Literacy Coaching Master Class

1
Literacy CoachingMaster Class

• Literacy Institute
• Orlando
• July 2008

2
Introduction
3
Getting to Know You!

• Talk with your tablemates about
• How many years have you been in education?
• What grade levels and/or subject areas have you
  taught?
• How many years have you been a reading coach?

4
Consider this . . .

• There is no such thing as excellence in teaching
  when in solitude. By definition, excellence in
  teaching is a form of communication and
• group activity.

Adam Urbanski, 2005 in Stephen G. Barkley, 2005,
foreword Quality Teaching in a Culture of
Coaching
5
What are your goals?

• Reflect on your goals for attending the Literacy
  Coaching - Master Class strand of the Literacy
  Institute.
• Why are you here?
• What do you want to accomplish this week?
• Work with your table group to review the agenda
  and discuss your goals for the institute.
• Write your lists on chart paper, and post in the
  training room.
• Be prepared to share.

Marlene Caroselli, 1998, p. 16-17 Great Session
Openers, Closers Energizers
6
We will use the agenda and your posted
expectations to . . .

• Review what we have accomplished throughout the
  academy.
• Check-off the topics we have addressed, and note
  the areas in which more training may be needed
  during the upcoming year.

7
Our Central Text

• Our central text for the academy is The Literacy
  Coach Guiding in the Right Direction by Enrique
  A. Puig and Kathy S. Froelich.
• A vital resource for the institute is the
  collective experiences and reflections of its
  participants.

8

• we do not learn as much from experience as we
  learn from reflecting on that experience.

Thomas S. C. Farrell, 2004, p. 7 Reflective
Practice in Action 80 Reflection Breaks for Busy
Teachers
9
Sharing the Wisdom

• Collaboration with the
• Novice Class Coaches
• Session 11 Wednesday, 1015 1145
• Join with the novice class coaches to engage in
  coaching conversations and coaching-the-coach
  activities.
• Session 15 Thursday, 1015 1145
• Novice class coaches will shadow our process of
  planning for our role of the coach at the school
  site.
• Passing Down the Wisdom conversation

10
What is a Reading Coach?

• The Just Read, Florida! office defines a reading
  coach as follows
• A reading coach is a professional development
  liaison within the school to support, model, and
  continuously improve SBRR Scientifically Based
  Reading Research instructional programs in
  reading to assure reading improvement for ALL
  students.

Just Read, Florida! 2005-2006 K-12 Comprehensive
Research-Based Reading Plan
11
Reading Coaches

• drive change in schools by disseminating
  literacy information and inciting enthusiasm
  about improving students reading and writing.
• As a resident expert of literacy education in a
  school, a reading coach, provides in-school
  support for teachers as they develop and improve
  their instructional and assessment skills. Part
  of the job includes assisting teachers in
  implementing strategies for grouping students and
  solving literacy-related problems.

David Booth Jennifer Roswell, 2002, p. 16-17
The Literacy Principal Leading, Supporting and
Assessing Reading and Writing Initiatives
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CONTINUUM OF COACHING
Transformation may occur when teachers/coaches
are provided opportunities to observe, co-teach,
confer, study, research, and reflect on practice.
Inter-active coaching
Intra-active coaching
Provide an observation lesson to improve learning
and teaching with feedback and collaborative
input.
Co-teach with colleague to improve learning and
teaching based on mutually agreed upon learning
goals and success indicators.
Confer, observe, and debrief to improve learning
and teaching.
Facilitate a study group or literacy leadership
team to investigate adaptive challenges to
improve learning and teaching.
Facilitate collaborative action research to seek
resources after reflection to improve learning
and teaching.
Facilitate a workshop or session to improve
learning and teaching
Increased scaffolding
Decreased scaffolding
SUBJECT-CENTERED PEDAGOGY
SOLUTION-SEEKING ANDRAOGOGY
adapted from E. A. Puig K. S. Froelich,
2007 The Literacy Coach Guiding in the Right
Direction
13
Create a list

• of all the things that you do each day and each
  week as the reading coach.

14
10 Roles of Reading Coaches

• Resource provider the purpose is to expand
  teachers use of a variety of resources to
  improve instruction.
• Data coach the purpose is to ensure that
  student achievement data drives instructional
  decisions at the classroom and school level.
• Curriculum specialist the purpose is to ensure
  implementation of adopted curriculum.
• Instructional specialist the purpose is to
  align instruction with curriculum to meet the
  needs of all students.

Joellen Killion Cindy Harrison, 2006 Taking
the Lead New Roles for Teachers and School-based
Coaches
15
10 Roles of Reading Coaches

• Classroom supporter the purpose is to increase
  the quality and effectiveness of classroom
  instruction.
• Mentor the purpose is to increase instructional
  skills of the novice teacher and support
  school-wide induction activities.
• Learning facilitator the purpose is to design
  collaborative, job-embedded, standards-based
  professional learning.

