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.