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.