Sharon Walpole

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Literacy Coaches in ActionStrategies for
Crafting Building-Level Support Systems
Sharon Walpole University of Delaware Michael C.
McKenna University of Virginia
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Goals for this session

• Point to relevant areas for research
• Provide some description of existing models,
  along with sources for further study
• Invite you to incorporate aspects of these
  models, as you plan to use coaches to build
  knowledge, reflection on data, observe, model,
  and reflect on their work

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Research Review?

• What we can not do
• Tell what works best in general
• Tell what will work best for you
• Predict specific problems in implementation

• What we can do
• Tell what is being tried
• Present research questions for the future
• Provide guidance for your inquiry
• Suggest related research

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Background Dimensions
Leadership
Coaching Models
Professional Development
School Improvement Policy Initiatives
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Start by thinking broadly
http//www.annenberginstitute.org/images/Coaching.
pdf
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Coaching is school-based professional
development designed in light of the districts
reform agenda and guided by the goal of meeting
schools specific instructional learning
needs Neufeld Roper, 2003, p. 4
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Good Professional Development

• is grounded in inquiry
• is collaborative, based on communities of
  teachers
• is connected to and derived from teachers work
  with students
• must engage teachers in concrete tasks of
  teaching, assessment, observation and reflection
• must be connected to other aspects of school
  change
• is sustained, ongoing, intensive, and supported
  by modeling, coaching, and problem solving
• Neufeld Roper, 2003, p. 3

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Seagull Approach
?
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Research Questions?

• Who are these people?
• Why do we need them?
• What should they do?
• When should they do it?
• Where should they do it?
• How can they do it best?

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. . . while not yet proven to increase student
achievement, coaching does increase the
instructional capacity of schools and teachers, a
known prerequisite for increasing learning
Neufeld Roper, 2003, p. v
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http//www.reading.org/resources/issues/positions_
coach.html
http//www.reading.org/resources/issues/reports/co
aching.html
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Professional Support System

• Joyce, B., Showers, B. (2002). Student
  achievement through staff development. White
  Plains, NY Longman.

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nested inside a system

• Schools are hierarchically structured each level
  above helps or hinders the one below (the
  relationships are rarely neutral) (Fullan, 2005).

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LCs must be systems thinkers . . .

• Michael Fullan, 2005

• People capable of participating in the reform of
  a system (a school nested in a district nested in
  a state) by interacting with and supporting the
  development of other leaders

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Context
Context Process Content
Learning communitiesLeadershipResources Data-drivenEvaluationResearch-basedDesignLearningCollaboration EquityQuality teachingFamily involvement

• http//www.nsdc.org/standards/index.cfm

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Continuum of PD
Training in specific skills or programs
Comprehensive plan aimed at increasing student
achievement
Narrow Broad
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Making coaching work for you
Monitor impact on teaching and learning
Plan implementation steps
Choose or create a model consistent with your
goals and resources
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Training Models

• If the curriculum target is very clear, consider
  a training model
• Work as a liaison to maintain support for the
  program inside and outside the school
• Manage and interpret data to measure program
  outcomes
• Provide support to teachers inside and outside
  the classroom -- including formal observations
  with set protocols

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Training models cut across theoretical boundaries
http//www.successforall.net/
http//www.readingrecovery.org/index.asp
Extensive professional support systems for
leaders Clear and public expectations for
coaching roles and responsibilities Built-in
tools to facilitate the work of the coach
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Can you steal any ideas from training models?
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Process Models

• If the coaching duties extend across many
  disciplines and content areas
• Establish procedures for shared problem-solving
• Establish protocols for meetings and observations
• Plan for recognizing and including diverse talents

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Process models cut across curriculum boundaries

• Collaborative Consultation
• Peer Coaching

http//www.cognitivecoaching.com/
Implementation not nested within any one area of
reform Implementation not tied to any specific
set of teaching strategies Site-based effort with
some outside support Emphasis on
combining/sharing existing expertise
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(No Transcript)
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Can you steal any ideas from process models?
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One Choice and Process Model

• Teachers and coaches decide on a specific
  strategy to study (within the broader constraints
  of a district or state curriculum) and work with
  the coach during a limited time frame

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Collaborative Coaching and Learning

• A cadre of coaches work together in Boston Public
  Schools, working with groups of teachers in
  8-week cycles in particular schools
• Inquiry to determine focus and goals
• Course of study to direct professional reading
• Demonstration lessons for the group and
  individuals
• Follow-up to ensure administrative support

http//www.bpe.org/pubs/CCL/Getting20Started20CC
L.pdf
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Can you steal any ideas from training models?
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Reform Model
http//curry.edschool.virginia.edu/reading/project
s/garf/
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How have coaches enacted this particular reform
model?
Mentor Director
Classroom-level focus Relationships Modeling Observing Differentiated support School-level focus Vision Scheduling Managing Differentiated support Modeling Observing
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Can you steal any ideas from this reform model?
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Once you craft a model, make sure that your
coaching includes time and support for specific
activities.
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Plan to build knowledge

• Consider a variety of educators, including
  outsiders
• Topics should begin with nuts and bolts
• Topics should become increasingly focused
• and based on teacher requests
• Be specific about how, when, and why the
  knowledge you
• are building can drive instruction

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Plan to reflect on student data

• Engage teachers in collecting and evaluating data
• Summarize data at the grade- or school-level
• Consider classroom-level data with individual
• teachers

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Plan to learn together

• Consider formal book clubs for professional texts
  
• carefully selected to support building goals
• Consider allowing teachers to choose among
  several
• concurrent study groups
• Focus attention on text ideas first, then on
  implications
• for teaching and learning
• Set a schedule that allows learning during the
  school day

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Plan for Observation and Feedback

• Observe after teacher have a chance to learn
  about and
• practice new ideas
• Set up a formative, not evaluative, observation
  system
• Plan for feedback that is quick and specific
• Use observations to differentiate the work of
  the coach
• to meet the needs of individual teachers

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Plan for Modeling

• Show teachers after you tell them
• Consider peer modeling
• Consider strategies for incorporating technology

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Steps to Improved Practice PD Activities
Introduce New Ideas about Instruction Knowledge-building sessions, courses, study groups, modeling
Follow-up to Facilitate Implementation Observations, taping, conferencing, lesson plan review
Tie Implementation to Achievement Data Progress monitoring, grouping decisions, joint analysis
Revisit Beliefs about Instruction Grade group discussions, data-focused conferences
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http//curry.edschool.virginia.edu/reading/project
s/garf/