Reflective Practices That Scaffold Teacher Knowledge, Decision Making, and Literacy Leadership

Abstract

The roles of literacy professionals are organized and contextualized in school settings and are quite varied; university coursework must prepare teachers to serve in literacy teacher, reading specialist, interventionist, and coaching roles. In this chapter, the authors describe two Literacy M.Ed. mid-program practicums that (1) focus on literacy small-group instruction such as guided reading and (2) individual instruction of learners having difficulty with reading. They discuss evidence-based practices primarily focused on reflection—reflections of lessons, including videotaped lessons and peer coaching, online discussions and reflections. Based on the analyses of such practices, insights and implications for program improvement are suggested.