They may also assist small groups of students inside the classroom. But in those that do, the specialist usually plays a similar role as a middle school specialist. The high school reading specialist may also focus on helping students strengthen their skills to pass state tests required for graduation.
And the specialist may work with other teachers on how to meet the needs of struggling readers. Find out why some kids struggle with reading. You can also help your child build reading skills at home.
Podcast Wunder community app. Main menu Our work Blog Surveys and research. Join our team Privacy policy Terms of use Fundraising disclosure Sitemap. At a Glance Reading specialists are teachers with special training on how to teach reading. They may work with struggling readers one-on-one or in small groups. They also determine which kids need help with reading. So what is a reading specialist? And what does a reading specialist do? If your child is in general education but reading below grade level, a reading specialist might:.
Work directly with your child, either individually or in a small group. Forgot Password? Such instruction may be provided either within or outside the students' classrooms. At times, these specialists may provide literacy intervention instruction designed to meet the specific needs of students, or instruction that enables them to meet the requirements of the classroom reading program, or both.
This specialist may have primary responsibility for supporting teacher learning. These professionals, often known as literacy or reading coaches, provide coaching and other professional development support that enables teachers to think reflectively about improving student learning and implementing various instructional programs and practices.
Often, they provide essential leadership for the school's entire literacy program by helping and creating long-term staff development that supports both the development and implementation of a literacy program over months and years. Such work requires these specialists to work with individuals and groups of teachers e. These specialists may have primary responsibility for developing, leading, or evaluating the school or district pre-K—12 reading and writing program.
These professionals may assume some of the same responsibilities as the specialists who work primarily with teachers but have additional responsibilities that require them to work with systemic change at the school and district levels.
These individuals need to have experiences that enable them to work effectively as coordinators and develop and lead effective professional development programs. As coordinators, they may work with special educators, psychologists, and various teachers to develop plans for meeting the needs of all students in the school e.
Elements Evidence that demonstrates competence may include, but is not limited to 1. Interpret major theories of reading and writing processes and development to understand the needs of all readers in diverse contexts.
Analyze classroom environment quality for fostering individual motivation to read and write e. Demonstrate a critical stance toward the scholarship of the profession. Read and understand the literature and research about factors that contribute to reading success e. Inform other educators about major theories of reading and writing processes, components, and development with supporting research evidence, including information about the relationship between the culture and native language of English learners as a support system in their learning to read and write in English.
Interpret and summarize historically shared knowledge e. Inform educators and others about the historically shared knowledge base in reading and writing and its role in reading education. Model fair-mindedness, empathy, and ethical behavior when teaching students and working with other professionals. Communicate the importance of fair-mindedness, empathy, and ethical behavior in literacy instruction and professional behavior. Standard 2: Curriculum and Instruction Candidates use instructional approaches, materials, and an integrated, comprehensive, balanced curriculum to support student learning in reading and writing.
Elements Evidence that demonstrates competence may include, but is not limited to 2. Develop and implement the curriculum to meet the specific needs of students who struggle with reading. Support teachers and other personnel in the design, implementation, and evaluation of the reading and writing curriculum for all students. Work with teachers and other personnel in developing a literacy curriculum that has vertical and horizontal alignment across pre-K— Provide appropriate in-depth instruction for all readers and writers, especially those who struggle with reading and writing.
Support classroom teachers and education support personnel to implement instructional approaches for all students. As needed, adapt instructional materials and approaches to meet the language-proficiency needs of English learners and students who struggle to learn to read and write.
Demonstrate knowledge of and a critical stance toward a wide variety of quality traditional print, digital, and online resources. Support classroom teachers in building and using a quality, accessible classroom library and materials collection that meets the specific needs and abilities of all learners.
Standard 3: Assessment and Evaluation Candidates use a variety of assessment tools and practices to plan and evaluate effective reading and writing instruction. Elements Evidence that demonstrates competence may include, but is not limited to 3. Demonstrate an understanding of the literature and research related to assessments and their uses and misuses. Demonstrate an understanding of established purposes for assessing the performance of all readers, including tools for screening, diagnosis, progress monitoring, and measuring outcomes.
Recognize the basic technical adequacy of assessments e. Explain district and state assessment frameworks, proficiency standards, and student benchmarks. Collaborate with and provide support to all teachers in the analysis of data, using the assessment results of all students. Lead schoolwide or larger scale analyses to select assessment tools that provide a systemic framework for assessing the reading, writing, and language growth of all students.
I had to laugh. A few minutes earlier, I had finished revising a piece of writing for a course with Lucy Calkins. At that moment, I was preparing for a discussion on multimodality in a class taught by Marjorie Siegel. She was right. I had indeed won the literacy lottery. I entered this program as a teacher committed to the importance of literacy in the lives of children. I left with that conviction reaffirmed, the skills to do something about it, a network of people to support me, and a vision for what is possible in schools.
But I also left with something more—a sense of possibility for the future that comes with seeing myself in ways I had never before considered. Yes, I am a teacher with a commitment to the importance of literacy, and now, I am also a researcher, a leader, a writer.
I have Teachers College to thank for that. The course work in the Literacy Specialist Program has transformed my teaching and research.
Being mentored by Lucy Calkins and Marjorie Siegel has been an invaluable experience. These professors each pushed me to work hard, to ask the tough questions, and to reflect in meaningful ways on what is happening in the classroom. The work I did in this program not only shaped my teaching, it changed the course of my career. The work you do in the Literacy Specialist Program will forever shape you as a teacher and a learner. You will come away knowing how to foster a love of words in your students, bringing magic to your classroom.
The Literacy Specialist Program's close relationships with The Teachers College Reading and Writing Project puts me 'in the rooms where it happens' and gives me the opportunity to dive deep into areas I'm most passionate about.
The Literacy Specialist program at Teachers College allowed me to see another face of literacy. When the writing and the reading become so personal to the student, the energy and effort they put into their daily literacy work need to be seen to be believed. The Literacy Specialist Program surrounded me with people who were so passionate and talented that the love for the work was contagious.
The program broke down barriers and taught me that everyone, regardless of gender, culture, home experiences, or type of schooling can become a life-long reader and writer. View Public Disclosure Notification. New York, NY Skip to content Skip to primary navigation Skip to search box Skip to admissions quick links Skip to secondary navigation Skip to breadcrumb. Literacy Specialist.
Our graduates illustrate what's possible in the teaching of reading and writing Many of our graduates become teachers, while other graduates become directors of language arts, literacy coaches, school leaders, and curriculum writers.
0コメント