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Journal of Texas School Women Executives, Volume III, Issue 1 2014 demonstrating the greatest needs (TEA, 2011). School campuses are identified as “high-need” based upon student achievement data from state standardized assessments and maintain this classification for a three year period. An eligible school campus may assign up to three MRTs to receive the state stipend, which is $5,000 annually. Supervision of the MRT is the responsibility of the school district. From 2005-2010, 134 Texas school districts applied for the MRT Grant Program and received the annual stipend to employ 1,317 MRTs. MRT Roles and Responsibilities (Note: figure 1 is seen in the Appendix) According to TEA (2006), the primary responsibilities of a MRT are to teach reading to students and serve as a professional reading resource at the school campus. The required knowledge and skills of a MRT are categorized into five domains. Within these domains, six standards specify 13 competencies (see Figure 1). Analysis of these required knowledge and skills led to the development of a conceptual framework that articulates three perceived roles of a MRT: (a) teach reading to students; (b) instructional designer and assessor; and (c) campus reading resource (see Figure 2). Figure 2 organizes the 13 MRT competencies with their coordinating role and visually represents how all three roles work towards fostering students’ reading achievement. Figure 2. Conceptual framework for roles and responsibilities of MRTs.

Teach Reading to Students (Competencies 1, 2, 3, 4, 5, 6, 7, 10, & 11) Campus Reading Resource

Instructional Design & Assessment

(Competencies 12 & 13)

(Competencies 8 & 9)

Campus Student Reading Achievement

At the time of this study, literature regarding MRTs was greatly limited, and no data were found that explored how MRTs were utilized at their school campuses. Since school districts continue to apply for and receive the MRT stipend, it is important for educational stakeholders, particularly at high-need school campuses, to ensure MRTs have sufficient time to perform in each of their required roles: a reading teacher, instructional designer and assessor, and campus reading resource.


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