Reading specialists should support teachers throughout the school in literacy instruction. This goes beyond merely sharing strategies; it also involves assisting teachers with their classroom research, including data collection and discussions that identify gaps and deficits. Shearer et al. emphasize the importance of being alert for both “teachable moments” and “researchable moments” that foster classroom research (p. 320). They suggest developing research questions, finding relevant studies to share with teachers, conducting data collection, analyzing findings, and determining action steps.

Action Steps:

1. I have already made strides in immersing myself in best practices and research. I've begun seeking out more literacy publications and recently discovered a podcast titled “Science of Reading: The Podcast,” which has proven to be quite insightful. Additionally, I plan to subscribe to at least one notable literacy journal, leaning towards the Journal of Adolescent & Adult Literacy from the ILA.

2. To enhance my understanding of political literacy policy, I need to familiarize myself with state laws and standards. I aim to affiliate with organizations that will provide insight into relevant issues and offer a platform for my voice. I plan to engage more with the ILA and the North Carolina English Teachers Association, as the latter will provide a more personalized agenda for enacting change. Being aware of policy is crucial, as it can significantly influence the extent to which critical literacy is addressed in the classroom. Shearer et al. (2019) describe literacy as a socially constructed power system, highlighting that teachers and literacy leaders must be involved due to factors such as a school’s resources, the quality of the curriculum, the nature of teacher instruction, and how effectively students engage with school practices (p. 234). If we, as experts, don’t advocate for solid literacy policies, who will?

In conclusion, becoming a critical consumer of research, policy, and practice is not just beneficial but essential for reading specialists. By staying informed and actively engaging with current trends and research, we empower ourselves to better support teachers and students alike. Our role extends beyond the classroom; we must also advocate for effective literacy policies that reflect the evolving needs of our students. As we deepen our understanding and commitment to these areas, we can foster an environment where all students have the opportunity to thrive in their literacy journeys. Together, we can bridge gaps and create a more equitable educational landscape.

Action Steps:
I recognize the importance of needs assessments and will continue to utilize them. Additionally, being a critical listener during teacher conversations will provide valuable insights into their needs. Since my office is located in the teachers’ lounge, I often hear a range of concerns. I will also stay informed about the latest literacy research and discussions to continually expand my toolkit. Having participated in various leadership trainings, I feel ready to step into a role leading PD sessions, with opportunities arising soon. Lastly, I believe follow-up after PD is crucial; I plan to assess the effectiveness of my sessions through surveys.

When advocating for teachers, it’s important for the reading specialist to adopt a mentoring role. All voices should be heard and valued—no one should be “voluntold” what to do. As Shearer et al. (2019) note, “The leader is the one who invites and inspires others to a vision in which they feel ownership. A true leader seeks to help individuals discover their leadership potential and finds ways to foster those qualities” (p. 308). Through respect and collaboration, teams can become effective and transform classrooms.

Advocating for the community is equally important. Making connections with the community's culture is crucial; students must see themselves represented in literature to enhance their background knowledge. The “mirrors, windows, and doors” analogy captures this idea well. According to We Are Teachers (2018), “It is critical to understand that students cannot truly learn about themselves unless they learn about others as well.” As a parent, even before taking on the role of reading specialist and pursuing my literacy master’s program, I understood the importance of reading to my children from an early age. Now, I’ve witnessed firsthand how parental involvement and collaboration with teachers can significantly impact student growth. Shearer et al. (2019) emphasize, “One of the best ways to support children’s literacy development is to ensure their adult caregivers have the skills necessary to support their families and to act as partners with the school” (p. 307). Parents often want to help but may lack the knowledge to do so effectively. For instance, I have an 18-year-old student this year whose decoding skills were below a pre-K level. After just two weeks of working with me and practicing at home with parental support, this student has made significant progress in distinguishing consonants from vowels and has learned five new sight words. I’m excited to see what else this young person will achieve.

Action Steps:

1. I will consistently evaluate and vet the reading program to ensure it meets our goals, using the data it generates to address student needs.

2. I will actively seek out teacher needs and provide insights on how we can achieve our common goals while staying current with research and policy.

3. I will build relationships with my students to understand their interests, which is vital for selecting relevant literature that also builds their background knowledge.

4. I will strive to find instructional materials to foster a love of reading for my students as well as build confidence and growth. Afterall, it all starts with motivation. (I have already started on this one!  I made a Donors Choose project for some Hi Lo books!)

5. I will maintain open communication with my students and their parents, sharing successes and challenges to better equip them to support their children at home.

6. Lastly, I aim to extend my outreach beyond my students' parents by connecting with the broader school community. I’m currently planning a literacy night, which will be my first step in engaging the community.

Advocating for literacy through research-based practices not only enhances student outcomes but also fosters a collaborative environment among teachers, parents, and the broader community. By integrating the principles of the science of reading into our curriculum and maintaining open lines of communication, we can empower both educators and families to support student growth effectively. As we delve deeper into these advocacy efforts, we will ultimately create a vibrant literacy culture that celebrates diverse voices and encourages lifelong learning. Together, we can inspire a generation of readers who see themselves in the literature they encounter, bridging the gap between home and school.

We Are Teachers Staff. 2018. What Are Windows, Mirrors, and Sliding Glass Doors?. We Are Teachers. https://www.weareteachers.com/mirrors-and-windows/