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Literacy professionals (District-Level Director of Reading Supervisor…

- - - - Takes the role of the expert (Sheaer, Carr, & Vogt, 2019).
    - - Egalitarian approach where trust, reflection, and exchange facilitate teacher growth (Shearer, Carr, & Vogt, 2019).
    - - Requires coach and teacher to move past comfort zone to challenge fundamental literacy practices (Shearer, Carr, & Vogt, 2019).
- - - - Answers to building principal, supervisor, or curriculum coordinator (Shearer, Carr, & Vogt, 2019).
      - Coursework in reading education with practicum experience working with struggling readers and supporting teachers as literacy coaches (Shearer, Carr, & Vogt, 2019).
      - Confers, models, coaches, and observes teachers (Shearer, Carr, & Vogt, 2019).
      - Master's degree with concentration in reading education (Shearer, Carr, & Vogt, 2019).
      - Help teachers design professional learning or professional development for themselves or their group (Shearer, Carr, & Vogt, 2019).
      - Primary responsibility is to support teachers(Shearer, Carr, & Vogt, 2019).
      - Need a valid teaching license (Shearer, Carr, & Vogt, 2019).
      - Participate in professional development (Shearer, Carr, & Vogt, 2019).
      - Work as a team of co-learners, listen, honor confidentiality, be knowledgeable about latest evidence-based practices, be an advocate for injustices, and be affiliated with ILA, NCTE, or other national and international literacy organizations (Shearer, Carr, & Vogt, 2019).
      - Focus on planning, teaching, and evaluating instruction for struggling students (Bean & Kern, 2017).
      - Provide sustained instruction and prevent reading difficulties (Galloway & Lesaux, 2014).
    - - Works as a member of a team alongside other literacy professionals, paraprofessionals, and support personnel (Shearer, Carr, & Vogt, 2019).
      - Facilitate peer coaching and cognitive coaching partnerships (Shearer, Carr, & Vogt, 2019).
      - Need a valid teaching license (Shearer, Carr, & Vogt, 2019).
      - Coach grade level teams (Shearer, Carr, & Vogt, 2019).
      - Master's degree with concentration in reading education (Shearer, Carr, & Vogt, 2019).
      - Reports to building principal (Shearer, Carr, & Vogt, 2019).
      - Coursework in reading education with practicum experience working with struggling readers and supporting teachers as literacy coaches (Shearer, Carr, & Vogt, 2019).
      - Participate in professional development (Shearer, Carr, & Vogt, 2019).
      - Work as a team of co-learners, listen, honor confidentiality, be knowledgeable about latest evidence-based practices, be an advocate for injustices, and be affiliated with ILA, NCTE, or other national and international literacy organizations (Shearer, Carr, & Vogt, 2019).
      - Focus on planning, teaching, and evaluating instruction for struggling students (Bean & Kern, 2017).
      - Provide sustained instruction and prevent reading difficulties (Galloway & Lesaux, 2014).
    - - Gives input for professional development (Shearer, Carr, & Vogt, 2019).
      - Need a valid teaching license (Shearer, Carr, & Vogt, 2019).
      - Assesses new students and struggling students(Shearer, Carr, & Vogt, 2019).
      - Master's degree with concentration in reading education (Shearer, Carr, & Vogt, 2019).
      - Involved in curriculum design and implementation(Shearer, Carr, & Vogt, 2019).
      - Little time may be spent coaching, modeling, and co-teaching(Shearer, Carr, & Vogt, 2019).
      - "Primary Responsibility is instruction of children who need additional support with literacy, sometimes as a part-time Title I teacher" (Shearer, Carr, & Vogt, 2019, p. 40).
      - Coursework in reading education with practicum experience working with struggling readers and supporting teachers as literacy coaches (Shearer, Carr, & Vogt, 2019).
      - Reports to the building principal (Shearer, Carr, & Vogt, 2019).
      - Facilitates study groups or inquiry groups (Shearer, Carr, & Vogt, 2019)
      - Work as a team of co-learners, listen, honor confidentiality, be knowledgeable about latest evidence-based practices, be an advocate for injustices, and be affiliated with ILA, NCTE, or other national and international literacy organizations (Shearer, Carr, & Vogt, 2019).
      - Participate in professional development (Shearer, Carr, & Vogt, 2019).
      - Focus on planning, teaching, and evaluating instruction for struggling students (Bean & Kern, 2017).
      - Provide sustained instruction and prevent reading difficulties (Galloway & Lesaux, 2014).