Essay Grade

REA 515 DQ1 and DQ2
Why have Reading Specialist/Literacy
Sources https://lesley.edu/article/the-varied-roles-of-a-reading-specialist
Five Ways Reading Specialists Are Vital to Schools and Student
Success
How are reading specialists used in schools and districts?
Though many positions have different names according to
the school district, there are five roles:
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•
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Reading/learning specialists plan, teach, and evaluate instruction for
students having difficulty with reading or writing. They work with students
in small groups and in classroom settings from elementary through th e
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. They design interventions tailored to each child’s
needs. One-to-one instruction is extremely beneficial for students who
may feel lost in whole-group settings.
Literacy coach support teacher learning and professional development
and facilitate literacy program efforts, collaborating to improve
classroom, grade-level, departmental, and school-wide literacy.
Literacy coordinator evaluate, develop, and lead, or collaborate with other
educators or community groups to lead, a school’s or district’s literacy
program.
Staff developer are in charge of leading professional development for
schools and districts, supporting current teachers in maintaining their
professional knowledge base and responding to new initiatives. Staff
developers often work for educational consulting groups or as private
consultants
https://www.literacyworldwide.org/about-us/why-literacy
https://www.teachercertificationdegrees.com/careers/reading-specialist/
Literacy is the ability to identify, understand, interpret, create, compute, and
communicate using visual, audible, and digital materials across disciplines and in any
context. The ability to read, write, and communicate connects people to one another
and empowers them to achieve things they never thought possible. Communication and
connection are the basis of who we are and how we live together and interact with the
world.
According to the International Literacy Association (ILA)(2020), Reading Specialists/Literacy
Coaches ultimate goal is to improve reading achievement within their school. Reading specialist
major in house responsibilities includes teaching both in the classroom or small group instruction,
coaching teaching, and leading schoolwide reading programs. Within my school district, Reading
Specialist responsibilities are the same. They also provide major resources for teachers, serve as
administrators, and create PDs based on students historical data trends to decrease the reading
GAP within their school. Within my teaching career, both reading specialists that I have worked
with are very hands on in all reading classes. They have pulled students for small groups
instruction as well as push into the classroom to coteach at least twice a week.
Reading/literacy specialists engage in instruction, diagnosis, serving as a resource to instructors.
Reading/literacy specialists are involved in five broad roles: a resource to teachers, school and community
liaison, coordinator of the reading program, contributor to assessment, and instructor (Moore, Moore,
Cunningham, & Cunningham, 2011). The three top roles and responsibilities are collaborator, coach, and
evaluator.
As a collaborator, Reading/literacy specialists facilitate small and large group discussions, help align
curriculum to state and district requirements, and conduct ongoing evaluation of literacy and district
requirements. Reading /literacy specialists respond to the needs of students, staff, and parents.
As a Coach/instructional facilitator, Reading/literacy specialist works with instructors to support a full
range of reading, writing, and communication strategies. Assist teachers in the analysis and selection of
content area texts and instructional materials that meet students’ diverse needs. Reading/Literacy Specialist
partners with instructors to develop instruction designed to improve students’ abilities to read and
understand content area text and spur students’ interest in more complex text. Facilitate professional
development related to literacy strategies that content area teachers could adopt and adapt for their
classrooms. The specialist links teachers to current evidence-based research to help make research more
tangible and applicable.
As an Evaluator, Reading/literacy lead faculty in selecting and using a range of assessment tools to make
sound decisions about the students’ literacy needs. Set schedules for administering and analyzing both
formative and summative assessments. Help teachers standardize the scoring of writing and other literacy
measures. Literacy Conducted regular meetings with content area teachers to examine student work and
monitor progress. Assist teachers with analyzing different assessment results to determine which strategies
will support high achievement. The three most important personal attributes that a middle/high school
literacy/reading coach should have to be successful are confidentiality, enthusiasm, and flexibility (Moore,
Moore, Cunningham, & Cunningham, 2011).
