Selecting and Evaluating Instructional Materials and Technology Resources (Chapter 10)

A major responsibility of a reading specialist is to assist “teachers in one’s school and district in selecting the best instructional materials available” (Vogt & Shearer, 2011, p. 193).  It is vital for the reading specialist to take a leadership role during the adoption of a reading series and other instructional materials.

            Two years before the adoption, the selection process must begin.  The selection process includes providing background research on best practice, examining the district’s standards and school’s philosophy, examining the policies and securing a list of approved series or texts.  A list of tasks with deadlines must be completed along with a timeline that others have access to.  Materials need to be available for attentive examination, comparison, and evaluation (Vogt & Shearer, 2010).

            Maintaining a strictly professional relationship with publishers’ representatives is imperative.  Write down notes about contacts and all communications with these representatives.  It is important to get any and all promises in writing (Vogt & Shearer, 2010).

Publishers should provide professional development for the first year after adoption.  Reading coaches have a responsibility to support teachers in their classrooms.  After the first year, the reading coach provides workshops focused on common issues and concerns (Vogt & Shearer, 2010).

There are several ways to level books including using a GRL (guided reading level), Lexile system, and DRA levels (developmental reading assessment).  The difficulty level should be only one factor considered when choosing texts for students.  Appropriateness of a text depends on the children the text is intended for and their interests (Vogt & Shearer, 2010).

Technology should be used in conjunction with “traditional sound practices we use with print text” (Vogt & Shearer, 2010, p. 205).

“…a strong, well-conceived, systematic, sustained Technology Plan, supported by professional development, should be an integral part of the School Improvement Plan” (Vogt & Shearer, 2010, p. 207).  In order to remain current and fully literate, teachers need to:

1.      Have the ability to incorporate most commonly used basic methods of technology,

2.      Need to know how to adapt evidence-based strategies with print text

3.      Have support to select quality technology materials,

4.      Be familiar with the ISTE Standards and how those standards affect classroom teachers,

5.      Understand their students are using technology outside the classroom and why (Vogt & Shearer, 2010).

      

Additional information can be found at the companion website for this course’s text, Reading Specialists and Reading Coaches in the Real World.

References

Vogt, M., & Shearer, B. (2011). Reading specialists and reading coaches in the real world.

     Boston, MA: Pearson.