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).
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