sharon walpole university of delaware michael c. mckenna university of virginia literacy coaches in...
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Sharon Walpole
University of Delaware
Michael C. McKenna
University of Virginia
Literacy Coaches in Action:Strategies for Crafting Building-
Level Support Systems
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
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
Background Dimensions
Leadership
Professional Development
School Improvement Policy Initiatives
Coaching Models
“Coaching is school-based professional development designed in light of the district’s reform agenda and guided by the goal of meeting schools’ specific instructional learning needs”
– Neufeld & Roper, 2003, p. 4
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
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?
“. . . 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
QuickTime™ and aTIFF (LZW) decompressor
are needed to see this picture.
http://www.reading.org/resources/issues/reports/coaching.html
http://www.reading.org/resources/issues/positions_coach.html
Professional Support System
Joyce, B., & Showers, B. (2002). Student achievement through staff development. White Plains, NY: Longman.
Theory
Practice
Feedback
Demonstration
nested inside a system
Schools are hierarchically structured; each level above helps or hinders the one below (the relationships are rarely neutral) (Fullan, 2005).
State
District
Principal
Literacy Coach
Teacher
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
Context
http://www.nsdc.org/standards/index.cfm
Context Process Content
Learning communities
Leadership
Resources
Data-driven
Evaluation
Research-based
Design
Learning
Collaboration
Equity
Quality teaching
Family involvement
Continuum of PD
Narrow Broad
Training inspecific skillsor programs
Comprehensive planaimed at increasing
student achievement
Choose or create a model consistent with your goals and resources
Plan implementation steps
Monitor impact on teaching and learning
Making coaching work for you
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
Training models cut across theoretical boundaries
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
http://www.successforall.net/ http://www.readingrecovery.org/index.asp
Process ModelsIf 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
Process models cut across curriculum boundaries
Collaborative ConsultationPeer Coaching
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
http://www.cognitivecoaching.com/
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
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/Getting%20Started%20CCL.pdf
Reform Model
Teacher
Researcher
CurriculumExpert
Planner
Manager
Learner
LiteracyCoach
http://curry.edschool.virginia.edu/reading/projects/garf/
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
Once you craft a model, make sure that your coaching
includes time and support for specific activities.
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
Plan to reflect on student data
Engage teachers in collecting and evaluating dataSummarize data at the grade- or school-levelConsider classroom-level data with individual
teachers
Plan to learn together
Consider formal book clubs for professional texts
carefully selected to support building goalsConsider allowing teachers to choose among several
concurrent study groupsFocus attention on text ideas first, then on implications
for teaching and learningSet a schedule that allows learning during the school day
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
Plan for Modeling
Show teachers after you tell them Consider peer modeling Consider strategies for incorporating technology
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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