Current literature in education has identified a new role for us as reading specialists, especially in schools that have large numbers of struggling readers. We have to embrace the role of coach and mentor to our teachers in their daily work (Quatroche, Bean & Hamilton, 2001), in order to minimize the need for intervention at any educational level. So, the emphasis is on highly qualified teachers, scientifically-based instructional strategies and programs with effective and efficient informal assessment techniques.
Beginning in kindergarten and continuing through the primary grades, teachers will need to frequently check the progress of each child, identify when a child needs extra help, specify what kind, and ensure that the child receives that help. This Masters in Reading Programme is preparing us for such a role, but do we possess the qualities for such a task, and if not, will we have them by October, 2011 when we graduate from this university? One of the most important findings in research on teaching is that highly trained and qualified teachers make a significant difference in student achievement (Ferguson & Ladd, 1996).
Hence, we are the ones who must provide teachers with the opportunities to learn about new strategies and techniques, to observe demonstrations of these strategies, to practise and receive feedback in their own classrooms from persons who have a greater level of reading knowledge and expertise than the teachers themselves. This Reading Programme is the vehicle that is going to allow our teachers to develop professionally and provide high-quality instruction to our students. All it requires is our energy, time and commitment.
No comments:
Post a Comment