Essay Grade

Course Code
REA-515
Class Code
REA-515-O500
Criteria
Criteria
Percentage
100.0%
Establishing the Role and PLC Initiatives
15.0%
Opportunities to Engage Families
15.0%
Community Engagement
10.0%
Supporting Teachers
15.0%
Leadership Expectations
10.0%
Professional Dispositions to Support Students
10.0%
Visual Appeal
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)
10.0%
Total Weightage
100%
Assignment Title
The Role of the Reading/Literacy Specialist
No Submission (0.00%)
Not addressed.
Not addressed.
Not addressed.
Not addressed.
Not addressed.
Not addressed.
Not addressed.
Not addressed.
Not addressed.
Total Points
55.0
Insufficient (69.00%)
The plans to establish the role of the reading/literacy
specialist schoolwide and implement the PLC initiatives are
poor and unrealistic.
The schoolwide opportunities to engage families with
personal reading activities that will help support students in
achieving goals set by the reading/literacy specialist are
unfitting.
The examples of how the reading/literacy specialist will
engage and support the community to enhance literacy is
incomprehensible.
Presentation inappropriately includes examples of how the
reading/literacy specialist supports teachers with instruction
and assessments.
The leadership expectations of the reading/literacy specialist
that support reading on school sites and within the district
are unrealistic.
The Professional Dispositions used inadequately support
students, teachers, and administrators and ineffectively
demonstrate the Christian values of love, compassion, and
the greater good.
There are few or no graphic elements. No variation in layout
or typography is evident.
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 plans to establish the role of the reading/literacy
specialist schoolwide and implement the PLC initiatives are
shallow and unfocused.
The schoolwide opportunities to engage families with
personal reading activities that will help support students in
achieving goals set by the reading/literacy specialist are
vague.
The examples of how the reading/literacy specialist will
engage and support the community to enhance literacy is
weak.
Presentation somewhat includes examples of how the
reading/literacy specialist supports teachers with instruction
and assessments.
The leadership expectations of the reading/literacy specialist
that support reading on school sites and within the district
are partially included.
The Professional Dispositions used ambiguously support
students, teachers, and administrators and unclearly
demonstrate the Christian values of love, compassion, and
the greater good.
Minimal use of graphic elements is evident. Elements do not
consistently contribute to the understanding of concepts,
ideas, and relationships. There is some variation in type size,
color, and layout.
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 plans to establish the role of the reading/literacy
specialist schoolwide and implement the PLC initiatives are
effective and appropriate.
The schoolwide opportunities to engage families with
personal reading activities that will help support students in
achieving goals set by the reading/literacy specialist are apt.
The examples of how the reading/literacy specialist will
engage and support the community to enhance literacy is
suitable.
Presentation appropriately includes examples of how the
reading/literacy specialist supports teachers with instruction
and assessments.
The leadership expectations of the reading/literacy specialist
that support reading on school sites and within the district
are logically included.
The Professional Dispositions used properly support students,
teachers, and administrators and clearly demonstrate the
Christian values of love, compassion, and the greater good.
Thematic graphic elements are used, but not always in
context. Visual connections mostly contribute to the
understanding of concepts, ideas, and relationships.
Differences in type size or color are used well and
consistently.
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 plans to establish the role of the reading/literacy
specialist schoolwide and implement the PLC initiatives are
compelling and realistic.
The schoolwide opportunities to engage families with
personal reading activities that will help support students in
achieving goals set by the reading/literacy specialist are
meaningful.
The examples of how the reading/literacy specialist will
engage and support the community to enhance literacy is
superior.
Presentation innovatively includes examples of how the
reading/literacy specialist supports teachers with instruction
and assessments.
The leadership expectations of the reading/literacy specialist
that support reading on school sites and within the district
are skillfully included.
The Professional Dispositions used thoroughly support
students, teachers, and administrators and professionally
demonstrate the Christian values of love, compassion, and
the greater good.
Comments
The presentation is visually pleasing for the audience. There is
a good variety and use of graphics, colors, and fonts. The
arrangement of material is logically organized for
presentation.
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.
Sources are documented completely and correctly, as
appropriate to assignment and style. Format is free of error.
Points Earned
The Role of the
Literacy Specialist
MASTERS OF ARTS IN READING, GRAND CANYON UNIVERSITY
REA: 515-0500: ADVANCED STUDIES IN READING ASSESSMENT SYSTEMS
DR. LEWINSOHN
FEBRUARY 3, 2020
Establish the Role
 Instructional
Coaching:
 Collaboration
to review assessment data, develop RTI goals, and
suggestions for classroom instruction.
 Curriculum
 Answer
Questions:
any questions of curriculum and model lessons.
 Intervention
 Pull
 Gifted
 Pull
Groups
student small groups to work on RTI goals.
Groups
student small groups to challenge gifted students.
(Kelly,
2020)
PLC Initiatives

What is a PLC?

