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Journal of Texas School Women Executives, Volume III, Issue 1 2014 showed that 13% of survey respondents either did not teach reading to students at all or taught reading to students more than 5 hours each school day. Figure 3. Average amount of daily time MRTs reported they address MRT competencies related to the role of teaching reading to students (i.e., Competencies 1, 2, 3, 4, 5, 6, 7, 10, and 11). Teach Reading to Students N/A

13% 13% 17%

Less than 1 Hour

25%

1-2 Hours

32%

Figure 4 shows survey respondents’ responses to the MRT role of instructional design and assessment. As shown in Figure 4, a total of 68% of survey respondents participated in activities related to instructional design and assessment either 1-2 hours or less than 1 hour each day. The data also showed that while 6% of survey respondents reported they do not engage in instructional design and assessment at all, 26% reported that they either spend 3-4 hours or more than 5 hours in this role each day. Figure 4. Average amount of daily time MRTs reported they address MRT competencies related to the role of instructional design and assessment (i.e., Competencies 8 and 9). Instructional Design & Assessment 10% 6% N/A 16%

Less than 1 Hour

34%

1-2 Hours

34%

Data related to the MRT role of campus reading resource are shown in Figure 5. Analysis of this data showed that 69% of survey respondents spend either 1-2 hours or less than one hour in this role each day. However, the data also revealed that 21% of survey respondents do not serve as a campus reading resource at all. 22

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