Moore, D. W., Moore, S. A., Cunningham, P. M., & Cunningham, J. (2011). Developing Readers and
Writers in the Content Areas K-12, 6th Edition. Retrieved December 12, 2020, from
https://www.pearson.com/us/higher-education/program/Moore-Developing-Readers-and-Writersin-the-Content-Areas-K-12-6th-Edition/PGM18560.html
My current RS does a great job
at supporting all teachers when it comes to pulling additional resources for
struggling readers. As a team all ELA teachers meet once a month to discuss
data trends and we discuss ways we can improve lessons and strategies for
our struggling readers. My RS also provides data charts (iReady) for the
current week in order for teachers to have a visual of how students are
progressing. If I am struggling to find context on the appropriate levels for
my students who are a few grade levels behind, I can provide my RS my
lesson plans a week ahead of time and she will have all my articles/passages
printed. She often provides with level 1-3 sample questions along with my
text. I think the difference vary depending on the needs of the school and
area in which the school setting is.
Standards 2010: Reading specialist/literacy coach. (2020). Retrieved from
https://www.literacyworldwide.org/get-resources/standards/standards-forreadingprofessionals/standards-
Sydney Stringer-Johnson
I am from a newly repurposed contemporary black and white bedroom ensemble,
from vintage solid cherry wood furniture and painted with black and white chalk with intricate carvings.
and repurposed for a contemporary, yet modern flair. I am an eye catcher.
I am from a piece of the American Dream wrapped to two-story highlighted by an open design and when
you enter it smell like home with scents of eucalyptus and spearmint permeating the air and the down
home mouth-water tantalizing taste buds of dinner in the oven.
I am from the Hayden Mango that lends to the tropical vibe whose delicate taste of a sweet juicy fruit I
remember as it drops form the hanging limbs on a sun basked Miami, Florida mid-day.
I am from the old school where children are told you are seen and not heard, unless spoken to for a
response; and you never talk back with a razor tongue.
From the wisdom of my blind grandfather who could shave his face with a straight razor cleaner than
the young dude in the barbershop, I am birthed with knowledge and patience.
From the stories of Aunt Citie Kay who stood 6’2” tall in stocking feet, who sat me down in the kitchen
and permitted me to lick the bowl to remove the remaining batter because I knew how to separate the
yolks from the egg whites
I am from Georgia by way of California, by way of Ohio, by way of Kentucky, by way of Florida by way of
my original birth place of Alabama which I was thankful my family left at my early age of 3 months. My
grand mother was Cherokee and my grandfather was Crow Indian.
I am from the Melting Pot, Southern raised in the Baptist Church on Sunday Lessons, Interpretations and
Reflections of ole hymnals and Southern Church Teas and frilly dresses and lace ankle socks with pressed
hot-combed hair.
Served up on Sunday afternoons with hot-water cornbread, choice of greens, candied yams, Mac &
Cheddar, Field Peas, Fried Chicken, peeled sliced tomatoes, fresh green onion soaked in cold water with
ice for just the right curl at the tip ends; washed down with Southern Tea or Lemonade and White Lane
Cake for dessert.
From my father working two jobs to put four girls and one boy through college because he wanted
better opportunities for all of us, who did not let him down. From honor rolls, to dean and presidents of
college lists for achieving excellence and academic scholarships.
From the cast iron skillets to pairs of pajamas that belonged to my Mom that I sleep in to this day after
her death of more than 25 years ago, to the hand sewn quilts that remind me of her scent wrapped
around the pictures of her dressed like the Pointer Sisters back in the day delicately hidden away in the
extra-large hat box in the closet on the top shelf.
I am the traditions of sitting up all night roasting marsh mellows and listening to the folklore of old,
recipe exchange that also included instruction on making cat-eye biscuits and mouth-watering yeast
rolls that melt in your mouth.
I am from these memories molded, intentionally shaped, and delicately formed to fully understand that
the expectation was that was always to be a lady who would marry a man that would complement my
life and not be my life; and I in turn would complement his. Never losing myself or identity for the sake
of love That is not how Dad raised his four daughters and his only son. Sadness engulfed the household
after battling with manic depression the only son committed suicide and the inability to make the voice
he hear would not stop. You see at 6’9” he thought he was big enough, giant enough to handle the
depression without taking the prescribed medication, because one day the coach he admired, and love
told him he could never be the coach at the school he taught at for 17 years because he wasn’t from the
ghetto. My parents only son, our only brother, the only person who could allow our name to live forever
through the possibility of his male offspring.
