Specialized literacy professionals, guided by the International Literacy Association’s (ILA) Standards for the Preparation of Literacy Professionals 2017, fulfill many roles within the elementary school setting to support the literacy development of students. The purpose of this mixed-methods study was to investigate elementary principals’ knowledge of and expectations for the specialized literacy professionals’ roles and responsibilities compared to the ILA Standards. This study included 36 elementary (K-5) principals. Data was collected using an online survey adapted from a survey developed by Bean, et al. (2015) and voluntary follow-up interviews to further explore responses. Findings revealed that elementary principals consider the role of specialized literacy professionals to be one of a teacher-leader, which has evolved over the years; however, they lack familiarity with and do not use the ILA Standards when determining the specialized literacy professional’s roles and responsibilities within their school.
Mahaffey, Abbie; Wolfe, Zora; and Ciampa, Katia
"Elementary Principals’ Knowledge of and Expectations for Specialized Literacy Professionals,"
Journal of Organizational & Educational Leadership: Vol. 5:
2, Article 6.
Available at: https://digitalcommons.gardner-webb.edu/joel/vol5/iss2/6