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Administrative allocation of human resources: The speech language pathologist on the literacy team
Abstract
Harrison Primary School in Peoria, Illinois, has 407 students in grades K-4 and is made up of 96.0% low-income and 95.5% minority students. The speech language pathologist (SLP) led the development of the Harrison Initiative for Language Learning (HILL). Qualitative inquiry, using interviews and focus groups determined the contributions of the SLP. Perspectives were sought from the principal, teachers, and the SLP about the SLP's role in literacy instruction. Findings included: (1) The principal's dynamic leadership---she capitalized on the talents of the SLP. (2) Both the principal and the SLP shared a mutual passion to serve the literacy needs of all students. (3) Receptive teachers eager to collaborate with their highly valued SLP. (4) An SLP with natural leadership skills committed to a personal belief that her role was to focus on skills that led to literacy for students by sharing her expertise. Benefits and disadvantages associated with inclusion of the SLP in literacy instruction included: (1) An instructional model that transcended the skills of the SLP by uniting staff members through trust and collaboration to benefit student outcomes. (2) Perceived mistrust by district administration, but total satisfaction at the building level. The involvement of the SLP fulfilled the school's literacy plan by optimizing human resources and using staff strengths to meet student needs.
Subject Area
Educational administration
Recommended Citation
Mackey, Peggy R, "Administrative allocation of human resources: The speech language pathologist on the literacy team" (2007). ETD collection for University of Nebraska-Lincoln. AAI3258739.
https://digitalcommons.unl.edu/dissertations/AAI3258739