Catalyst for Change: The Leadership Role of Reading
SpecialistsRita M. Bean
University of Pittsburgh
May 4, 2004
What Title Should I Give this Presentation?
The Changing Role of the Reading Specialist Part 2
More Things Change, The More They Remain the Same or (The More Things Change the More they Remain Insane)
The Coaching Role: Old Wine in new Bottles
Goals of Presentation
What we know about the roles of the reading specialist
What’s this coaching role?
Keys to successful leadership and coaching
Issues we face
What Reading Specialists Do
Three Key Roles Instruction Assessment Leadership
IRA position statement calls for dual role: working with struggling readers and helping to improve classroom instruction
All are important!
Reading Specialists in Exemplary Schools
(On a Daily Basis) Exemplary National
Instruction 78% 91%
Assessment 45% 25%
Resource – teachers 50% 16%
Plans/teachers 22% 8%
Bean, Swan, & Knaub (2003)
What Leadership Roles Are Part of Your Responsibility?
Resource to teachers, parents, and other professionals Share ideas and materials with teachers? Plan with teachers for classroom instruction? Discuss needs of students with special
educators? Meet with parents and do workshops for
them?
Leadership Roles
Providing professional development Lead workshops? Do demonstration lessons (modeling)? Visit classrooms and provide feedback to
teachers? Assist volunteers or paraprofessionals in their
work?
Leadership Roles
Assist in reading program development in the school Write or revise curriculum? Select materials for the reading program?
What is Leadership?
A position with authority
Traits (caring, charismatic)
Set of behaviors
A Definition to Think About
…any activity or set of activities associated with working with others to accomplish a common goal, that of improving reading achievement.
Leading by influence – encouraging, guiding, facilitating, and coaching
Bean, R.M. (2004). The Reading Specialist Leadership in the Classroom, School, and Community. New York, Guilford Press.
Coaching: Is this different from the leadership role of
the reading specialist? There is an
acknowledgement that the literacy coach is to work with teachers.
May or may not work with students
Seen as responsible for professional development
Most continue to lead by “influence”
Forms of Coaching
Level 1 – informal; helps to develop relationships Informal conversations, study groups, assisting
with assessment Level 2 – more formal, begins to look at
areas of need and focus Co-planning lessons, team meetings
Level 3 – formal, more intense Classroom visits; co-teaching lessons
Keys to Effective Leadership
Know Your Responsibilities
Is there a job description? Has everyone seen it –
and have you had opportunity to discuss it with teachers, etc.?
Was principal involved in developing it or at least supports it?
Is it reasonable in terms of workload, etc.?
Be prepared for the unexpected
No day is the same Understand that each
teacher has different expectations, different needs, and may require that the coach function in a different way.
Make Haste Slowly.
Start with those who are eager to see you Use “low-risk” activities with those who may
be hesitant – reluctant – or resistant.
Getting to Know you (Building Trust)
Characteristics that help to develop trust:
Being a good listener Acting in a
nonjudgmental way Keeping commitments Being interested in the
person
Getting to Know You (Build Trust) Start with the teacher’s
agenda! Maintain confidentiality Stay away from evaluating
teacher’s performance Respect ideas and views
of teachers
Work with the Principal
Our coaches tell us that principals can “make or break” their jobs. Must understand the role Must value the role
Working with Groups
Create Team Power: No one of us is as smart as all of us!
Create a Clear Purpose and Vision Develop Skills (Build Bench Strength) Keep the accent on the positive!
Blanchard, K., Bowles, S., Carew, D. & Parisi-Carew, E. (2001). High Five! The Magic of Working Together. HarperCollins Publisher, New York.
Leading Professional Development Sessions
Create a strong beginning and ending.
Create an atmosphere conducive to adult learning (relaxed, opportunity for interaction)
Provide for the physical needs of participants
Less is More!
Develop Skills that Enable You to Observe and Provide
Meaningful Feedback Plan for your visit to the classroom with
the teacher. Plan for your conference with the teacher:
Coach as expert Coach as collaborator Coach as mirror
(Robbins, P. Peer Coaching, ASCD)
Feedback to Teachers
Focus on what you see, not on what you infer Share information before providing advice Suggest alternatives Focus on what teacher requests Focus on what teacher can manage Use the data you collected from your visit
Being a Lifelong Learner
Importance of self-reflection
Network with others
Issues in the Field
Need for selection of coaches who are prepared to handle the responsibilities
Need for Training Balance between working with children
and working with teachers (not ignoring the need for providing instruction to struggling readers)
Getting evidence about effectiveness of coaches – K-12.