The definitive practitioner resource and text for developing excellence as a Pre K–12 literacy/reading specialist is now updated to reflect key changes in the field . Delving into the literacy specialist’s multiple leadership roles, the book provides strategies for teaching children experiencing difficulty with reading and writing; supporting teachers through coaching and professional learning opportunities; designing curricula; conducting assessments at the student, classroom, and school levels; and building strong school, family, and community partnerships. Pedagogical features include vignettes from exemplary practitioners, questions for discussion and reflection, follow-up activities, and ideas for instructors and workshop leaders. Reproducible forms and worksheets can be downloaded and printed in a convenient 8½’ x 11′ size. Previous edition title:
The Reading Specialist, Third Edition.
New to This Edition
*Broader view of literacy now encompasses reading, writing, oral language, and digital and visual literacies.
*Grounded in the International Literacy Association’s updated
Standards 2017.
*New or expanded discussions of multi-tiered systems of support, culturally responsive practice, uses of technology in instruction and professional learning, successful practices in middle and high school settings, and coaching.
*Extended case example that follows one literacy specialist through her entire first year in a school.
*Appendix with website resources.
Tabela de Conteúdo
1. The Role of Literacy Professionals in Schools, Classrooms, and Communities
2. Teaching Students: An Overview of the Instructional Role
3. The Instructional Role: Developing, Implementing, and Evaluating
4. Leadership of the Literacy Specialist: What Does It Mean?
5. Professional Learning: The New Professional Development
6. Coaching: Improving Classroom and School Literacy Instruction
7. Coaching Individual Teachers to Improve Literacy Teaching and Learning
8. Developing a School Literacy Program: Facilitating School Change
9. Assessment of Classroom and School Literacy Programs
10. School, Community, and Family Partnerships
11. Making Your Voice Matter: Contributions to the Professional Community
12. The Literacy Specialist as Lifelong Learner: Addressing Challenges and Changes
Appendix A. Coaching Summary Sheet: The Observation Cycle
Appendix B. Observation Protocol for Content-Area Instruction
Appendix C. Sample Observation Form for Scripting Lesson
Appendix D. Website Resources
Appendix E. Preparation for Job Interviews
Appendix F. Ideas for Course or Workshop Instructors
References
Index
Sobre o autor
Rita M. Bean, Ph D, is Professor Emerita in the School of Education at the University of Pittsburgh, where she served as director of the Reading Center for 25 years. Prior to joining the university, she taught at the elementary school level and also served as a reading supervisor for grades K–12. Dr. Bean has developed elementary and middle school reading curriculum materials and has published numerous articles and book chapters on reading curriculum, assessment and instruction in reading, professional learning, and the role of reading specialists and literacy coaches. She served as a researcher on several large grants, including Reading First in Pennsylvania and Pennsylvania’s Striving Readers Comprehensive Literacy Grant. She is a member of the Reading Hall of Fame, a former board member of the International Literacy Association (ILA), and served as chair of the ILA’s Commission on the Role of the Reading Specialist. Dr. Bean also served as co-chair of the ILA committee that developed the
Standards for the Preparation of Literacy Professionals 2017. She is a recipient of the University of Pittsburgh’s Chancellor’s Distinguished Teaching and Distinguished Service Awards, as well as awards from the Keystone State Reading Association, the Association of Literacy Educators and Researchers, The ILA, and the Pennsylvania branch of the International Dyslexia Association.
Virginia J. Goatley, Ph D, is Interim Dean of the School of Education and Professor in the Department of Literacy Teaching and Learning at the University at Albany, State University of New York. A former elementary teacher, she has collaborated on several federal research grants focusing on teacher preparation and professional development that supports effective literacy classroom practice. Dr. Goatley is a regular participant in national and statewide efforts for teacher education and preparation of literacy professionals. She served as coeditor of the
Journal of Literacy Research, board member for the Association for Advancing Quality in Educator Preparation, co-chair of the New York State Professional Standards and Practices Board for Teaching, and lead writer for the ILA committee that developed the
Standards for the Preparation of Literacy Professionals 2017. Dr. Goatley is a recipient of the Albert J. Kingston Service Award from the Literacy Research Association, the President’s Excellence in Faculty Academic Service Award from the University at Albany, and the Council Service Award from the New York State Reading Association.
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