Professional Documents
Culture Documents
Laurie Shapiro
Longwood University
Literacy Coach Essay 2
reading. These professionals are accountable for the literacy performances of readers in pre-k
through twelve grades. Specialists are particularly concerned with students that exhibit reading
difficulties. They offer intensive, direct, and explicit instruction that works in addition to the
tools, strategies, and programs. Literacy coaches predominantly work to coach and provide
professional support that fosters reflective thinking about how to efficiently improve student
learning. These coaches serve as leaders in the implementation of a school’s literacy program
(International Literacy Association, 2010). In some instances, literacy coaches utilize the
community collaborative cohort model, which serves to “establish a learning community among
teams of teachers with a focus on relationships, collaboration, research, and personal reflection”
(Miller & Stewart, 2013). Literacy coaches in this instance take on the role of enabling the
specialist and a literacy coach as the being same. This is because the ILA “expects to see
qualifications include a valid teaching certificate, previous teaching experience, and a master’s
degree with a concentration in reading and writing education. Additionally, to be qualified for
these positions, a teacher must have program experiences that enhance knowledge, skills, and
dispositions related to working with students, supporting or coaching teachers, and heading
school literacy programs. The ILA website notes that candidates must have the equivalent of
Literacy Coach Essay 3
twenty-one to twenty-seven graduate semester hours in related reading and language arts
courses. These courses must include supervised practicum experience, where candidates work
with struggling readers (International Literacy Association, 2013). The difference in the
qualifications for a classroom literacy teacher and those for a reading specialist or literacy coach
Over the past few decades, the role of reading specialists and literacy coaches have been
subject to change. This change stems from an evolution of needs within schools, which are
reflected in public policy. Title I of the 1965 ESEA was the first federal initiative that
specifically funded reading education in United States schools, specifically designed to improve
reading achievement in low income areas. This led to the position of a “title I teacher” who
served as a reading specialist by creating and implementing intervention for small groups of
struggling readers. In 2000, Congress authorized the “revision of ESEA of 1965 and the reissue
of title I” (Dole, 2004). This new ESEA required that all teachers had to be highly qualified to
teach reading, the instructional reading strategies used had to be scientifically based, and
effective and efficient informal assessment techniques must be used to inform instruction and aid
teachers in progress monitoring (Dole, 2004). Each of these conditions shaped the roles of
reading specialists from reading teachers to high qualified and specifically trained professionals,
equipped with the capability to use research based instructional practices to diagnose reading
difficulties.
After researching the roles of reading specialists and literacy coaches, I would love to
become a literacy coach. The qualities required to embody a great literacy coach are
exceptionally inspiring. Jim Knight explains that a good literacy coach “takes on the partnership
questions, explaining teaching practices, providing feedback, and partnering for success (Knight,
2011). I feel that I would be able to apply each of these components for building successful
partnerships. In doing so, I would be able to make a positive influence on the teaching practices
References
Dole, J. A. (2004). The Changing Role of the Reading Specialist in School Reform. The Reading Teacher,
57(5), 462-471.
https://www.literacyworldwide.org/get-resources/standards/standards-for-reading-
professionals/standards-2010-role-5
Knight, J. (2011). What Good Coaches Do. Coaching: The New Leadership Skill, 69(2), 18-22.
Miller, S., & Stewart, A. (2013). Literacy Learning Through Team Coaching. The Reading Teacher, 67(4),
290-298.