I am involved in much of the visionary work for our school, particularly around curriculum and instruction. I'm also involved in coaching teachers, supervision and evaluation, handling discipline, facilitating projects, running meetings… My background in literacy has opened many doors and been incredibly engaging. I've grown and learned and had the freedom to be more creative as a teacher because of my solid understanding of student development in the area of literacy. Though I'm not entirely sure where I'll end up, I know that this path will have many meaningful chapters, each building upon the last.
I also believe that completing a reading specialist program, though can move you away from the classroom, can also provide you with the skills that are needed to reach every child. More at lesley. Fall Reopening Plans. We will reopen our campuses for classes, activities, and residential living in Fall Find the latest information on our Fall Plan page.
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Threshold Program Two-year, campus-based learning for students with diverse learning challenges. Graduate School of Education. Type to search. The Varied Roles of a Reading Specialist Reading specialists are coaches, tutors, interventionists, coordinators, and more—all with the express intent of making sure children can read and succeed. Who Becomes a Reading Specialist? People Who Love to Read and Want to Help Children Succeed Reading specialists are licensed educators trained specifically to work in K schools in all aspects of student literacy.
They work with students in small groups and in classroom settings from elementary through the secondary level. Reading interventionists work with specific children who have been identified as needing more literacy support than can be provided by the classroom teacher. Good teachers include parents as an important part of the classroom culture, building a greater sense of community.
As they say, it takes a village. The teachers who I respect most are the teachers who keep things fresh by constantly learning new things about what they are teaching. These teachers are willing to read books, take classes, organize study groups and learn new and innovative technologies. They are also open to learning new things even if they go against the way they were taught or practices that have been accepted on the basis of tradition rather than evidence. Conversely, I have seen a whole grade level of teachers who went to great lengths to preserve an assessment that was so old that it was out of print just because they would rather keep doing what they have always done rather than use something new and more informative.
I know teachers are strapped for time but I think the key to continued learning is at least being willing to learn new things. Balance between work life and personal life can also contribute to effective and enthusiastic teaching. Teachers who have a hard time maintaining this balance either become the kind of person who lives, eats, and breathes, teaching, which is the fast track to burn out, or they become the kind of teacher that arrives and leaves with the students, which is the fast track to lack of student progress.
A good teacher who is also a happy, well-balanced person. I hope that if you have taken the time to read this post that you will also take the time to think about what being a good teacher means to you before good teaching is defined for all of us in the name of accountability. I would love to hear your thoughts on this subject, so, as ever, feel free to share! She offered nothing else. I would like to help all that I can. Is there something you recommend as a starting point that I can do with him?
Authors: No content items. Fill out this form to sign-up for our monthly newsletter. Use multiple data sources to analyze individual readers' performance and to plan instruction and intervention. Analyze and use assessment data to examine the effectiveness of specific intervention practices and students' responses to instruction.
Lead teachers in analyzing and using classroom, individual, grade-level, or schoolwide assessment data to make instructional decisions. Plan and evaluate professional development initiatives using assessment data.
Analyze and report assessment results to a variety of appropriate audiences for relevant implications, instructional purposes, and accountability. Demonstrate the ability to communicate results of assessments to various audiences. Standard 4: Diversity Candidates create and engage their students in literacy practices that develop awareness, understanding, respect, and a valuing of differences in our society. Elements Evidence that demonstrates competence may include, but is not limited to 4.
Assist teachers in developing reading and writing instruction that is responsive to diversity. Assist teachers in understanding the relationship between first- and second-language acquisition and literacy development. Engage the school community in conversations about research on diversity and how diversity impacts reading and writing development.
Provide differentiated instruction and instructional materials, including traditional print, digital, and online resources, that capitalize on diversity.
Support classroom teachers in providing differentiated instruction and developing students as agents of their own literacy learning. Support and lead other educators to recognize their own cultures in order to teach in ways that are responsive to students' diverse backgrounds. Collaborate with others to build strong home-to-school and school-to-home literacy connections.
Provide support and leadership to educators, parents and guardians, students, and other members of the school community in valuing the contributions of diverse people and traditions to literacy learning. Provide students with linguistic, academic, and cultural experiences that link their communities with the school.
Advocate for change in societal practices and institutional structures that are inherently biased or prejudiced against certain groups. Demonstrate how issues of inequity and opportunities for social justice activism and resiliency can be incorporated into the literacy curriculum.
Collaborate with teachers, parents and guardians, and administrators to implement policies and instructional practices that promote equity and draw connections between home and community literacy and school literacy.
Standard 5: Literate Environment Candidates create a literate environment that fosters reading and writing by integrating foundational knowledge, instructional practices, approaches and methods, curriculum materials, and the appropriate use of assessments.
Elements Evidence that demonstrates competence may include, but is not limited to 5. Arrange instructional areas to provide easy access to books and other instructional materials for a variety of individual, small-group, and whole-class activities and support teachers in doing the same.
Modify the arrangements to accommodate students' changing needs. Model for and support teachers and other professionals in doing the same for all students. Create supportive environments where English learners are encouraged and given many opportunities to use English. Understand the role of routines in creating and maintaining positive learning environments for reading and writing instruction using traditional print, digital, and online resources.
Create effective routines for all students, especially those who struggle with reading and writing. Support teachers in doing the same for all readers.
Use evidence-based grouping practices to meet the needs of all students, especially those who struggle with reading and writing. Support teachers in doing the same for all students. Standard 6: Professional Learning and Leadership Candidates recognize the importance of, demonstrate, and facilitate professional learning and leadership as a career-long effort and responsibility. Elements Evidence that demonstrates competence may include, but is not limited to 6. Use literature and research findings about adult learning, organizational change, professional development, and school culture in working with teachers and other professionals.
Use knowledge of students and teachers to build effective professional development programs. Use the research base to assist in building an effective, schoolwide professional development program. Promote the value of reading and writing in and out of school by modeling a positive attitude toward reading and writing with students, colleagues, administrators, and parents and guardians.
Join and participate in professional literacy organizations, symposia, conferences, and workshops. Demonstrate effective interpersonal, communication, and leadership skills.
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