Joellen Killion Cindy Harrison, 2006 Taking
the Lead New Roles for Teachers and School-based
Coaches
16
10 Roles of Reading Coaches

• School leader the purpose is to work
  collaboratively with the schools formal
  leadership to design, implement, and assess
  school change initiatives to ensure alignment and
  focus on intended results.
• Catalyst for change the purpose is to create
  disequilibrium with the current state as an
  impetus to explore alternatives to current
  practice.
• Learner the purpose is to model continuous
  learning, to keep current, and to be a thought
  leader in the school.

Joellen Killion Cindy Harrison, 2006 Taking
the Lead New Roles for Teachers and School-based
Coaches
17
What Does a Literacy Coach Do?

• Once you have created the list, review the Puig
  Froelich text - Appendix B - pg. 121.
• How does your list compare with Appendix B?
• Are there things that need to be
  eliminated/reduced/revised in my schedule?

18
Questions to Ponder

• What factors impact your ability to carry out
  your role as the reading coach?
• Discuss the factors that impact your role as a
  coach.
• How can you increase your time engaging in
  effective and efficient coaching activities?
• Brainstorm solutions.

19
Effective Professional Development

• includes theory, demonstration, practice/feedback
  and coaching/teaming.
• When learners participate in the study of theory,
  they can be expected to recall some specifics
  but only a few (5) will be able to apply the
  skills.
• When learners observe the modeling of the skill,
  a few (20) will be able to apply the skill at
  the training site.

David Collins, 2000, p. 62 Achieving Your Vision
of Professional Development How to Assess Your
Needs and Get What you Want
20
Effective Professional Development

• When learners are given time to
  demonstrate/practice the skill in a protected
  environment, most learners (up to 95) will be
  able to demonstrate the skill at the training
  site. However, the majority will not use the
  skill at the work place without benefit of
  coaching and/or a support team.
• When learners coach one another as they work the
  new skill into their repertoire, most (75-95)
  who are part of the support team will apply the
  new skill on the job.

David Collins, 2000, p. 62 Achieving Your Vision
of Professional Development How to Assess Your
Needs and Get What you Want
21
Think About It

• Select a Guiding Principle from the bag.
• With your shoulder partner, discuss what that
  guiding principle means to you as a reading
  coach.
• Use the Puig Froelich text pg 97 105 as a
  reference for further clarification of the
  guiding principle.
• Be prepared to share your insights.

22
Guiding Principles for a Literacy Coach

• Puig and Froelich text, Pgs. 97 105
• Which principles would you like to come back to?
• Which principles do you need to investigate
  further?

23
Coaches can

• transform schools into learning centers. The way
  they engage teachers through the lens of
  curiosity or inquiry can stimulate interest in
  exploring the complex and challenging work
  teachers do each day.
• facilitate knowledge sharing and knowledge
  creation through their ongoing work with
  teachers.
• engage teaches as professionals in the analysis
  of and reflection on their work.
• acknowledge teachers struggles and join them in
  the struggles.
• honor teachers as individuals and professionals
  and support them cognitively and emotionally.
• work alongside their principals and colleagues to
  shape the very fiber of the school.

Joellen Killion Cindy Harrison, 2006, p.
154-155 Taking the Lead New Roles for Teachers
and School-based Coaches
24
Ourselves as Teachers
25
Getting to Know All About You!

• Talk with your tablemates about
• What college did you attend?
• What was your major in college?
• How did you decide to go into education?

26
Guiding Principles

• Lets revisit the Guiding Principles on pg.
  97 105.
• Highlight the Guiding Principles that relate to
  teaching.
• What do these principles tell us about teaching
  children?

27
Why

• are we asking you to analyze your role as teacher?

28
Qualifications of the Reading Coach

• What must reading coaches
• know and be able to do?
• Because the primary role of reading coaches is
  to provide support to classroom teachers for
  classroom reading instruction, it is essential
  that they be excellent classroom teachers
  themselves.
• Have in-depth knowledge of reading processes,
  acquisition, assessment and instruction.
• Have expertise working with teachers to improve
  their practice.

International Reading Association, 2004 The Role
and Qualifications of the Reading Coach in the
United States
29
Literacy As a Process

• understanding literacy processing is critical
  for a literacy coach... It will be through this
  clear, yet cogent, understanding of processing
  that a literacy coach will be able to scaffold
  and lift teachers and administrators to question
  instructional practices and improve student
  learning.
• Enrique A. Puig Kathy S. Froelich, 2007, p. 20
• The Literacy Coach Guiding in the Right
  Direction
• unless teachers and literacy coaches understand
  learning as a process, teaching and coaching will
  be hit or miss.
• Enrique A. Puig Kathy S. Froelich, 2007, p. 2
• The Literacy Coach Guiding in the Right Direction

30
Expert teachers will have the

• knowledge, strategies meaning instructional
  practices and materials to judge what to do with
  particular children, not on the basis of
  ideology, but on the basis of observation, logic,
  knowledge of child development, knowledge of
  content, and evidence for what works.

