Chapter 2: Working with Students - An Overview of the Instructional Role

● In what ways can reading specialist communicate and collaborate with classroom
teachers?
● What possible approaches for collaborative teaching between reading specialist and
classroom teachers are available and what advantages or disadvantages are there to
each?
● What do reading specialists need to know in order to work in schools that use an RTI
framework?

Assumptions The instructional role of the specialist is complex (pg.21)

Collaboration and communication between teachers.

Agree - “There is no single model of the instructional role for a reading

specialist to follow.” Depending on the needs of the school
determines the role the specialist will play at that particular school.
- To be effective, specialist must be able to collaborate with other
educators.
- A lack of clear procedures can cause issues. Leadership support for
establishing meaningful collaboration. (pg 25)
- No simple answers for determining how to best help students
succeed (see pg. 35)

Argue RTI framework is not consistent and is not always implemented the same in
schools and/or districts (MTSS plans are not congruent with the RTI
framework mentioned and/or implemented differently in terms of instruction
time in different states).

Aspire - Research methods to allow for RTI to be standard across states and
districts.
- Research strategies that allow for effective collaboration between
teachers and specialist. Create an action plan that can help the
school that I will be working with. I would also like to be able to
observe different specialist in various school settings to see the
responsibilities they hold.