Definition of Coaching Essay

Coach/Specialist Essay

Literacy coaches and reading specialists alike have a variety of roles and responsibilities within a school system. Both literacy coaches and reading specialists need to possess a high knowledge of research, pedagogy, curriculum, and instructional practices in order to best support fellow teachers and students. It is essential that these professionals are literacy leaders within their school communities. They must be able to effectively collaborate and communicate with others in several different situations. It is also important for literacy coaches and reading specialists to be approachable, excellent listeners, passionate regarding their career, and have a positive attitude. These individuals have the ability to assist and greatly impact students, teachers, parents, paraprofessionals, administrators, and the community.

A literacy coach is defined as, “One who helps teachers to recognize what they know and can do, assists teachers as they strengthen their ability to make more effective use of what they know and do, and support teachers as they learn more and do more” (Toll, 2014). Literacy coaches essentially are consultants for teachers regarding literacy. They are meant to assist teachers with a literacy need or concern in response to classroom data, an area needing growth selected by the teacher, or an area in which the teacher is interested in learning more about. This support also includes assisting with teacher’s goals, professional growth, and instructional decision making. However, this does not mean that literacy coaches do not interact with students. They often provide demonstration lessons to students based on the area of need identified by the teacher. These demonstration lessons are conducted to model instructional activities and practices for a classroom teacher. In addition, literacy coaches “Provide evaluation of students primarily to demonstrate for teachers or to support teachers in their instructional decisions making” (2014).

A reading specialist holds many of the same roles and responsibilities as a literacy coach. Their position descriptions and duties tend to overlap. Both positions provide their schools with professional development opportunities and workshops related to literacy. The main difference is that reading specialists focus mostly on supporting students. Reading specialists are frequently working with students inside and outside of the classroom. When working with classroom teachers, reading specialists “May be responding to teachers’ needs and concerns but also may be directing teachers to meet requirements or implement mandatory programs” (2014). The International Reading association, now the International Literacy Association, states that, “a reading specialist can serves as a teacher for students experiencing reading difficulties, as a literacy or reading coach, or as a supervisor or coordinator of reading/literacy. The reading specialist must be prepared to fulfill the duties of all three” (2007).

In order to become a literacy coach or reading specialist, there are a number of requirements and qualifications that must be met. In the state to Virginia, these professionals are required to have an undergraduate degree related to education as well as a valid teaching license. In addition, they must possess a Master’s degree in Education with a concentration in reading. According to the IRA Standards for Reading Professionals, “A minimum of 24 graduate semester hours in reading, language arts, and related courses, as well as an additional 6 semester hours of supervised practicum experience are required” (2007). An individual who meets these requirements and qualifications are able to be either a literacy coach or a reading specialist. Literacy coaches and reading specialist are eligible to teach elementary, middle, and high school grade levels.

The roles of a literacy coach and reading specialist vary from those of a classroom literacy teacher. Classroom literacy teachers must also be literacy leaders within their school system, “Teachers have to be leaders, and leaders have to know literacy” (Routman, 2014). These teachers include content area teachers who integrate literacy instruction. These classroom literacy teachers understand their students better than any other person within their school communities. They are responsible for developing their students’ reading and language arts skills through literacy instruction. These teachers also create goals for themselves and their students. They are in control of determining their own literacy strengths and weaknesses in regards to instructional implications. In the state of Virginia, these teachers are required to have an undergraduate or graduate degree as well as a valid teaching license. Their coursework must include, either a minimum of 12 hours for PreK-5th grade or 6 hours for 6th-12th grade in reading and reading instruction (IRA, 2007).

As part of the No Child Left Behind Act of 2001, the Reading First program was enacted. This program placed a large emphasis on literacy coaching. This program required that all schools receiving funding were required to have a literacy coach. As a result, “Reading First was implemented in thousands of elementary schools in all 50 U.S. states plus the District of Columbia, American Samoa, and schools run by the Bureau of Indian Affairs, reading coaches were hired accordingly” (2014). Many other school systems found ways of funding their own literacy coaches based off of colleague schools using the Reading First program. The U.S. Department of Health and Human Services advocated for all Head Start programs to have mentor teachers for reading. Over the last decade, federal legislation has included literacy coaches such as, Striving Readers, the Literacy Education for All, Results or the Nation Act (LEARN), and the Elementary and Secondary Education Act. Response to Intervention as well as the Common Core State Standards have increased the demand for both literacy coaches and reading specialists across the United Stated of America (Toll, 2014).

In the near future, I would like to start my literacy journey as a classroom literacy teacher. This opportunity will allow me to further develop my knowledge of research, pedagogy, curriculum, and instructional practices. I will also be able to interact with various leveling systems and literacy programs, as well as any literacy subscriptions my future school system utilizes. After gaining further knowledge and leadership experience as a classroom literacy teacher, I would like to transition into the role of a literacy coach. I care a lot about the effectiveness and well being of my fellow teachers. I am the definition of a people person. I love to listen to others reflective thoughts and ideas. Collaboration and communication are key elements when developing a partnership between a teacher and a literacy coach. I would be able to apply my literacy knowledge and prior experiences to assist me in best supporting my teachers and their students. With necessary and appropriate support, I strongly believe that all teachers can become literacy leaders within their own school communities.

Works Cited

Routman, R. (2014). Read, write, lead: Breakthrough strategies for schoolwide literacy success. Alexandria, VA: ASCD.

Standards for Reading Professionals. (2007, August 1). Retrieved March 16, 2015, from http://www.reading.org/StyleGuide/standards.aspx

Toll, C.A. (2014). The literacy coach’s survival guide: Essential questions and practical answers (2nd ed.). Newark, DE: International Reading Association.