Louisa C. Moats, 1999, p. 17 Teaching is Rocket
Science What Expert Teachers of Reading Should
Know and Be Able To Do
31
Teaching Practices that Transfer to Coaching

• Transmitting knowledge and constructing
  knowledge
• Understanding and knowing strengths and
  weaknesses
• Using data to inform teaching and learning
• Increasing ownership and independence
• Building trust
• Understanding learning as a process

32
Reading is . . .

• . . . a message-getting, problem-solving
  activity that increases in power and flexibility
  the more it is practiced.
• Marie M. Clay, 2001, p. 1
• Change Over Time in Childrens Literacy
  Development
• Refer to the Puig Froelich text, pp. 26
  (bottom) through the end of the second paragraph
  on page 27. Consider the processes you use when
  you read and write.
• List as many as you can and discuss with your
  partner.

33
Reading is a Complex Process

• We dont learn to read following a truly linear
  model.
• We all rely on different sources of information
  or working systems to read, and this makes the
  process more complex.
• We bring our personal background experiences and
  context to bear when we engage in text.
• We have constructed mental working systems of
  information that are assembled and disassembled
  contingent on the text at hand.

Enrique A. Puig Kathy S. Froelich, 2007, p.
27 The Literacy Coach Guiding in the Right
Direction
34
What is meant by assembling (or constructing)
working systems?

• . . .bringing together a group of
• elements that interact and
• function together as a whole,
• capable of being used to
• further an activity.

FLaRE, 2008, S2-6 Foundations and Applications of
Differentiating Instruction Competencies Four
and Five
35
Reading as a ProcessA Framework for Guiding
Readers

Kathy S. Froelich Enrique A. Puig, in press The
Literacy Leadership Team Sustaining and
Expanding Success
36
Strategic Activities

• Readers sustain reading by coordinating a variety
  of means to perceive, internalize, and use
  meaning.
• Readers
• - solve words
• -monitor and correct
• -search for and use information
• -summarize
• -maintain fluency
• -adjust

Irene Fountas Gay Su Pinnell, 2006, p.
45 Teaching for Comprehending and Fluency
Thinking, Talking, and Writing about Reading, K-8
37
Readers expand meaning by. . .

• Predicting
• Making connections
• Inferring
• Synthesizing
• Analyzing
• Critiquing

Irene Fountas Gay Su Pinnell, 2006, p.
53 Teaching for Comprehending and Fluency
Thinking, Talking, and Writing about Reading, K-8
38
Because each person is unique . . .

• . . . we think of reading as a process
  rather than the reading process. This may
  sound like we are overly fine-tuningthis
  concept, but remember, experiencehas taught us
  that when language is explicit, clear, and
  precise, theres lessneed for explanation, thus
  reducing confusion and misinterpretation.

Enrique A. Puig Kathy S. Froelich, 2007, p.
28-29 The Literacy Coach Guiding in the Right
Direction
39
Two questions to ask

• What is occurring with this learner?
• How do I interact with what is occurring?

40
Something to think about

• Keeping the conditions for learning, reading and
  writing as a process . . . in the forefront, we
  need to investigate the impact that this
  information may have on our coaching and
  teaching/learning.
• We need to ask What can be investigated that
  would help improve instruction for . . .
  students? Not that there is anything wrong,
  but how can it be improved? How is a successful
  lesson elevated to a significant lesson?

Enrique A. Puig Kathy S. Froelich, 2007, p.
30 The Literacy Coach Guiding in the Right
Direction
41
Important Understandings

• in order for us to teach reading and writing as
  a tool for thinking and learning, the critical
  elements described by the NRP, along with other
  critical elements such as writing and oral
  language development, should be inherent in our
  lessons so that there is an increased likelihood
  that our lessons will be effective.
• Part of the job of a literacy coach should be to
  look for, and support teachers in looking for,
  the critical elements in their lessons.

Enrique A. Puig Kathy S. Froelich, 2007, p.
37 The Literacy Coach Guiding in the Right
Direction
42
Learning As A ProcessReading, Writing, Math,
Science, Social Studies

• Comprehension and fluency are paramount
• Working systems may create new sources of
  information
• Phonemic awareness, phonics, vocabulary,
  comprehension and fluency are embedded in context
• Feedforward (predicting and anticipating) makes
  the process efficient
• Feedback (checking, searching, and
  self-correcting) makes the process effective
• Working systems are transformational

Enrique A. Puig Kathy S. Froelich, 2007, p.
28 The Literacy Coach Guiding in the Right
Direction
43
context
EXECUTING
THINKING
context
context
context
context
ADJUSTING
RETHINKING
context
Enrique A. Puig Kathy S. Froelich, 2007, p.
28 The Literacy Coach Guiding in the Right
Direction
44
Observational Lenses

• Read pg. 42- 48 (first paragraph) in the Puig
  Froelich text.
• Highlight key points pertaining to triangulation.
• Be prepared to share your learning.

45
Lets Take a Look

• A Triangulation Model
• Figure 3.1, pg. 44
• Puig and Froelich text

46
Triangulation

• Richard Sagor stated thattriangulation provides
  these benefits
• It compensates for the imperfections of
  data-gathering instruments.
• When multiple measures yield the same results,
  confidence in the results is increased.
• When multiple measures fail to yield the same
  results, it can raise important follow-up
  questions.

