Reading First is the academic cornerstone of the
No Child Left Behind Act.
PRACTITIONERS
Reading First Pa
TEACHERS
Teachers are the true "practitioners" in the Reading First initiative. They are the individuals who have direct impact on student learning and increased reading achievement every day. It is critical that they have a strong knowledge base, keep abreast of current reading research and practice, use effective teaching strategies, and know how to interpret and use assessment data to inform instructional decisions. Reading First funds provide job-embedded professional development experiences to ensure that all K-3 teachers have the skills they need to teach effectively.
PRINCIPALS & COACHES
Coaches - Instructional coaching is one model of professional development that has shown potential to improve the knowledge, skill, and practice of teachers, thus, enhancing student achievement. Coaching promotes teacher growth and problem solving. It is on-going, classroom based, and personalized for each teacher. Coaching is a key component of Pennsylvania's Reading First initiative. The role of the reading coach is to provide consistent support to kindergarten through third grade teachers as they work to improve instructional practice and student achievement. Three primary areas of the coaches' role are: instructional leadership, professional development, and data analysis. Coaches work collaboratively with teachers at the building level to provide job-embedded support, based on collaboration, inquiry, and consultative feedback.
Principals - Principals who are effective instructional leaders have a deep understanding of teaching and learning. They have a strong commitment to improving achievement for all learners. Effective principals know how to evaluate instruction and provide the feedback that promotes increased teacher effectiveness. In Reading First schools, the building principal is responsible for implementing the Reading First assurances, which provide the framework for the Reading First initiative. The principal and coach work collaboratively to promote professional growth of teachers, support effective and efficient implementation of instruction, and guide teachers in instructional decision-making. An effective building principal will create an environment that is conducive to the development of a professional learning community.
TECHNICAL ASSISTANTS
Reading First technical assistants provide field services to districts and schools. They serve as a liaison between the Department of Education and their assigned districts on the implementation of the Reading First state and district grants. Their role is to monitor and support an implementation that links what is known from scientifically-based reading research to classroom-based practice through a gradual release model that results in sustainable change. They maintain on-going communication with coaches, building principals, and district contact persons to monitor implementation of Reading First expectations and requirements. They serve as a resource and model for building level coaches in their on-going work with teachers. They assist districts and schools with data analysis to inform instructional decisions. The technical assistants' role includes giving leadership to the design and development of Reading First professional development experiences across the state, in districts, and in schools.
ADMINISTRATORS
Pennsylvania has in place various leadership components to guide decision-making, support implementation, and ensure accountability for the Reading First initiative. At the Department of Education, the Reading First State Director provides overall leadership and direction to the program with special attention to policy decisions. The Berks County Intermediate Unit is responsible for professional development activities for all Reading First stakeholders, including coaches, principals, and teachers. A technical assistant network has been established to provide on-site support to each Reading First school and facilitate professional development. These technical assistants operate under the direction of a Field Services Coordinator. District level administrators and building principals provide both administrative and instructional leadership for each Reading First school. The University of Pittsburgh serves as the External Evaluation Study Team for the collection and evaluation of data to guide both programmatic and instructional planning and direction.
|
