Changing Role of Reading Specialists (Functional, Versatile, and Prepared

Rita M. BeanUniversity of PittsburghInstitute on Role of Reading SpecialistMay 2, 2004

Presentation Goals

Describe what we know about reading specialists (IRA studies)

Discuss the newest role of reading specialists (old wine in new bottles?)

Discuss issues that reading specialists face.

Commission on Role of Reading Specialist

Survey of 1,400+ reading specialists Study of reading specialists in exemplary schools

Big Idea: Specialists have a dual role--– Providing direct service to students– Helping classroom teachers provide quality “first” teaching

– (Position statement approved by IRA Board in 2000)

How Valuable are Reading Specialists? (According to Principals)

Very Important 63.2% Important 34.2% Moderately Important 2.6%

Overwhelmingly principals rated reading specialists as crucial to the success of the reading program!

Roles of Reading Specialists (KISS)

Instruction – pullout or inclass; individual or group

Assessment– assessing students and helping teachers understand assessment

Leadership—for teachers, school, community

Instruction

Almost all do it!– 90% on a daily basis– In exemplary schools, all but 1 had instructional

responsibilities Still a great deal of pullout – although inclass

instruction is increasing– Combination 44%– Pullout only 37%– In-class only 15%

Providing Effective Supplemental Instruction

Planning time is essential (one of the greatest complaints of respondents was lack of time to plan with teachers).

Unlike real estate - Key is not location, location, location, but instruction, instruction, instruction!

Decision about models used must be made based on needs of students

Assessment and Accountability

Pupils Pushed to Perform in Testing – Headline in Pittsburgh Post Gazette, Saturday, March 20, 2004.

“I’m going to pray. I’m going to hope,” said the principal, who added that her blood pressure was high about a week ago.

There are pep rallies, after-school tutoring, prizes, and food (mints seem to work too).

Reading Specialist and Assessment

Although almost all are involved in assessment, there are some changes in this role:

– From administration of the assessment instruments for screening and diagnostic purposes to

Helping teachers administer and interpret assessment for instructional decision making.

Articulate results to the public--help them to understand the limitations of tests.

Leadership

Over 80% served as a resource to:– Teachers– Allied professionals (special educators, speech

teachers)– Parents– volunteers

Curriculum work Professional development (serving as a coach) Leadership is informal; non-evaluative (based on

influence and not authority)

Greatest Changes in Their Roles

Increase in amount of paperwork Increase in resource role (Leadership) More planning with teachers (Leadership) More in-class instruction

Current trend: Many are now serving as literacy or reading coaches (reduction or elimination of instructional role).

Per Cent of Specialists Who Spent Time on Role on a Daily Basis

Exemplary National Instruction 78.9% 90.5% Assessment 44.7% 25.4% Resource 50.0% 6.0% Plans/teachers 21.5% 8.3%

Selecting Reading Specialists (What They Think are Important

Characteristics)

Knowledgeable about reading instruction and assessment

Patient Caring Dedicated Sense of humor knowledge of research

Continued!

lifelong learners ability to articulate reading philosophy energy! Ability to endure rejection (added by literacy

coaches)

Issues that Reading Specialists Face

Need for Understanding of Role by administrator– Provides scheduling that will enable specialist to do the

job!– Maintains confidentiality– Sets the tone in the school (we are a team of learners)

Need for administrative support– Doesn’t use specialist as a substitute or for clerical

duties– Encourages teachers to work with the specialist– Works with the specialist to improve reading program

Conflicting Expectations

Requires clear job description. There are many

ways to define the role

Working with students

Working with teachers

Working with tutors.

Develop Position Based on Needs of the School

Are there many new teachers? Is the compensatory

program a “school-wide”

one or targeted

assistance?

Talents/Expertise of Reading Specialist

Is the reading specialist new

to the job? Require some

mentoring?

It is important to network

with others.

Extending the Role of Reading Specialists

Preschool years - work with Head Start agencies, preschools, community agencies

Students need support beyond grade 3 - but the approach may need to be different!

Collaboration Beyond the School Walls

Parents Tutors/paraprofessionals preschool programs libraries afterschool programs