Richard Sagor, 1992, p. 45 How to Conduct
Collaborative Action Research
47
Multiple Sources of Data

• Artifacts
• Participant Observations
• Non-participant Observations

48
Assessing or Assisting?

• Consider your role as a teacher.
• What sources of data do you use to assess student
  learning?
• What sources of data do you use to assist student
  learning?
• How does utilizing multiple sources of data
  impact student learning?

49

• The power in this model is not in the
  observational lenses themselves but in the
  conversations they may produce, since language is
  a tool of the mind.

Enrique A. Puig Kathy S. Froelich, 2007, p.
50 The Literacy Coach Guiding in the Right
Direction
50
Dissect Our Work Teaching Video
51
Lets put our learning into action!

• As you view the video, record evidence of the
  following
• Teachers understanding of learning as a process
• Teachers use of multiple sources of data
• Coachs use of prompts to gather information and
  assist teacher in planning, utilizing her
  knowledge of learning as a process and
  triangulation.

52
Video

• Preconference video

53
Analysis of Preconference

• Discuss with your tablemates your observations
  and notes from viewing the video.

54
Notetaking 101

• Skim Chapter 4, pp. 54 63 of the Puig
  Froelich text.
• What did you reconnect with about note-taking?
• What difficulties do you encounter in your
  note-taking?

55
Notetaking/Notemaking

• Why?
• Book boxes on tables, workboard visible.
• Purpose?
• Focus? What do you want the kids to think about
  while writing?
• TPR?
• Note Response letter from Ms. Vickeys class to
  observe workstations.
• So the kids understand thats something they can
  do to remember a message.
• Why?
• Teaching by analogy.
• How is rereading going to help the students in
  their writing?

• 1210 T Thats what good readers do. They try to
  connect to things in their lives.
• Teacher roving room.
• 1220 Teacher reviewed rules for sitting in front
  of the easel.
• T Mrs. Porche has given us this huge umbrella.
  So we need to write her a thank you note. When we
  write a letter to someone, what do we need to do
  first?
• S Date
• T Write September.
• 1221 T Are you talking about indenting?
• T Take a few minutes to think.
• T Repeats message students have given.
• T Say it with me so I dont forget it.
• T Lets clap donation.
• T Used white board, nation, definition
• T Read back what we have.

56
Lets Practice

• As you watch the video, concentrate on your
  note-taking.
• it is the critical details that will support
  or scaffold our efforts.

Enrique A. Puig Kathy S. Froelich, 2007, p.
54 The Literacy Coach Guiding in the Right
Direction
57
Video

• This is a teaching video based on the
  pre-conference

58
Analysis of Instruction

• Discuss with your tablemates your observations
  and notes taken while viewing the video.
• Keeping the Continuum of Coaching in mind, what
  would be your next steps if you were this
  teachers coach?

59

• What does this process reveal about your own
  teaching?

60
Analyze Our Work Planning for Instruction
61
Working Together

• For this session, you will need to work in
  groups.
• Get into groups of 3 or 4.
• Person 1 teacher
• Person 2 reading coach
• Person 3 and 4 coach of the coach

62
Preplanning Recording

• Teacher Talk aloud planning a lesson that
  requires you to think about learning/reading as a
  process.
• Coach Support the teacher.
• Coach of the coach Support the coach on an as
  needed basis.
• Tape recorder on!

63
Listen!

• Listen to the conversation.
• What did you notice about the conversation?
• What did you notice about the teacher?
• What did you notice about the coach?
• What did you notice about the coach of the coach?
• Did you gain new knowledge?
• How did your perspective change?

64

• What does this process reveal about your own
  teaching?

65
Ourselves as Coaches
66
Ponder this

• Why did you become a reading coach?

67
Guiding Principles

• Lets revisit the Guiding Principles on pg.
  97 105.
• Highlight the Guiding Principles that relate to
  coaching.
• What do these principles tell us about being
  effective and efficient coaches?

68
Triangulation

• Consider triangulation from the perspective of a
  reading coach.
• As a coach
• When do you assess?
• When do you assist?

69
Triangulation

• Artifacts
• Participant Observations
• Non-participant Observations

70
Three Major Categories for Coaching

• Read Chapter 5, pp. 65 - 74 in the Puig
  Froelich text.
• Highlight key points pertaining to categorizing.
• Be prepared to share your learning.

71
Coaching Conversations

• Coaching is a conversation directed toward
  inquiry the reading coach and teacher are
  making hypotheses and searching for information.
  Their greatest source of data are their
  observations of children as they look for
  evidence of learning.

Carol A. Lyons Gay Su Pinnell, 2001, p.
142 Systems for Change in Literacy Education
72
Give and Take

• Both participants in a conversation
• Make statements and ask questions one doesnt
  interrogate the other.
• Offer advice and help.
• Clarify for each other.
• Share experiences.
• Share hunches.

73
Coaching Prompts

• Tell me what you were doing when
• Describe the students behavior when . . .
• After this lesson, can you describe how the
  outcomes matched your goals?
• How did you recognize the need to switch
  approaches?

