your students.

4. See Problems as Friends— appreciate that problems can sometimes generate more chances for working with others at your school, help promote a deeper level of thinking as a way to solve the problem and those solutions to these problems can be very beneficial for your school, fellow educators, and/or students.

5. Self Reflection—take the time to think about what you are doing, the changes you are making, how those changes are making a difference, or how to make the change better if change creates more problems than it solves. This may mean that you will need to set aside a specific amount of time each day or week in order to accomplish this.

Becoming a Reading Specialist

Most reading specials become reading specialists because they want to improve learning for the struggling readers they teach. They may also feel that they really don’t have enough knowledge regarding teaching reading itself, and want to further their education in the subject. State-required standards, as well as the standards required by the International Reading Association, can be learned through most colleges or universities that offer these types of programs to their students. “Such programs require students to become knowledgeable about the underlying theoretical bases for literacy development and acquisition, literacy assessment and instruction, and issues related to leadership and working with others. They usually require students to participate in a practicum or clinical experience in which they demonstrate that they can fulfill the requirements of the position.” (Bean, p. 185).

Enthusiasm is also an important factor to consider when thinking about becoming a reading specialist. Having enthusiasm is important as it helps to show that a candidate is willing and ready to work towards improvements in the school setting.

Appendix A: The Roles of the Reading Specialist

Appendix A, located on pages 189-197, discusses the roles a reading specialist may be required to complete. It first talks about why reading specialists are an important part of many schools. It also goes on to describe the requirements of becoming a specialist. The major roles, as listed on pages 192-196, describes in detail the major roles of a reading specialist as one to assist and guide instruction, assessment and leadership.

Appendix B: Preparation for Job Interviews

Appendix B begins by listing a few basic questions (past teaching experiences, certifications, etc.) you might be asked when interviewing for a reading specialist position. This is followed by a list of questions about your understandings, beliefs, and knowledge regarding reading instruction. The appendix concludes by offering some questions you may want to ask potential employers. This section of the book is very comprehensive (pp 198-200), and would undoubtedly be beneficial for those seeking a position as a reading specialist.