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KnowledgeBases > The Adolescent Literacy KnowledgeBase > Element 2 > Activity 2 > Task 3: Define the Roles of Interventional Staff Members

Guideline:

Interventional staff members may have titles such as Intervention Teacher, Reading Teacher, Reading/Literacy/Instructional Coach, and/or Curriculum Specialist. Regardless of the specific role and position title, the aim is to provide support mechanisms enabling the content area teachers to incorporate related strategies into their subject matter focus. Possessing an awareness of the issues associated with adolescent literacy enables the interventional staff members to assist the content area teachers.

Tools Self-Assessment for Middle and High School Literacy Coaches _EXTERNAL_LINK

This link is to a self-assessment tool for middle and high school literacy coaches developed by the International Reading Association.

Guidelines Standards for Middle and High School Literacy Coaches _EXTERNAL_LINK

This link is to the International Reading Association's information about standards for middle and high school literacy coaches.

Policies The Role and Qualifications of the Reading Coach in the United States _EXTERNAL_LINK

This is a link to the International Reading Association (IRA) policy statement on the role and qualifications of the reading coach. As noted at the IRA website, "this position statement defines the role of the reading coach; describes what a reading coach should know and be able to do; and provides recommendations for policymakers, school administrators, reading specialists, reading coaches, and classroom teachers."

References Instructional Coaches _EXTERNAL_LINK

The Center for Comprehensive School Reform's September 2007 Issue Brief titled "Instructional Coaches" reviews instructional coaching and elements to look for when selecting, preparing, and evaluating coaches.

References Literacy Coaching Clearinghouse _EXTERNAL_LINK

This link is to the Literacy Coaches Clearinghhouse (LCC), a joint venture of the International Reading Association and National Council of Teachers of English. As noted at its website, LCC's goal is to "to increase the knowledge base, research, and practice of literacy coaches, reading coaches, reading specialists, and instructional coaches as they engage teachers in coaching as a form of professional learning."

References Principals as Partners with Literacy Coaches: Striking a Balance Between Neglect and Interference _EXTERNAL_LINK

This article offers three vignettes of principals interacting with literacy coaches and suggests approaches literacy coaches can take to enhance their interaction with their school's principal.

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