74
Coaching Prompts

• It seems as if youre curious about alternative
  methods of teaching grammar.
• Your action plan was focused on questioning
  strategies. Lets begin with a review of the
  questions you asked.
• You said your lesson flowed. What did you do to
  facilitate this success and what would you want
  to continue in the future?
• Now that you better understand the supports a
  book needs for students to read during guided
  reading, what are two changes you could make in
  your classroom practice?

75
Think and Write

• the teacher, not the coach that evaluates the
  lessons success.
• What makes prompts effective?

Robert Garmston, Christina Linder, Jan
Whitaker, 1993, p. 57 Reflections on Cognitive
Coaching
76
Discussion

• When should we engage in coaching conversations?
• Why are these conversations so important?

77
Dissect Our Work Coaching Video
78
Lets put our learning into action!

• Watch for evidence of the following
• Teachers understanding of learning as a process
• Teachers use of multiple sources of data
• Revise and extend your notes based on new
  learning.

79
Video

• Watch video

80
Categorization

• Work with a partner.
• Categorize your notes.
• Create a coaching point based on your efforts.

81
Post-Conference Video

• Think about
• The conversation between the teacher and coach.
• The language that the coach used.
• Did he/she tell or reveal?
• Were the prompts effective? Why/Why not?
• The coaching point.
• What was the coaching point?
• Did it differ from your coaching point? Why?

82

• What does this process reveal about your own
  coaching?

83
Analyze Our Work Coaching Conversations
84
Working Together

• For this session, you will need to work in
  groups.
• Get into groups of 3 or 4.
• Person 1 teacher
• Person 2 reading coach
• Person 3 and 4 coach of the coach

85
Pre-Conference

• Teacher
• Give gist of lesson
• Tell about the students
• Coach engage in a pre-conference conversation
  with teacher.
• Coach of the coach support the coach on an as
  needed basis.

86
Now Showing

• Watch the teaching video.
• Take notes!

87
Try It!

• All participants will
• Review their notes.
• Categorize their notes.
• Create a coaching point.
• Plan the coaching conversation.

88
Coaching Conversation

• Remember your group roles!
• The teacher and the coach will engage in the
  coaching conversation.
• The coach of the coach will support the reading
  coach as needed.

89
Reflect on the Process

• How effective was the coaching conversation?
• How effective was the language used in the
  coaching conversation?
• Did team members have different coaching points?
  Why?
• What could have made the coaching conversation
  more powerful?

90

• What does this process reveal about your own
  coaching?

91
Keeping Coaching Alive
92
Share the Success

• Think about the successes that you have had as a
  reading coach.
• Decide on one success story to share with your
  table.
• Each table decide on one success story to share
  with the entire group.

93
The Challenge

• Good enough is no longer good enough to get all
  students where they need to be.

Karen James, 2008 Keeping Coaching
Effective Presented at the 2008 National Reading
Recovery K-6 Classroom Literacy Conference
94
Comfortable?!

• Are you in a coaching rut?
• What signs signal that you are in a rut?
• What actions can you take to get out of the rut?
• How can you keep going so that your coaching
  stays new and fresh?

95
Indicators of Comfort

• Appeasement
• Too many compromises
• Give and take when students are at stake
• Losing our focus
• Student achievement slipping
• Interest in being a coach fades
• Passion for professionalism dwindles

Karen James, 2008 Keeping Coaching Effective.
Presented at the 2008 National Reading Recovery
K-6 Classroom Literacy Conference
96
Stuck on procedures?

• Are you teaching the teachers how to ..
• Think
• Reflect
• Make decisions
• Problem solve

Karen James, 2008 Keeping Coaching Effective.
Presented at the 2008 National Reading Recovery
K-6 Classroom Literacy Conference
97
What to do?

• Rejuvenate ourselves
• Be the change we want to see
• Change things up
• No more status quo
• No more thinking inside the box
• Develop new teams and new leadership ideas

Karen James, 2008 Keeping Coaching Effective.
Presented at the 2008 National Reading Recovery
K-6 Classroom Literacy Conference
98
Back to the Basics

• Meeting
• Talking
• Reflecting
• Focusing on data
• Adjusting instruction
• Relying on one another

Karen James, 2008 Keeping Coaching Effective.
Presented at the 2008 National Reading Recovery
K-6 Classroom Literacy Conference
99
Own it

• Weve already done that!
• or
• You already taught us that!
• Acknowledge it!
• This is my new learning

100
Are you growing

• as a coach?
• as a teacher?
• as a professional?
• How do I plan on working on my own professional
  development?

101
Self-Check

• Routinely, reflect on your practice as a coach to
  avoid getting comfortable or being stuck in a
  rut.
• What the teachers are doing reflects my coaching.

102
Collaborate with Novice Class Coaches
103
Time for Collaboration

• Coaches are faced with competing, critical
  needs. Work together to craft responses to the
  following scenarios.
• Coach as teacher vs. coach as student.
• We need to be experts about literacy but we
  dont need to think that we are the experts on
  literacy, or that we are the only literacy
  experts the school can have.
• How do we encourage teachers to come to us with
  specific questions about literacy instruction
  without communicating that we know everything . .
  .?

