The Administration and Supervision of Reading Programs by Shelley B. Wepner, Joan T. Feeley

By Shelley B. Wepner, Joan T. Feeley

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Teachers may attend various conferences; educational consultants may be asked to make presentations at the school. , Reading Recovery, whole language) to read and discuss. Step 4: Implementing the ideas. Before there is full-scale implementation, pilot-testing may be necessary to validate the effectiveness of the identified changes. Further, there may also be a need for providing staff development for all teachers so that they understand how to implement the specific changes. Too often good ideas that are placed into curriculum guides or district manuals are not implemented into the daily teaching repertoires of the classroom teachers.

Page 22 2 Evolving Roles and Responsibilities of Reading Personnel Shelley B. Wepner Nancy E. Seminoff William Paterson College of New Jersey Ms. , a reading specialist in a K-6 suburban school, has been using trade books with her small groups of below-average readers for as long as she has been teaching. Identified by adults and children alike as the teacher with "problem" children, Ms. C. decided long ago that she was not going to subject her students to the basal materials that had failed them in the first place.

An important aspect of building the school reading program is developing a climate in which such cooperation and communication can thrive among all professionals who are involved in helping students become effective readers. Teachers, whether specialists or classroom, can no longer work in isolation. All professionals need to learn to work as members of a team to plan for the needs of students. Teachers in fact recognize the need to learn new strategies as they experiment with various models that promote full inclusion of students and collaboration with other adults (Bean, Trovato, Hamilton, Golembesky, & Rice, 1992).

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