Blog #5: Culture of School

Chapter 3: The Instructional Role-Initiating, Implementing, and Evaluating

"Specialists need to have an understanding of the culture of the schools to which they are assigned and a good working relationship with school personnel" (Bean, 2015, p. 75). It is important for reading specialist to work collaboratively, especially with teachers. They must be experts on the curriculum that is being used in the school as they will be working with students in all grade levels as well as the instruction and assessments (Bean, 2015).

In my school, the reading specialist visits once every two weeks and sometimes once a month. At the beginning of the year, when we first meet, we always discuss our beginning of the year DORA assessment results. DORA (Diagnostic Online Reading Assessment) is used as a way to give teachers an idea as to which reading level each of our students are on at the beginning of the school year . We use the results to create our small-group instruction with the reading specialist. Our curriculum supervisor sits in on every meeting that is held between all grade levels and reading specialist. With the results, we discuss the common strengths and weaknesses between all three second grade classes. Once the common strengths and weaknesses are identified, together we begin to plan different strategies and interventions that can be used in our classrooms to assists students. If needed, the reading specialist will come into our classrooms and complete demo lessons. Since all three second grade teachers do not all share common prep periods, my curriculum supervisor will provide us with coverage while we observe the demo lesson targeting a specific skill. As the year progresses, we continue to meet to discuss collected data and continue to use data to gear our small-group instruction. Once PARCC approaches, she only works with the testing grades and the lower grades usually do not see her until after PARCC is over.

Even though my school has a reading specialist, who occasionally visits, I wish she was in our building more often to work with our struggling readers. As stated before, we identify the common strengths and weaknesses across the grade levels and create different strategies that can be used to assist our struggling readers. These strategies are used in the classroom by the classroom teachers. The reading specialist does not work one-on-one or in small-group with struggling readers. The teachers are the ones who closely work with students in both small-group and individually. As the specialist visits, we discuss what worked and what did not work. Then we create different approaches and see if those new approaches work. The teachers are their own interventionist!

As a fairly new teacher, I asked myself many questions! What is the best way to give students small-group instruction, on a regular basis, with a classroom full on 26 students, especially when we are expected to do so much in a 90-minute reading block? How do you bring students who are one or two grade levels behind into an area of reading in which not only is interesting but appropriate for their level of learning? How do I assist bilingual students who struggle with reading and writing and there is no ESL teacher in the school building to work with them? How do I get parents involved in their child's academics? I was fortunate enough to receive support from my fellow colleagues. I was invited into their classrooms and while I was there, I observed how to fit everything into a 90-minute reading block. I observed how to work in small-group (guided reading) with a classroom full of 26 students and how to manage other students working independently. I met with my mentor daily, even multiple times a day, to pick her brain!

When it comes to reading specialists and classroom teachers working together, Bean (2015) discusses the importance of classroom involvement.  "Classroom teachers should be involved in the decision-making progress" (Bean, 2015, p. 57). This is definitely the case in my school! In my school, we currently use Pearson's Reading Street as our reading curriculum. Two years ago, administration, curriculum supervisors, and the reading specialist had thoughts about switching over to Pearson's Realize. My principal and curriculum supervisor had a representative, from Pearson Realize, come into our school and present to all classroom teachers and supporting staff the new program. After the representative shared with us all about the program and benefits of the program, a survey was set out to all staff members. The survey asked questions about how classroom teachers felt about the program and what we thought were some strengths and weaknesses of the program. Administration took into consideration what the teachers thought because we have not yet switched over to Pearson's Realize. It is important for the teachers to be comfortable with the new program that will be implemented into their daily instruction.

Blog #4: Voices from the Field

Mark: Education as my Second Career

In Mark's vignette, it is very clear that his leadership role is very important! He is not exactly a teacher or an administrator, but he does take on leadership responsibilities (Bean, 2015, p. 51). As a reading specialist, Mark has many different roles. He is responsible for meeting and collaborating with teachers, working with struggling students in small-groups, collecting and analyzing data, and coaching teachers. Mark is constantly communicating with teachers and staff members. He works alongside with the classroom teachers and students (Bean, 2015, p. 50-53). Together, decisions are made "about the implications for instruction and grouping" (Bean, 2015, p.53).  It is very clear that reading specialists have many responsibilities in a school. As a reading specialist, how does one use their time effectively to be able to fit in all the roles?