PLC is a Professional Learning Community.

Educators come together to discuss data and collaborate to improve classroom instruction (Sedita,
2016).


Literacy focused PLC’s will discuss curriculum, best practices, and literacy data.
How often will we meet?

Formally, once a month during your grade level meetings.

It will typically last 45 minutes.

I am available for extra PLC’s as needed with grade levels.
Opportunities to Engage Families

Parents are a child’s first teacher. They continue the learning from school to home. It
is important to engage families in the students literacy education (Hill, 2020).

Communicate frequently using easily accessible mediums.



ClassDojo, Facebook, Twitter, Parent-Teacher Conferences.
Hosting a Literacy Night

Provide parents with valuable literacy strategies.

Offer literacy workshops
Send home interactive and meaningful homework
Community Engagement

Community engagement in schools is a great way to work towards literacy goals
(What Community Groups Can Do to Help All Children Read, 2013).

Encourage community members to volunteer

Read a-louds

Tutoring

Book giveaways

Book fairs

Literacy Nights
Supporting Teachers

My primary responsibility as a Literacy Specialist is to support teachers.

Professional Development

Coaching

Instructing on curriculum and district practices.

Supporting literacy needs.
(International Literacy Association, 2010)
Leadership Expectations

Provide professional development under district guidance.

Provide coaching to improve classroom practices.

Develop and guide the literacy practices of the school and district.
(International Literacy
Association, 2015)
Professional Dispositions to
Support Students

High Expectations

Respect for Diversity

Fairness

Professionalism

Reflection

Curiosity

Honesty

Compassion

Advocacy

Dedication
(Grand Canyon University n.d.)
Questions?

Please contact me by phone: 402-415-3358 or by email at:
amy.page@ops.org
Thank you for your time.
REFERENCES
Grand Canyon University. (n.d.). Professional dispositions of learners. https://students.gcu.edu/Documents/15GCU0264-COEProDisposition-120115_v1.pdf
Hill, M. (2020, February 19). How to Promote Family Involvement in Literacy Education. Medium. https://medium.com/inspired-ideas-prek-12/
how-to-promote-family-involvement-in-literacy-education-32e717747a9e
International Literacy Association. (2010). Standards 2010 – Role 5 | International Literacy Association. Standards.
https://www.literacyworldwide.org/get-resources/standards/standards-for-reading-professionals/standards-2010-role-5
International Literacy Association. (2015). The Multiple Roles of School-Based Specialized Literacy Professionals.
http://literacyworldwide.org/docs/default-source/where-we-stand/ila-literacy-professionals-research-brief.pdf
Kelly, K. (2020, October 22). What Does a Reading Specialist Do? What Does a Reading Specialist Do?
https://www.understood.org/en/learning-thinking-differences/treatments-approaches/working-with-clinicians/what-is-a-reading-specialist
Sedita, J. (2016, September 27). Using PLC Time to Support Literacy Instruction. Keys to Literacy.

