Catalyst for Change: The Leadership Role of Reading Specialists Rita 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.