I am strong, fierce, but yet soft and mild; I am adaptable and flexible; I am open when needed, but I also
+something, I am still evolving, and emerging until the Rapture comes. I am Sydney Stringer-Johnson,
the Apple of God’s Eye and the Object of His Affection, because he loves me with all of my beautiful
flaws.
Roles and Responsibilities of Literacy Specialists
Importance of collaboration
with district stakeholders, the
Professional Learning
Community (PLC), during the
RTI process, and with
leadership
School Level Literacy
Specialists
District Level Literacy
Specialists
-Collaborate with classroom
teachers to plan and
implement high quality
instruction in the classroom
for Tier 1 and Tier 2 so that
only a small number of
students are pulled out of the
classroom for Tier III
interventions (Pratt-Fartro &
-Collaborate with
administration and school
level leadership to be sure
that they have the proper
resources to implement the
RTI process with fidelity and
help schools meet their goals
for student literacy outcomes
-Possibly coaches classroom
teachers on various aspects
of literacy instruction
is
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Guth, 2012)
-Helps teachers learn how to
administer and interpret test
results and use those results
to plan and implement
appropriate instruction
(Lewis-Spector & Jay, 2011)
Leadership initiatives (district
assessments, reading
curriculum, professional
development, and
intervention initiatives) that
support the school campus
and the district
-Provide school or gradelevel specific professional
developments and researchand evidence-based ideas to
support school literacy(Pratt-
sh
Th
Role of the reading/literacy
specialist with district-level
and schoolwide assessments
and how the data is used to
support school-based
educators in planning
instruction
Connections with school and
district stakeholders (school
psychologist, intervention
specialists, special education
teachers, and other valuable
-Analyze and explain results
to other school staff and
administration.
-Analyzes data to identify
individual students strengths
and weaknesses
Fartro & Guth, 2012)
-Preview and share content
and proper implementation of
of new reading programs that
could meet school’s literacy
needs (Lewis-Spector & Jay,
-Uses assessment
knowledge to identify
strengths and weakness of of
reading programs
implemented in schools
and/or district (DeNisco,
2015)
-Analyze and explain results
to other educational
stakeholders (Lewis-Spector
& Jay, 2011)
– Assist in setting literacy
goals and providing jobembedded professional
development opportunities
that will specifically target
those goals (Pratt-Fartro &
Guth, 2012).
2011)
-Connects with other school
based stakeholders in order
to address individual
student’s and the schools’
literacy needs.
-Provide analysis of the
-Creates teams literacy
teams in schools that will
ensure representation of all
grades and departments as
they work toward the literacy
goals (Lewis-Spector & Jay,
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support professionals)
school’s literacy strengths
and weaknesses to all
stakeholders.
2011)
-Provide analysis of the
district’s and individual
school’s literacy strengths
and weaknesses to all
stakeholders.
References:
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DeNisco, A. (2015, December 23) New challenges for school literacy specialists. District
Administration. https://districtadministration.com/new-challenges-for-school-literacyspecialists/#:~:text=Reading%20specialists%20provide%20specialized
%20instruction,difficulty%20with%20reading%20and%20writing.&text=Literacy
%20coordinators%20oversee%20reading%20and,teachers%2C%20programs%20and
%20other%20specialists.
Lewis-Spector, J., & Jay, A. B. (2011, April) Leadership for literacy in the 21st century.
Association of LIteracy Educators & Researchers.
https://cdn.ymaws.com/www.aleronline.
org/resource/resmgr/files/aler_white_paper_on_literacy.pdf
Pratt-Fartro, T., & Guth, N. D. (2012) The 21st century reading specialist. Texas Association for
sh
Th
Literacy Education. http://www.texasreaders.org/uploads/8/6/6/5/8665759/chapter_
nine.pdf
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Course Code
REA-515
Class Code
REA-515-O500
Criteria
Criteria
Percentage
100.0%
Collaboration
20.0%
Role with Assessments and Use of Data
20.0%
Leadership Initiatives
20.0%
Connections
20.0%
Organization
10.0%
Mechanics of Writing (includes spelling,
punctuation, grammar, language use)
5.0%
Format and Documentation of Sources (layout,
citations, footnotes, references, bibliography,
etc., as appropriate to assignment and style)
5.0%
Total Weightage
100%
Assignment Title
Comparing Roles and Responsibilities
No Submission (0.00%)
Not addressed.
