Evidence of Ability to Support

The International Reading Association, now the International Literacy Association, standards for a reading specialist and literacy coach include many objectives that require support of teachers and paraprofessionals. Below is evidence of my ability to support teachers and paraprofessionals regarding literacy instruction including: instructional grouping, selecting materials that match reading levels, interests, cultural, and linguistic background, and assisting teachers as they strive to improve their practice.

Instructional grouping 2.1

At the beginning of the year, I would assist the teacher in analyzing his or her assessment data to determine the instructional reading levels of his or her students.
I would assist the teacher in identifying which students will be grouped together for reading and word study instruction based on their ability levels.
I would emphasis that small group instruction varies based on the students’ grade level, instructional program, and the point in the school year.
I would explain the importance of flexible grouping and ongoing assessments.
I would suggest that the teacher use formative assessments, summative assessments, progress monitoring, and observations to regroup.
I would assist the teacher in regrouping the instructional groups as the students make progress.
Instructional grouping for reading resource: Early Intervention for Reading Difficulties: The Interactive Strategies Approach by Donna M. Scanlon, Kimberly L. Anderson, and Joan M. Sweeny
Instructional grouping for word study resource: Words Their Way Fifth Edition: Word Study for Phonics, Vocabulary, and Spelling Instruction by Donald R. Bear, Marcia Invernizzi, Shane Templeton, and Francine Johnston

Selecting materials that match reading levels, interests, cultural, and linguistic background 5.1

I would assist the teacher in analyzing his or her assessment data to determine the independent, instructional, and frustrational reading levels of his or her students.
I would suggest that the teacher give his or her students an interest inventories, pupil interview, and/or attitude surveys.
Potential affective assessments: Elementary Reading Garfield Attitude Survey, Motivations for Reading Questionnaire, Readers Self-Perception Scale, Reading Activity Inventory, Title Recognition Test, and Adolescent Reading Attitudes Survey
I would suggest that the teacher incorporate multi-cultural texts and websites within his or her classroom.
I would suggest materials and texts that embrace diversity.
I would assist the teacher in selecting materials and texts that his or her students are interested in.
I would suggest that the teacher utilize the website resource kansas.bookconnect.com to search for texts by topics of interests to his or her students. These texts are also leveled so that the teacher can select texts based on the students’ reading levels.
I would assist the teacher in selecting materials and texts that the students are able to read on their independent and instructional levels.

Assisting teachers as they strive to improve their practice 6.3

I would build creditability and trust among my fellow teacher through collaboration and communication.
I would assist the teacher in using data to drive instruction.
I would provide on-going professional development to increase teacher capacity.
I would conduct classroom observations, when invited by the teacher.
I would model lessons for the teacher based on his or her interest and/or data.
I would provide literacy materials and resources for the teacher to utilize.
I would make suggestions regarding instruction based on the teacher’s request.
I would check in to ensure that the literacy activity or instructional practice is benefiting the teacher and his or her students.
I would adapt literacy activities or instructional practices to fit the teacher’s teaching style.
I would engage and motivate my fellow teacher in teaching, assessment, observation, and reflection of learning and development.
I would assist in ongoing, job-embedded professional learning that increases the teacher’s capacity to meet his or her students’ needs.
I would support the teacher to improve his or her practice instead of evaluate.