PRINCIPALS’ PERSPECTIVES ON THE ROLES OF SPECIALIZED LITERACY PROFESSIONALS

Elementary and secondary principals were surveyed to better understand their perceptions of the roles and impact of specialized literacy professionals (e.g., reading specialists, coaches) in their schools. A 32-question survey was completed by 103 Pennsylvania principals across elementary and second...

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Bibliographic Details
Published in:The Elementary school journal 2018-12, Vol.119 (2), p.327-350
Main Authors: Bean, Rita M., Dagen, Allison Swan, Ippolito, Jacy, Kern, Diane
Format: Article
Language:English
Subjects:
Administrator Attitudes
Educational Improvement
Elementary Secondary Education
Instructional Leadership
Literacy
Literacy Education
Principals
Program Administration
Role
School principals
Secondary education
Specialists
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Summary:Elementary and secondary principals were surveyed to better understand their perceptions of the roles and impact of specialized literacy professionals (e.g., reading specialists, coaches) in their schools. A 32-question survey was completed by 103 Pennsylvania principals across elementary and secondary school contexts. Findings include distinct differences reported between roles of reading/literacy specialists and coaches, with few differences noted within roles, across elementary and secondary levels. The frequency and type of specialized literacy professional activities aligned with those principals deemed most important to literacy program improvement. Results indicated that surveyed principals viewed their specialized literacy professionals as having an important influence on literacy teaching and learning. The results have implications for those who prepare specialized literacy professionals and those who employ them. These findings corroborate and update earlier studies of specialized literacy professionals that described their multiple roles, including that of sharing in the leadership of the school’s literacy program.
ISSN:0013-5984
1554-8279
DOI:10.1086/700280