Lead Literacy Teacher Professional Development

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Lead Literacy TeacherProfessional Development

• September 13, 14, 15, 20, 21

Chicago Public Schools Office of Literacy 9 - 12
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LLT PD AgendaDay 1 September 13, 2004

• What is literacy coaching?
• and
• How do I incorporate it into my practice?

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(No Transcript)
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PD Designs

• Action Research
• Case Studies
• Curriculum Development
• Examining Student Work
• Listening to Students/Teachers
• Networks
• Shadowing Students
• Training of Teachers

• Cadres
• Coaching
• Immersion
• Journaling
• Mentoring
• Portfolios
• Study Groups
• Workshops
• Modeling

Task 1 What are your experiences with these
designs? Think-Pair-Share.

• Bertani, A. CRI Literacy Team Workshop, Summer
  2002.

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Levels of Impact by Components of Training
Adoped from the research of Bruce Joyce.
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PD AlternativesFive for improving your school.

• Coaching
• Shadowing
• Action Research
• Examining Student Work
• Study Groups

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Becoming an Effective Literacy Coach What Does
It Take?

• The Research by others
• Competent teacher key to improved student
  learning
• Coaching and collective problem-solving around
  specific practice to increase teachers knowledge
  and improve practice
• Coaching sustained and embedded in the real
  practice for students achievement

Lyons, C. A. (2002). Becoming an effective
literacy coach What does it take? In E. Rodgers,
S. Pinnell, Learning from teaching in literacy
education. Portsmouth, NH Heinemann, 93-118.
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Becoming an Effective Literacy Coach What Does
It Take?

• The Research by Lyons et al.
• Learned
• Develop teachers conceptual understandings
• One-to-one coaching, informed and based on
  students behaviors, for teacher improvement
  (knowledge, analysis, expertise)
• Teacher reflection on experiences, teacher and
  student, to develop theoretical frame and change
  practice
• Teacher engagement in reflective process with a
  more knowledgeable and experienced coach for
  greater shifts in understanding and practice

Lyons, C. A. (2002). Becoming an effective
literacy coach What does it take? In E. Rodgers,
S. Pinnell, Learning from teaching in literacy
education. Portsmouth, NH Heinemann, 93-118.
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Becoming an Effective Literacy Coach What Does
It Take?

• The Research studying literacy coaches
• Coaching of teachers by those having developed
  interrelated coaching skills results in student
  gains on informal and formal assessments
• Learn to collaborate for real, fundamental change
  to instruction
• Results in collegial inquiry-oriented,
  problem-solving collaboration
• Effective in various classrooms
• Reflect, analyze, interpret together ? personal
  and collective theories of literacy learning ?
  student competency in literacy

Lyons, C. A. (2002). Becoming an effective
literacy coach What does it take? In E. Rodgers,
S. Pinnell, Learning from teaching in literacy
education. Portsmouth, NH Heinemann, 93-118.
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Becoming an Effective Literacy Coach What Does
It Take?

• What We Have Learned About Effective Literacy
  Coaches (Figure 7-1)
• On a half-sheet of paper, write any of the
  characteristics that we have not already
  mentioned in our LLT training. (one
  characteristic per half-sheet)
• Using masking tape, place the half-sheet(s) on
  the wall.

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Becoming an Effective Literacy Coach What Does
It Take?

• An Analytical Model of Coaching
• Preparing to Coach
• Observing a Lesson
• Reflecting After the Observation
• Coaching for Shifts in Teaching
• Reflecting After Coaching
• Coaching for Self-Analysis and Reflection

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Becoming an Effective Literacy Coach What Does
It Take?

• Task 2 Investigating the Analytical Model for
  Coaching
• Group yourself based on the number and color of
  the dots on your pockets.
• Each group will investigate one of the six steps
  in the Analytical Model.
• 1 red dot Preparing to Coach
• 1 green dot Observing a Lesson
• 1 blue dot Reflecting After the Observation
• 1 yellow dot Coaching for Shifts in Teaching
• 2 red dots Reflecting After Coaching
• 2 green dots Coaching for Self-Analysis and
  Reflection

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Becoming an Effective Literacy Coach What Does
It Take?

• Task 2 (cont.)
• As you investigate your step, decide
• What can be applied to our situation in the high
  schools as it is described in the chapter?
• What could be adapted to high school? How would
  you adapt it?
• What wont work at the high school level? Why
  not?
• Determine how you will divide the work among
  yourselves.
• As a group, prepare a visual representation of
  findings in Step 3.
• Prepare, as a group, to act as an expert panel on
  your step.

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Our Analytical Model for Coaching

• Task 3 How shall we adapt the model for our use?
• As a whole group, we will write our own model.

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Our Analytical Model for Coaching

• Preparing to Coach
• Observing a Lesson
• Reflecting After the Observation
• Coaching for Shifts in Teaching
• Reflecting After Coaching
• Coaching for Self-Analysis and Reflection

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Bibliography

• Cox, K. (2004). Literacy coach roles and goals.
  Georgia Department of Education.
  http//www.glc.k12.ga.us/pandp/readingfirst/litcoa
  ch.htm.
• Spotlight on reading coaches. Reading Today,
  June/July 2004. Vol 21. Iss. 6. Newark IRA. pg.
  1, 2 pgs.
• Coaches, controversy, consensus. Reading Today,
  Apr/May 2004. Vol 21. Iss. 5. Newark IRA. pg. 1,
  2 pgs.
• Neufeld, B., Roper, D. (2003). Coaching A
  strategy for developing instructional capacity.
  Washington, DC Aspen Institute.
• The role and qualifications of the reading coach
  in the United States A position statement of the
  International Reading Association. (2004).
  http//www.reading.org/positions/1065.html
• Sturtevant, E. The literacy coach a key to
  improving teaching and learning in secondary
  school. Alliance for Excellent Education.
  http//web.all4ed.org/publications/LiteracyCoach.p
  df