"We believe in the power of the past to inform the future” (Vogt & Shearer, 2011, p. 57).
When establishing a literacy team, members must be selected and roles defined. Wellins, Byham, and Wilson (1991) stated teamwork is essential and can result in increased knowledge and expertise, ownership, and empowerment for participants (as cited in Vogt & Shearer, 2011, p. 58). Creating and implementing a collaborative vision with the goal of improving the school’s literacy education program is the literacy team’s responsibility. Teams help us face challenges as educators that simply cannot be solved by any one person alone (Vogt & Shearer, 2011).
When selecting members for a literacy team, you want enough members to get the job done without having the group size impede effectiveness. Many literacy teams have between seven and fifteen members. Several groups should be represented including administrators, reading specialists, teamers, and support personnel (e.g., psychologists, media specialists, Title I teachers); some include students, parents, and community members as well. It is imperative that the team understands how to be a team and believes that a team is “a unit that sees itself as a force for change” (Vogt & Shearer, 2011, p. 61). It is essential that each literacy team member understands they are acting as a representative who is willing to promote a group agenda. The role of its members must be defined. Gordon (2004) lists the following characteristics for effective teams: “shared identity, clear focus, diversity of perspectives, role clarity, high levels of collaboration, administrative support, effective decision-making strategies, and continuous self-assessment” (as cited in Vogt & Shearer, 2011, p. 61).
The following video is a fun look at the importance of working on a collaborative team.
“We need to find out where we are relative to literacy and literacy instruction, so that we can figure out where we want to go and how best to get there” (Vogt & Shearer, 2011, p. 65). The mission statement exemplifies a mission or vision influenced by belief, theory, and research. It helps facilitates transforming the literacy curriculum. It entails long-term commitment to collaborative planning and problem solving. The four important purposes of a vision statement include identifying beliefs and examining how they define literacy and literacy practice in different contexts, clarifying a direction for change over time, motivating people to reconstruct their actions towards accomplishing the goal, and coordinating the actions of a variety of people in equal ways (Vogt & Shearer, 2011).
In developing a literacy vision statement, one must first search for an existing vision statement. Next, survey the cohort groups. Lastly, disseminate the vision statement (Vogt & Shearer, 2011).
The school literacy goals need to align with state and IRA/NCTE Standards (Vogt & Shearer, 2011).
A recurring theme I have noticed in the chapters Reading Specialists and Reading Coaches in the Real World is the importance of teamwork and collaboration. It almost seems common sense, but like the authors pointed out, as teachers, we too often close the door and do our own thing. That is something I have witnessed frequently in some of the schools I have worked in. I have also seen teachers work well on teams, collaborating with others. Those teachers are less stressed out; students seem to work more harmoniously, and student achievement is greater. I have also had the experience of working on a team that does not act as a team, and one or more members do not fulfill their end of their commitment. I think that is a common experience for many people and often leads to a negative view of working on teams.
References
Vogt, M., & Shearer, B. (2011). Reading specialists and reading coaches in
the real world.
Boston, MA: Pearson.
No comments:
Post a Comment