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)
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