Jan Miller Burkins, 2007, p. 10-11 Coaching for
Balance How to Meet the Challenges of Literacy
Coaching
104
Scenario

• 2. Coach as coach vs. coach as
  supervisor/evaluator
• We need to know what is happening in
  classrooms, but we need to make sure we do not
  shift from a coaching stance to an administrative
  one.
• How do we monitor classroom progress without
  assuming a position of authority?

Jan Miller Burkins, 2007, p. 13 Coaching for
Balance How to Meet the Challenges of Literacy
Coaching
105
Scenario

• 3. Teaching to deep understanding vs. teaching
  to a program
• We want to give teachers a broad knowledge of
  the reading process that supersedes particular
  programs adopted by our schools or districts, but
  we also want teachers to be comfortable with
  those materials the district requires them to
  use.
• How do we help teachers wisely use program
  materials in light of their developing
  understandings of reading theory?

Jan Miller Burkins, 2007, p. 13 Coaching for
Balance How to Meet the Challenges of Literacy
Coaching
106
Scenario

• 4. Introducing something new vs. maintaining
  something established
• We need to address the implementation of new
  initiatives, but we dont need to lose our grip
  on improvements we have already made. Getting any
  new program or promoting any change is going to
  make learning in that area increase because focus
  has shifted in that direction.
• How do we help teachers keep shifting their
  focus to something new without losing sight of
  current efforts and successes?

Jan Miller Burkins, 2007, p. 11 Coaching for
Balance How to Meet the Challenges of Literacy
Coaching
107
Scenario

• 5. Working with teachers who want your support
  vs. working with teachers who dont.
• We need to concentrate our efforts where we can
  have the greatest effect on instruction, and that
  is usually among the teachers who are receptive
  to our involvement in their work. However,
  coaches are hired to work throughout a school,
  and we dont contribute to the development of a
  school community if we are only working in
  pockets of the building.
• How do we develop working relationships
  throughout the school without becoming frustrated
  by those who have priorities other than working
  with us?

Jan Miller Burkins, 2007, p. 12 Coaching for
Balance How to Meet the Challenges of Literacy
Coaching
108
Scenario

• 6. Data collection vs. instructional time
• We need to support teachers as they try to base
  their instructional decisions on sound
  assessments, but we dont need to let assessment
  become so time-consuming that instruction is
  compromised. The most informative assessments are
  those that teachers give to individual children.
  However, these also are the most time-consuming
  measures.
• How do we gather just enough data to make valid
  instructional decisions without encroaching on
  the time teachers need to spend teaching?

Jan Miller Burkins, 2007, p. 13 Coaching for
Balance How to Meet the Challenges of Literacy
Coaching
109
Scenario

• 7. Attending to signs of teacher distress vs.
  pushing for growth
• We need to nudge teachers out of their comfort
  zones, but we shouldnt forget what its like to
  be a classroom teacher. When are their concerns
  and expressions of dissent necessary growing
  pains, and when are they an indication that a
  teacher is in distress?
• How do we help teachers step into the zone of
  dissonance that is a prerequisite for growth
  without overly focusing on the outcome at their
  expense?

Jan Miller Burkins, 2007, p. 13 Coaching for
Balance How to Meet the Challenges of Literacy
Coaching
110
Scenario

• 8. Consistency across classrooms vs.
  individuality among teachers
• We need to push toward consistency across
  classrooms, but we need to give teachers room to
  be individuals. Some basic practices must be in
  place, but if we try to squeeze all teachers into
  one mold, they will be unhappy.
• How do we develop the consistency that counts in
  classrooms and still give teachers room to make
  important instructional decisions and let their
  individuality influence their work?

Jan Miller Burkins, 2007, p. 12 Coaching for
Balance How to Meet the Challenges of Literacy
Coaching
111
Scenario

• 9. Taking care of teachers vs. taking care of
  ourselves
• We need to make working with teachers and
  students our priority but not at the expense of
  attending to our own professional, physical, and
  emotional needs. If we give but never stop to
  replenish ourselves, we will eventually find
  ourselves without the intellectual, physical, and
  emotional resources that we need to do our jobs.
• How do we take care of ourselves while
• we are taking care of everybody else?

Jan Miller Burkins, 2007, p. 14 Coaching for
Balance How to Meet the Challenges of Literacy
Coaching
112
Scenario

• 10. Work life vs. home life
• we need to have the energy to accomplish the
  emotional, mental, and physical tasks necessary
  to be happy at home and enjoy our work. We dont
  want work to seep into our time at home, and we
  dont want commitments at home to intrude on our
  time at work.
• How do we attend to our personal and
  professional lives without compromising either?
  

Jan Miller Burkins, 2007, p. 14 Coaching for
Balance How to Meet the Challenges of Literacy
Coaching
113
Coach Principal Relationship
114
Think About It

• The effectiveness of the coaching initiative
  hinges on the principal and reading coach
  relationship, wherein the principal is
  accountable for effective implementation of the
  initiative, while the reading coach receives the
  necessary professional development and
  subsequently coaches, mentors, and partners with
  teachers during the literacy time.

