Actually, most of the literacy co-ordinators I know are sensible, well-adjusted and have lots of friends! But there are some things about the role that make it much more challenging than it appears to an onlooker.
For one thing, literacy co-ordinators often have a very wide brief. They are often (but not always) meant to ensure that every class in every subject helps to build student’s reading and writing skills. Even with the most willing staff, this job is too much for one person with a teaching load. Inevitably, literacy co-ordinators have to choose which curriculum areas and year groups they prioritise.
Another challenge is to navigate the many possible options for initiatives and interventions. Should the focus be on building a reading culture? On increasing reading mileage? On developing inference, contextual knowledge, response to text or decoding? Or ensuring that students encounter challenging texts in classrooms? Or building subject-specific…
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