1

Roles and Responsibilities of Literacy Specialists and Coaches

Sarah Myroup

Reading, Literacy, and Learning; Longwood University

READ 680: Developing Literacy Leaders

Dr. Tammy Parlier

February 8, 2021
2

Roles and Responsibilities of Literacy Specialists and Coaches

Specialized literacy professionals are essential to ensuring the success of students

needing support in reading and writing. This piece will take the time to examine how the roles of

literacy professionals have evolved, as well as their current qualifications and duties. Finally,

this information will be considered in the context of the author’s own ideas.

Evolution of Roles

Reading specialists have been in schools since the 1930s, when they would serve as a

supervisor for teachers with the goal of improving the school’s reading program (Bean &

Goatley, 2021). At the recommendation of Dolch, 1940s reading specialists’ primary

responsibility became that of remediating small groups or individual students (Bean & Goatley,

2021). Over the following years, researchers and writers called for a dual role, allowing reading

specialists to serve as both educators and coaches (Bean & Goatley, 2021).

2001 brought forth the No Child Left Behind Act and Reading First, which shifted the

specialist’s role to focus on coaching (Bean & Goatley, 2021). However, remediation was still an

important aspect of their jobs, especially when IDEA’s 2015 reauthorization implemented

response to intervention, labeling reading specialists as interventionists (Bean & Goatley, 2021).

The term “literacy specialist” came to be through ILA’s 2017 Standards for the

Preparation of Literacy Professionals, which recognized the multiple dimensions of literacy

instruction (Bean & Goatley, 2021). This is the current term, which stands alongside two other

roles with specific but sometimes overlapping duties: literacy coach and literacy coordinator

(Bean & Goatley, 2021).

Qualifications

Present-day literacy specialists and coaches must have at least two years of experience as

excellent classroom teachers and the completion of a certification program (Bean & Goatley,

2021). It is during this time in a program that the specialists are expected to acquire knowledge

of literacy-related processes and development, assessments, and instruction (Bean & Goatley,
3

2021). Literacy coaches should receive additional instruction to prepare them for their role of

working with teachers, focusing on how to foster professional learning experiences and

collaborate with various stakeholders in the school community (Bean & Goatley, 2021).

Bean and Goatley (2021) also share that candidates for certification are expected to have

completed a supervised practicum experience where candidates assess and instruct children that

are experiencing literacy-related difficulties (Bean & Goatley, 2021). Once the practicum and

program are successfully completed, candidates are eligible for certification.

Roles

Literacy coaches specialize in the support of teachers and adult stakeholders in the

school community. According to Bean and Goatley (2021), they primarily focus on conferencing

with teachers to aid in planning, observing and modeling lessons, and leading workshops on

literacy-related professional learning. Literacy coaches spend most of their time working directly

with teachers and are most often found at secondary schools (Bean & Goatley, 2021).

Literacy specialists serve three different purposes: instructional, stakeholder-focused,

and leadership. Literacy specialists are found at both the elementary and secondary level,

though their approach to instruction will likely change depending on the grade level. Literacy

specialists are often found working with small groups or individual students to foster literacy-

related skills that have been identified as those students’ areas for growth (Bean & Goatley,

2021). They differentiate lessons to meet students’ needs while collaborating with the teacher to

ensure that intervention is congruent with whole-group instruction (Bean & Goatley, 2021).

When collaborating with adults, literacy specialists most frequently work with teachers,

offering opportunities for support in planning and delivering instruction (Bean & Goatley,

2021). However, literacy specialists must recognize that different teachers require different

supports. The specialists must be able to clearly develop expectations between the teacher and

oneself so that all parties feel valued and effective support can be given (Bean & Goatley, 2021).
4

They must also be prepared to aid teachers in the process of administering and analyzing

assessments (Bean & Goatley, 2021).

Finally, Parlier, T. (personal communication [Lecture notes], January 12, 2022) reports

that literacy specialists serve within a leadership role, which can include developing curriculum,

leading professional development opportunities, and serving on response to intervention teams.

As new evidence-based programs are introduced, reading specialists should also look to make

research literature readily available for teachers to review, and provide forums for teachers to

ask questions and share their opinions (Bean & Goatley, 2021).

Personal Reflection

Serving as a literacy specialist is no easy task, but can be quite rewarding. I believe that I

would find the most enjoyment in providing differentiated intervention for small groups of

students. Additionally, I would enjoy spending time in the classroom, whether that be providing

support to individual students or supporting whole-class instruction. Beyond student work, I

would enjoy creating professional learning opportunities for staff members. As I am a

democratic leader, I also would appreciate the chance to hear others’ input as we look to

implement new programs.

While I love receiving input, I also recognize that I would have a difficult time if I find

that I have an unpopular opinion. This is a likely scenario as new programs are introduced, but I

may struggle to stand my ground while pushing for new, research-based resources. Additionally,

I may find some difficulties adapting to the different support needs and expectations of other

teachers. As I work in their classrooms, I hope to establish clear expectations and roles, but will

need to find different ways to meet a multitude of support needs. Nevertheless, adapting to

different scenarios is a challenge I find reward and amusement in, and I expect no less from a

position such as that of a literacy specialist.

5

References

Bean, R. M., & Goatley, V. J. (2021). The literacy specialist: Leadership and coaching for the

classroom, school, and community (4th ed.). The Guildford Press.

International Literacy Association. (2015). The multiple roles of school-based specialized

literacy professionals [Research brief]. Newark, DE: Author