David Booth Jennifer Roswell, 2002 The
Literacy Principal Leading, Supporting, and
Assessing Reading and Writing Initiatives
115
Fountas and Pinnell

• Administrators foster a professional learning
  community to inspire good teaching.
• Retaining good teachers leads to improved school
  culture.
• Cooperating with enthusiasm promotes reflection
  and practice.

116
Killion and Harrison

• Partnership agreements are a form of contract or
  mutual agreement between a coach and his or her
  principal.
• The agreements typically are about the scope of
  the work, expected results, and other details
  associated with the coachs work with individuals
  or teams.

117
Roles and Responsibilities

• Coach

• Principal

• What expectations do you have of me and the work
  I do?
• What responsibilities will I have as a member of
  this staff?
• What responsibilities will I have beyond my
  coaching responsibilities?

• What do you expect of me?
• What do we think teachers expect of you?
• What does the district expect of you?

Joellen Killion Cindy Harrison, 2006 Taking
the Lead New Roles for Teachers and School-based
Coaches
118
Clients

• Coach

• Principal

• Which teachers will I work with?
• How will I determine which teachers to work with?

• Where are the greatest needs in our school?
• Which teachers have expressed interest in
  receiving your support?
• Our areas of greatest student need are

Joellen Killion Cindy Harrison, 2006 Taking
the Lead New Roles for Teachers and School-based
Coaches
119
Boundaries of Work

• Coach

• Principal

• What are the boundaries of my work?
• What are outside the boundaries of my work?
• How do you feel about me e.g. serving on a
  district committee, facilitating a school
  committee, etc.

• What are the defined responsibilities of your
  role as a coach?
• How much flexibility do we have to adjust your
  work to meet the needs of our students and staff?

Joellen Killion Cindy Harrison, 2006 Taking
the Lead New Roles for Teachers and School-based
Coaches
120
Support and Resources Needed

• Coach

• Principal

• Here is how you can support me in my role as a
  coach
• What resources are available to me?
• Where will I meet with teachers?
• What technology will be available for me?
• Do I have access to money for professional
  publications or development?

• What support do you want from me?
• What resources do you need to feel comfortable?
• Heres how you will share in the schools
  resources for professional development

Joellen Killion Cindy Harrison, 2006 Taking
the Lead New Roles for Teachers and School-based
Coaches
121
Expected Results

• Coach

• Principal

• What percentage of the staff do you expect me to
  work with?
• What results do you expect over the next year,
  two years, three years?
• What are the schools improvement goals?

• What procedural goals are appropriate for your
  work in this school?
• Here are the improvement goals we have

Joellen Killion Cindy Harrison, 2006 Taking
the Lead New Roles for Teachers and School-based
Coaches
122
Timelines

• Coach

• Principal

• When do you want this finished?
• What are the short- and long-term timelines for
  my work?

• When will you be able to meet with all
  departments?
• When will you complete your one-on-one visits
  with every teacher?

Joellen Killion Cindy Harrison, 2006 Taking
the Lead New Roles for Teachers and School-based
Coaches
123
Communication

• Coach

• Principal

• When shall we meet to discuss my work plan?
• How often shall we meet to discuss my work?

• When can we meet to discuss how you plan your
  work to serve teachers and contribute to school
  goals for student achievement?

Joellen Killion Cindy Harrison, 2006 Taking
the Lead New Roles for Teachers and School-based
Coaches
124
Processes

• Coach

• Principal

• What process do we want to establish to help
  teachers access my assistance?
• What is the best way for me to spend the majority
  of my time?
• How will I log my work? What evidence do you
  want?

• What process do you think will help teachers
  access your services easily and conveniently?
• How will you demonstrate how you spend your
  time?
• What evidence will you be comfortable providing
  me about your interaction with teachers?

Joellen Killion Cindy Harrison, 2006 Taking
the Lead New Roles for Teachers and School-based
Coaches
125
Confidentiality

• Coach

• Principal

• What are your expectations related to the
  information you expect from me about my work with
  individual teachers or teams of teachers?
• What agreements can we make about confidentiality
  that will allow teachers to feel comfortable
  interacting with me, sharing their strengths and
  weaknesses, and being willing to take risks to
  change their instructional practices?
• What is the best way for me to tell you when I
  feel you are asking for information that is
  outside of our agreement?

• What agreements do you think are important about
  confidentiality that will allow teachers to feel
  comfortable interacting with me, sharing their
  strengths and weaknesses, and being willing to
  take risks to change their instructional
  practice?
• How will we monitor the agreements we make about
  confidentiality?

Joellen Killion Cindy Harrison, 2006 Taking
the Lead New Roles for Teachers and School-based
Coaches
126
Reflect

• What partnership agreements do you and your
  principal already have in place?
• Are these agreements effective or do they need to
  be revised?
• What partnership agreements do you need to
  establish with your principal?
• Create a plan of action based on the above
  reflections.

127
The Literacy Coach

• Skim pgs. 88 - 93.
• Highlight insights about scaffolding the
  principal.
• Discuss these insights with your table partners.
• Be prepared to share ONE main insight discussed.

128
The Principal

• is the key to a good school.
• is the most important reason why teachers grow
  or are stifled on the job.
• is the most potent factor in determining school
  climate.