Blog #3: Chapter 2

Working with Students: An Overview of the Instructional Role

In Chapter 2, Bean (2015) discusses the importance of communication and collaboration between the reading specialists and classroom teachers. Reading specialists and teachers are providing students with "first line" instruction (Bean, 2015, p. 21). In other words, it is important for the reading specialists to be aware of what exactly the classroom teacher is doing and what the reading specialists is doing to provide students with appropriate instruction (Bean, 2015, p. 22). This was one of the greatest concerns for reading specialists. Reading specialists and teachers were often finding the time to collaborate and communicate "on the fly" since not many schools provided planning time (Bean, 2015, p. 22). Bean (2015) explains how written communication can be a form of communication between reading specialists and the teachers. The communication form simply allows for both the teacher and reading specialists to explain what skills are being done that specific week. Also, classroom teachers can exchange lesson plans with the specialist so they are aware as to what skills and strategies to review with students (Bean, 2015, p.22). In addition, school districts have provided planning time for teachers and reading specialists. During this time, "participants can discuss common needs and particular issues and they can talk about specific students who need supplemental help" (Bean, 2015, p. 24). Strong support is needed from administration as well as both reading specialists and teachers having a clear understanding of their roles in the classroom. "The lack of clear procedures can lead to problems." Reading specialists may have no clear thought as to what instructional responsibility they may have and begin to feel as if they are "floating aids" in the classroom (Bean 2015, p. 26).

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Alongside communication, there are also approaches to working collaboratively. Bean (2015) displays a table on the different approaches (Station or center teaching, Target teaching, Parallel instruction, Teach and monitor, and Team teaching) to collaboration along with the advantages for each model and the potential problems one may come across. Some of the approaches may require the reading specialists to work inside the classroom and outside the classroom and/or in-class teaching. There are common advantages between the different approaches such as, students are allowed to work with both teachers. Attention is given to students based on their individual needs and/or interests. Students have the opportunity to work in small-group. Some disadvantages for these approaches are models being time-consuming, noise level in the classroom, one teacher may feel as an aide, and may not meet needs of individuals. No matter what approach is decided on they all require collaborative planning!

In order for a reading specialist to work in a school that uses an RTI framework, reading specialists must work even closer with their colleagues in "planning and implementing effective instructional programs for all students (Bean, 2015, p. 49). The goal of RTI is to provide immediate intervention and reduce the number of students needing special education services (Bean, 2015, p. 37). It is important for reading specialist to be familiar with the steps in the RTI process. All members of the school should be involved in the process.

Blog #2: Role of the Reading Specialist

Chapter 1: The Role of Reading Specialists and Literacy Coaches in Schools, Classrooms, and Communities

Reading specialists need to have an idea of organization in the work that affects what they do and who and how to collaborate with other teachers and administrators to create change that promote student learning (Bean, p. 18). Reading specialists have been viewed as a "pullout" program, which created many problems, such as reading specialists not knowing what kind of instruction students were receiving inside the classroom and not communicating with the teachers in regards to what was being done when students were working with the reading specialist. Students were often returning to class and given material that was too hard for them or applying different skills that were from what was being done with the reading specialists (Bean, pg. 4). Classroom teachers seemed to think that the reading specialists job was to teach the students to read, "even though the instruction provided by the specialists was identified as supplemental" (Bean, p.4).

Today, reading specialists have the role of "shared leadership." They are to focus on providing teachers with effective professional development, teacher performance in the classroom and the quality of instruction, the use of assessments for instructional decision making for all students, and have in-depth knowledge of reading instruction (Bean, p.12). Reading specialists not only work alongside the teacher to administer and analyze test scores, they also help classroom teachers think about how to use the results for differentiated instruction (Bean, p.13). Schools continue to think of creative ways they can use from the talented and experienced teaching staff to enhance both students and adults learning (Bean, p.15). Over the years, the roles of a reading specialists have been viewed very differently. Reading specialists play such an important role in all schools and I hope we continue to take on a leadership role when assisting struggling readers. 

"Coaches as System Leaders"

Reading specialists play a huge role when it comes to student success in schools today. They are "the most crucial change agent in a school, next to the principal," (Fullan & Knight, 50.). However, coaches today are placed in schools where there is no organization focusing on developing and creating an instructional improvement (Fullan & Knight, 50). In the article, Coaches as System Leaders, coaches state that because their roles in the schools and their responsibilities were poorly defined, they ended up doing office work rather than assisting teachers and students to improve instruction within the schools. Coaches were not aware as to what leadership roles they may have, how to assist teachers, and share what they know with others. Coaches were not able to do their job if they are not provided with the proper training and support from administrators (Fullan & Knight, 52). The matter of the fact is administrators, educators, and coaches all need to work collaboratively to create a system that will allow a whole-system reform (Fullan & Knight, 54). "Good training gets results! " (Fullan & Knight, 50).