Diane Kern

Specialized Literacy Professionals as Literacy Leaders: Results of a National Survey

This large-scale national survey of specialized literacy professionals was designed to answer questions about responsibilities, including leadership, and preparation for these roles. Questionnaires, completed by over 2,500 respondents, indicated that respondents had multiple responsibilities that included both instruction of struggling readers and support for teachers. Four distinct role-groups were identified: instructional/literacy coaches, reading/literacy specialists, reading teachers/interventionists, and supervisors. The findings indicated a need for more precise definitions of the roles of these professionals and for preparation programs to include experiences that address the tasks required. Themes discussed included: roles have changed and require more focus on leadership, specialists must be nimble, and they require more in-depth preparation to handle the leadership demands of their positions.

Preparing reading/literacy specialists to meet changes and challenges: International Literacy Association’s Standards 2017

ABSTRACT Lead writers and co-chairs of the International Literacy Association’s Standards 2017 provide a hands on guide to using updated standards for the preparation of reading/literacy specialists. Authors share key changes in content, supporting explanations with updated references, and implications for program faculty, state policymakers, and specialist candidates. Standards 2017 adds a new seventh standard for Practicum/Clinical Experiences and sets high expectations for programs to incorporate candidate experiences with technology, diversity, collaboration, and advocacy. Processes to work with colleagues to design or re-design, implement, and evaluate programs are discussed.

Principals’ Perspectives on the Roles of Specialized Literacy Professionals

Elementary and secondary principals were surveyed to better understand their perceptions of the roles and impact of specialized literacy professionals (e.g., reading specialists, coaches) in their schools. A 32-question survey was completed by 103 Pennsylvania principals across elementary and secondary school contexts. Findings include distinct differences reported between roles of reading/literacy specialists and coaches, with few differences noted within roles, across elementary and secondary levels. The frequency and type of specialized literacy professional activities aligned with those principals deemed most important to literacy program improvement. Results indicated that surveyed principals viewed their specialized literacy professionals as having an important influence on literacy teaching and learning. The results have implications for those who prepare specialized literacy professionals and those who employ them. These findings corroborate and update earlier studies of specialized literacy professionals that described their multiple roles, including that of sharing in the leadership of the school’s literacy program.