129
Putting It All Together Collaborate with Novice
Class Coaches
130
Coaching contributes to change

• in student learning, in teaching, in
  professionalism, and in school culture.
• Coaching reinforces the importance of precise
  instruction and high quality professional
  learning. Coaching unleashes the potential of all
  educators by supporting risk taking and
  experimentation. Coaching makes a difference for
  students, teachers, principals, schools, and
  school systems.

Joellen Killion Cindy Harrison, 2006 Taking
the Lead New Roles for Teachers and School-based
Coaches
131
What is your vision for your school?

• Think about
• Student achievement
• What data to use?
• How to use the data?
• Professional development
• A coaching plan
• Way-of-work
• Instruction What forward shifts are needed?

132
Think About

• How can you accomplish that vision?
• What needs to happen
• A Five Year Implementation Plan
• A Yearly Plan
• Monthly/semester goals
• Weekly schedule and goals
• Daily schedule (refer back Session 1)

133
Resources to Assist

• Puig Froelich Text
• Chapter 6 pp. 77 85 Becoming a Co-Learner
• Pg 91 or Appendix M, pg 132 The Five Year
  Implementation Plan
• Appendix B, pg 121 What Does a Reading Coach Do?

134
Passing Down the Wisdom

• Master class coaches will share their
  experiences, wisdom, lessons learned, helpful
  hints, and things that they wished someone had
  told them when they first began as a coach.
• Novice class coaches, this is your opportunity to
  ask your burning questions about coaching .

135
Final Thoughts

• conversation is the most ancient and easiest
  way to cultivate the conditions for change
• Margaret Wheatley , 2002, p. 3
• Turning to One Another Simple
• Conversations to Restore Hope to the Future
• the implementation of every coaching program
  begins first with a conversation.
• Stephen Barkley, 2005, p. 153
• Quality Teaching in a Culture of Coaching

136
Resources

• Barkley, S. G. (2005). Quality Teaching in a
  Culture of Coaching. Lanham, MD Scarecrow
  Education.
• Booth, D., Roswell, J. (2002). The Literacy
  Principal Leading, supporting, and assessing
  reading and writing initiatives. Ontario, Canada
  Pembroke Publishers.
• Burkins, J. M. (2007). Coaching for Balance How
  to Meet the Challenges of Literacy Coaching.
  Newark, DE International Reading Association.
• Caroselli, M. (1998). Great Session Openers,
  Closers, and Energizers Quick Activities for
  Warming Up Your Audience and Ending on a High
  Note. New York MacGraw-Hill.
• Clay, M. M. (2001). Change Over Time in
  Childrens Literacy Development. Portsmouth, NH
  Heinemann.
• Collins, D. (2000). Achieving Your Vision of
  Professional Development How to Assess Your
  Needs and Get What you Want (3rd ed.).
  Greensboro, NC SERVE

137
Resources

• Farrell, T. S. C. (2004). Reflective Practice in
  Action 80 Reflection Breaks for Busy Teachers.
  Thousand Oaks, CA Corwin Press.
• Garmston, R., Linder, C., Whitaker, J. (1993).
  Reflections on cognitive coaching. Educational
  Leadership, 51(2), 57-61.
• Fountas, I., Pinnell, G. S. (2006).Teaching for
  Comprehending and Fluency Thinking, Talking,
  and Writing about Reading, K-8. Portsmouth, NH
  Heinemann.
• Fountas, I., Pinnell, G. S. (2008, February).
  Keys to Effective Coaching. Presented at the 2008
  National Reading Recovery K-6 Classroom
  Literacy Conference, Columbus, OH.
• International Reading Association. (2004). The
  Role and Qualifications of the Reading Coach in
  the United States. Newark, DE International
  Reading Association.
• James, K. (February, 2008). Keeping Coaching
  Effective. Presented at the 2008 National
  Reading Recovery K-6 Classroom Literacy
  Conference, Columbus, OH.

138
Resources

• Killion, J., Harrison, C. (2006). Taking the
  Lead New Roles for Teachers and School-based
  Coaches. Oxford, OH National Staff Development
  Council.
• Lyons, C., Pinnell, G. S. (2001). Systems for
  Change in Literacy Education A Guide to
  Professional Development. Portsmouth, NH
  Heinemann
• Moats, L. (1999). Teaching is Rocket Science
  What Expert Teachers of Reading Should Know and
  Be Able To Do. Washington, DC American
  Federation of Teachers.
• Puig, E. A., Froelich, K. S. (2007). The
  Literacy Coach Guiding in the Right Direction.
  Boston Allyn and Bacon.
• Sagor, R. (1992). How to Conduct Collaborative
  Action Research. Alexandria, VA Association for
  Supervision and Curriculum Development.

139
Contact Information

• Florida Literacy and Reading Excellence Center
  (FLaRE)
• 407-823-4785
• http//flare.ucf.edu
• Reading First Professional Development
• (RFPD)
• 407-823-1194
• http//rfpd.ucf.edu

140
Contact Information

• University of Central Florida
• 4000 Central Florida Blvd.
• Teaching Academy 403
• Orlando, FL 32816-1250