Date:

4/10/15

N.B. Interview:

1. What does your daily routine consist of while teaching students?

A: My daily routine is very hectic I see intervention groups
almost back to back throughout the day four days a week I do get
a 20 minute break in the afternoon.
2. What do you do to prepare for the students before conducting your
groups?
A: I prepare an array of materials based on student need. It
could be word sorts, QR codes, reading materials, such as leveled
books, word lists based on the phonics skill being remediated or
skill-based games.
3. What type of activities do you do with the students?
A: I do multi-sensory phonics lessons and comprehension lessons
for second grade. For kindergarten, I use elokin boxes with
magnetic chips and 95% group intervention materials. I use any
materials that will help make abstract concepts more concrete.
4. What skills do you help the students with?
A: There is a wide range of skills that students are deficient in
and need directed instruction in that area. Some students need
help with letter sounds and matching them to the appropriate
letter. Some students need help with blending though sounds
together to read words. Some students need intervention with
discriminating between the lowercase letters b and d. Most at
this point in the year, need help with reading and writing words
with vowel teams. Many also need work in the area of fluency and
comprehension.
5. About how many groups do you see per day?
A: I see nine groups per day.
6. What is your favorite part of your job?
A: The favorite part of my job is seeing the amount of growth the
students make in one year. It's also rewarding to know that I've
helped a child learn to read, which is a skill necessary for a
successful future.
7. What is the most stressful part of your job?
A: The most stressful part of my job is scheduling. Schedules
often need several revisions which can be very frustrating.

8. What different modifications can make your job easier?

A: I wouldn't say modifications per se, but block scheduling and
having a say in grouping students' by like needs would make it
easier to create effective intervention groups.
9. What made you want to become a reading specialist/ coach?
A: I was fascinated at how one acquires reading skills. And the
program looked interesting. I could easily see myself being a
reading specialist because I loved teaching reading.
10.Where do you see yourself five years from now regarding your career
goals?
A: I want to pursue my supervisory certificate very soon. With
that in mind within the next five years I hope to be
supervising reading programs and instruction for a district.