Example and Role Matrix Templates
Below is a completed example of a role matrix
for teachers and instructional assistants (paraprofessionals).
We also provide a template with directions to help you organize
the roles, qualifications, responsibilities, and assessments
for teachers and paraprofessionals.
The format is similar to the one used
for reading specialists and literacy coaches
that also appears on this companion website.
Role Matrix for Teachers and Instructional Assistants
Role
Classroom
Reading
Teachers &
Content
Area
Teachers
(Pre-K &
Elementary,
M.S. & H.S.)
Qualifications
Pre-K & Elementary
Classroom Teachers
- Undergrad degree
in early childhood or
elementary ed.
- 6 to12 credits in
reading
M.S. & H.S. Content
Area Teachers
- Undergrad degree
in content area with
adolescent literacy
or content area
literacy course
Responsibilities
Teach Reading/Writing Pre-K &
Elementary
- Provide literacy instruction to
students in self-contained or
departmentalized settings
- Could include teaching content
(science, math, social studies)
- Work with students of all ability
levels and language proficiencies
Teach Reading/Writing M.S. & H.S
- Teach at least one content area
course and literacy skills
concurrently
- Instruct students on how to learn
the content through reading, writing,
speaking, listening, and representing
Instructional
Support
Personnel
(Paraprofessionals
Educational or
Instructional
Support Personnel
- Two years of
higher education or
associate degree that
includes a readingrelated course
Assist Classroom Teachers
- Support teachers and specialists in
delivering reading instruction
- Collaborate with faculty and others
to improve reading instruction
- Assist in all areas, subjects, grades
(Pre-K to 12) and at all proficiency
levels (spec. educ. to enrichment)
- May assist in supplemental summer
or after-school programs
- May help teachers prepare
materials or record student progress
Professional Development
Professional Growth
- Develop and align personal
goals with those of the
school/district professional
development plan (PDP)
- Cooperate with specialists
and coaches to incorporate
literacy strategies into content
classroom lessons
- Attend professional
development workshops
- Join content area
professional(a) and
incorporate literacy strategies
related to standards
- Incorporate a sheltered
instruction (or SIOP Model)
with English language
learners
Professional Growth
- Attend professional
development workshops
within the school
- Participate in study groups
when appropriate
Evaluation/Assessment
Summative and Formative
Assessment
- Develop annual goals to be
assessed using the following:
a) evidence of value-added
student outcomes
b) demonstration of successful
incorporation of literacy
practices in daily content
lessons as observed by
administrators/supervisors
c) self-assessment report to be
shared with literacy coach
- Incorporate other specific
assessments and evaluation tools
that are appropriate measures of
your goal-related progress
Summative and Formative
Assessment
- Develop annual goals to be
assessed using the following:
a) value-added student
performance
b) teacher evaluations
c) administrator observation
d) self-assessment
TEMPLATE/WORKSHEET: Role Matrix for Teachers and Instructional Assistants
Role
Classroom
Reading
Teachers &
Content
Area
Teachers
(Pre-K &
Elementary,
M.S. & H.S.)
Instructional
Support
Personnel
(Paraprofessionals
Qualifications
Pre-K & Elementary
Classroom Teachers
( List classroom/
teaching experience
required)
Responsibilities
Teach Reading/Writing Pre-K &
Elementary
(Describe literacy instruction,
students served, and literacy in
content areas.)
(List educational
qualifications.
(List special
coursework required
and credit hours of
practicum)
Teach Reading/Writing M.S. & H.S
M.S. & H.S. Content
(Describe ways literacy is
Area Teachers
incorporated in content area
(Same as above.)
instruction.)
Educational or
Instructional
Support Personnel
(List literacy-related
coursework and
education.)
Copyright © 2011 Pearson Allyn & Bacon
Assist Classroom Teachers
(Describe activities and
responsibilities that support teachers
in preparing materials, recordkeeping, and reading instruction or
special programs.)
(Describe students served and
explain grouping methods.)
Professional Development
Professional Growth
(Describe professional
development goals related to
school plan [PDP]).
Evaluation/Assessment
Summative and Formative
Assessment
(Develop annual goals to be
assessed.)
(Describe working with
reading specialist or coach.)
(Make a list of ways growth will
be measured and evaluated.)
(Describe workshops
attended, professional
affiliations, SIOP training.)
(Describe participation in
study groups, peer
observation/coaching, literacy
collaboration.)
Professional Growth
(Describe involvement in
workshops, study groups,
and other professional
activities within a school.)
Summative and Formative
Assessment
(Develop annual goals to be
assessed.)
(Make a list of ways growth will
be measured and evaluated.)