Using PLC Time to Support Literacy Instruction

What Community Groups Can Do to Help All Children Read. (2013, November 7). Reading Rockets. https://www.readingrockets.org/article/what-community-groupscan-do-help-all-children-read#:%7E:text=Contact%20literacy%20programs%20already%20in,with%20and%20read%20to%20students.&text=Encourage%20your
%20members%20or%20staff%20to%20volunteer%20as%20tutors
H E AT H E R E N G RA M
NOVEMBER 2, 2020
re
o. sou
co rc
m e
w
as
vi
a
ed
ar
sh
Herrin
Elementary
School
dy
G RA N D C A N YO N U N I V E R S I T Y- R E A 5 1 5
This study source was downloaded by 100000774567807 from CourseHero.com on 05-12-2021 00:22:25 GMT -05:00
What is a reading/literacy specialist?
vi
a
The Role of the Reading/Literacy Specialist
sh
ar
ed
◦ This is someone that has been trained or received a master degree in education to help serve struggling
readings and help teachers identify these struggling readers (International Literacy Association, 2018).
w
as
What are some important roles of a reading/literacy
specialist?
re
o. sou
co rc
m e
◦ Scheduling meetings with teachers and parents
◦ Supporting teachers with instructional planning for those struggling readers
◦ Creating and implementing goals for students struggling with reading (International Literacy Association, 2018)
◦ Collaboration with teachers
dy
◦ Planning professional developments.
This study source was downloaded by 100000774567807 from CourseHero.com on 05-12-2021 00:22:25 GMT -05:00
vi
a
Professional Learning
Communities
sh
ar
ed
“Professional learning communities focus on not just each teachers’ learning but
learning within the context of a cohesive group, that focuses on collective
knowledge and occurs within an ethic of interpersonal caring that permeates the
life of teachers, students and school learders” (Stoll & Louis,2007, pg. 3).
as
•Meet with teachers on Fridays during reading room times.
w
(See schedule for time)
re
o. sou
co rc
m e
•resources and professional developments to teachers
•help create a literacy plan for struggling readers in the classroom
dy
•give support and motivate teachers
This study source was downloaded by 100000774567807 from CourseHero.com on 05-12-2021 00:22:25 GMT -05:00
vi
a
Family Engagement Activities
August-October
ed
•
Families will be invited in for a family book night once every month. Students will be able to sit with families
and read stories and complete a coloring sheet activity.
In the gym resources will be provided for literacy support for parents to use at home.
ar
•
Second grade will invite parents in for a Thanksgiving play.
as
•
sh
November
w
December
February-May
We will continue with the family book night/book fairs.
dy
•
re
o. sou
co rc
m e
• Each grade level will showcase their work.
2nd grade- Christmas Tree Farm (Opinion writing piece)
3rd grade- Red carpet (Narrative writing piece)
4th grade- Wax museum (Biography)
5th grade- Volume City
This study source was downloaded by 100000774567807 from CourseHero.com on 05-12-2021 00:22:25 GMT -05:00
vi
a
Community Engagement
dy
re
o. sou
co rc
m e
w
as
sh
ar
ed
As the reading specialist these are a list of community wide activities I will be in
charge of.
• host a literacy conference for the community during Parent teacher conferences
in the gym twice a year.
• scheduling meetings with all stakeholders such as the speech pathologist,
psychologist, and families.
• Conducting home visits and helping families struggling with the remote learning.
This study source was downloaded by 100000774567807 from CourseHero.com on 05-12-2021 00:22:25 GMT -05:00
ed
ar
sh
as
w
re
o. sou
co rc
m e
dy
Instruction
•support teacher through
collaboration and planning
•provide lessons and materials for
struggling readers
•teach small group instruction
•provide professional
development opportunities
•co-teach or teach a lesson for
teacher to observe
•analyze and discuss the current
data of each classroom with
teacher.
vi
a
Supporting
the Teachers
This study source was downloaded by 100000774567807 from CourseHero.com on 05-12-2021 00:22:25 GMT -05:00
vi
a
Supporting the Teachers
ed
• Assist in the classroom with administering the
district assessments.
• Analyzing the data
dy
re
o. sou
co rc
m e
w
as
sh
ar
• Meet with the teachers to setup goals for
students in each classroom.
• Print and distribute assessment results for all
the teachers.
This study source was downloaded by 100000774567807 from CourseHero.com on 05-12-2021 00:22:25 GMT -05:00
vi
a
Professional Dispositions with teachers,
students, and administrators
ar
ed
Professional dispositions are the values, promises, and ethics that affect our behaviors towards
colleagues, students, and families. These behaviors in turn have an affect on students
learning, achievement and development (Professional dispositions of learners, 2020).
w
re
o. sou
co rc
m e
dy
High Expectations
Fairness
Honesty
Compassion
as
sh
Below are the dispositions I hold very strongly:
This study source was downloaded by 100000774567807 from CourseHero.com on 05-12-2021 00:22:25 GMT -05:00
vi
a
References
ar
ed
Engaging Family and Community in Afterschool and Summer Programs. (2020). Retrieved 4
November 2020, from https://www.readingrockets.org/article/engaging-family-andcommunity-afterschool-and-summer-programs
w
as
sh
International Literacy Association. (2018). Standards. Retrieved January 22, 2020,
from
https://www.literacyworldwide.org/get-resources/standards/standards-for-readingprofessionals/standards-2010-role-5
re
o. sou
co rc
m e
Professional dispositions of learners. (2020). Grand Canyon University. Retrieved from
https://students.gcu.edu/sites/students/files/2018-12/15GCU0264-COEProDisposition
-120115_v1.pdf
dy
Stoll, L., & Louis, K. S. (2007). Professional learning communities: Elaborating new
approaches. Professional learning communities: Divergence, depth and dilemmas, 1-13.
This study source was downloaded by 100000774567807 from CourseHero.com on 05-12-2021 00:22:25 GMT -05:00
Powered by TCPDF (www.tcpdf.org)

Purchase answer to see full
attachment