Jennifer Junod

Philosophy of Literacy Education

I believe that an ideal classroom is one in which learning is made meaningful to
each and every student, each and every day. To accomplish this objective, I use my
nowledge of my students! diverse learning styles, needs, and strengths to plan for
instruction and provide limitless opportunities for my students to mae connections,
construct nowledge, and develop the critical thining sills that are characteristic of life"
long learners. #s a reading specialist, I will apply this educational philosophy to the
teaching of literacy by coaching teachers, supporting students and colleagues, and fostering
a life"long love of reading and writing in our school community.
$ifferentiation and literacy instruction at the point of need are critical to ensuring
the success of the wonderfully diverse learners that are found in every classroom. In my
role as a reading specialist, I will strive to ensure that we are providing developmentally"
appropriate instruction that is driven by the individual needs of our students. To mae such
differentiation possible, I believe that regular assessment, both formal and informal, is
essential% when we now our students! strengths, we can build upon those talents and help
all students to meet the high e&pectations that we hold for them. I will use my nowledge
of the 'one of pro&imal development ()ygotsy, *+,-. to guide my instruction and to
coach teachers as they use assessment data to plan their literacy instruction. I will help
teachers to consider research on the developmental stages of writing (/entry,*+-0. and the
stages of reading development (1ountas 2 Pinnell, *++3. so that they can ensure that their
instruction is developmentally"appropriate and will support all learners, including their
struggling readers. I will wor closely with educators to ensure that the needs of every
student are met through scaffolding (4ood et al., *+,3., fle&ible grouping, and learning
opportunities that will enable every child to grow and achieve at high levels.
5ecause I believe that learning, especially reading and writing, is a social activity
()ygotsy, *+,-., I will coach teachers to ensure that they are providing many
opportunities for their students to collaborate and learn from and with each other. I will
wor with teachers to provide opportunities for active, discovery learning that will enable
students to construct nowledge and mae connections in a way that is meaningful to
them. 5ecause reading and writing are reciprocal processes (6lay, *++-., I will wor with
teachers as they implement a variety of instructional strategies that best support instruction
in these areas, including components of balanced literacy instruction and the use of a
variety of classroom configurations (whole group, small group, and individual instruction.,
and will help teachers to develop effective literacy environments that provide purposeful
opportunities for children to read, write, and spea.
#s a literacy educator, I believe that to be truly successful I must constantly reflect
upon my teaching and coaching practices to come up with new ways to reach each student
and to maintain a school atmosphere that promotes e&citement about literacy. Through
such self"assessment, I hope to constantly grow as a professional and ensure that literacy
learning is valued, meaningful, and celebrated.
7eferences
6lay, 8. 8. (*++-.. The power of writing in early literacy. In 8. 8. 6lay, By different
paths to common outcomes (pp. *9:"*3*.. ;or, 8aine< =tenhouse Publishers.
1ountas, I., 2 Pinnell, /. (*++3.. Guided reading. Portsmouth, 8#< >einemann.
/entry, J. 7. (*+-0.. #n analysis of developmental spelling. The Reading Teacher, 93(9.,
*+0"0::.
)ygotsy, L. =. (*+,-.. Mind in society: The development of higher psychological
processes. 6ambridge, 8#< >arvard ?niversity Press.
4ood, $., 5runer, J., 2 7oss, /. (*+,3.. The role of tutoring in problem solving. Journal
of Child Psychology and Child Psychiatry, *,, -+@*::.