Not addressed.
Not addressed.
Not addressed.
Not addressed.
Not addressed.
Not addressed.
Total Points
55.0
Insufficient (69.00%)
The importance of collaboration with district stakeholders,
the Professional Learning Community, during the RTI process,
and with leadership is inaccurately and unfittingly explained.
The role of the reading/literacy specialist with district-level
and schoolwide assessment is inappropriately described. The
explanation of how the data is used to support school-based
educators in planning instruction is insufficient.
The leadership initiatives (district assessments, reading
curriculum, professional development, and intervention
initiatives) that support the school campus and the district
are poorly described.
Includes a flawed or incomplete explanation of the
connections with school and district stakeholders that
includes the school psychologist, intervention specialists,
special education teachers, and other valuable support
professionals.
An attempt is made to organize the content, but the
sequence is indiscernible. The ideas presented are
compartmentalized; may not relate to each other.
Surface errors are pervasive enough that they impede
communication of meaning. Inappropriate word choice or
sentence construction are used.
Documentation of sources is inconsistent and/or incorrect, as
appropriate to assignment and style, with numerous
formatting errors.
Approaching (74.00%)
The importance of collaboration with district stakeholders,
the Professional Learning Community, during the RTI process,
and with leadership is somewhat explained.
The role of the reading/literacy specialist with district-level
and schoolwide assessment is superficially described. The
explanation of how the data is used to support school-based
educators in planning instruction is vague.
The leadership initiatives (district assessments, reading
curriculum, professional development, and intervention
initiatives) that support the school campus and the district
are minimally described.
Includes a partially complete explanation of the connections
with school and district stakeholders that includes the school
psychologist, intervention specialists, special education
teachers, and other valuable support professionals.
The content may not be adequately organized even though it
provides the audience with a sense of the main idea.
Submission includes mechanical errors, but they do not
hinder comprehension. Effective sentence structures are
used, as well as some practice and content-related language.
Sources are documented, as appropriate to assignment and
style, although some key formatting and citation errors are
present.
Acceptable (87.00%)
The importance of collaboration with district stakeholders,
the Professional Learning Community, during the RTI process,
and with leadership is suitably explained.
The role of the reading/literacy specialist with district-level
and schoolwide assessment is properly described. The
explanation of how the data is used to support school-based
educators in planning instruction is solid.
The leadership initiatives (district assessments, reading
curriculum, professional development, and intervention
initiatives) that support the school campus and the district
are soundly described.
Includes a clear explanation of the connections with school
and district stakeholders that includes the school
psychologist, intervention specialists, special education
teachers, and other valuable support professionals.
The content is logically organized. The ideas presented relate
to each other. The content provides the audience with a clear
sense of the main idea.
Submission is largely free of mechanical errors, although a
few are present. A variety of effective sentence structures
and figures of speech are used, as well as appropriate
practice and content-related language.
Sources are documented, as appropriate to assignment and
style, and format is mostly correct.
Target (100.00%)
The importance of collaboration with district stakeholders,
the Professional Learning Community, during the RTI process,
and with leadership is professionally and realistically
explained.
The role of the reading/literacy specialist with district-level
and schoolwide assessment is thoroughly described. The
explanation of how the data is used to support school-based
educators in planning instruction is insightful.
The leadership initiatives (district assessments, reading
curriculum, professional development, and intervention
initiatives) that support the school campus and the district
are realistically described.
Includes a well-crafted explanation of the connections with
school and district stakeholders that includes the school
psychologist, intervention specialists, special education
teachers, and other valuable support professionals.
The content is well organized and logical. There is a
sequential progression of ideas related to each other. The
content is presented as a cohesive unit. Provides the
audience with a clear sense of the main idea.
Submission is virtually free of mechanical errors. Word choice
reflects well-developed use of practice and content-related
language. Sentence structures are varied and engaging.
Comments
Sources are documented completely and correctly, as
appropriate to assignment and style. Format is free of error.
Points Earned

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