The role of the program implementation specialist in the promotion of adolescent literature

• Main Author: Clouter, Angela
• Format: Thesis
• Language: English
• Published: Memorial University of Newfoundland 2000
• Subjects: Canada; Newfoundland
• Online Access: https://research.library.mun.ca/1551/; https://research.library.mun.ca/1551/1/Clouter_Angela.pdf; https://research.library.mun.ca/1551/3/Clouter_Angela.pdf

This internship report considers the role of a district school board program implementation specialist in promoting the use of adolescent literature in junior and senior high schools in Newfoundland and Labrador. It consists of a case study in which one particular program implementation specialist discussed his beliefs about the meaning of this role and about how it might be achieved best. -- It concludes that the participant believed strongly in the importance of adolescent literature, including how the use of it in junior and senior high classrooms helps meet the learning outcomes of the new Atlantic Canada Language Arts Curriculum: Grades 7-9. (hereafter referred to as English 7-9). The case study revealed that, driven by these beliefs, this program implementation specialist was of key importance in promoting adolescent literature through encouraging its use in diverse ways to administrators, teachers, and parents. Giving teacher support as a facilitative leader in this curricular initiative, especially through related in-service, was of particular importance and received positive reaction from teachers overall. However, time restrictions disallowed! this participant to do the in-depth promotion desired. -- The program implementation specialist believed the promotion of adolescent literature could be achieved best by teachers becoming well read in adolescent literature; by a program specialist who is credible and enthusiastic about his or her knowledge related to adolescent literature and who concentrates on providing meaningful and related in-service; and by some changes being made, especially in an arrangement whereby a school board program implementation specialist for Language Arts can focus on this subject at a particular level, (e.g., junior and senior high school), thus enabling the time needed to do in-depth work