Providing Providing Professional Professional

SupportSupport

A Guide for Literacy CoachesA Guide for Literacy Coaches

Dr. Sharon WalpoleDr. Sharon Walpole

University of DelawareUniversity of Delaware

Describe the best professional Describe the best professional development experience you ever development experience you ever

had.had.

How about the worst one?How about the worst one?

OverviewOverview

• Research on professional development initiatives Research on professional development initiatives and modelsand models

• Outside the classroom workOutside the classroom work– Knowledge buildingKnowledge building– Data analysisData analysis– Book ClubsBook Clubs

• Inside the classroomInside the classroom– ObservingObserving– Providing FeedbackProviding Feedback– ModelingModeling

• Outside the schoolOutside the school– Positive professional relationshipsPositive professional relationships

GoalsGoals

• Improve student learningImprove student learning• Implement research-based best Implement research-based best

practicespractices• Create a real, sustainable learning Create a real, sustainable learning

communitycommunity• Respectful, professional inquiryRespectful, professional inquiry• System for collaborationSystem for collaboration• Resources for learningResources for learning• Tools for observing and providing feedbackTools for observing and providing feedback

Reform ConundrumReform Conundrum

• Change is not always goodChange is not always good• Forced change is likely to failForced change is likely to fail• How can we support change without How can we support change without

alienating adult learners?alienating adult learners?• Situate the change within the Situate the change within the

knowledge and skills of the learnersknowledge and skills of the learners

Richardson, V. (1990). Significant and Richardson, V. (1990). Significant and worthwhile change in teaching practice. worthwhile change in teaching practice. Educational Researcher, 19, Educational Researcher, 19, 10-1810-18..

Goals and StrategiesGoals and Strategies

Change Practice

Document Effects

Change Attitudes/Beliefs

Guskey, T. R. (1986). Staff development and the process Guskey, T. R. (1986). Staff development and the process of teacher change. of teacher change. Educational Researcher, 15, Educational Researcher, 15, 5-13. 5-13.

Ineffective StrategiesIneffective Strategies

• Drive-by, fly-by presentationsDrive-by, fly-by presentations• Knowledge only sessionsKnowledge only sessions• Practice only sessionsPractice only sessions• One-teacher sessionsOne-teacher sessions• Incoherent sessionsIncoherent sessions

Effective Eisenhower Effective Eisenhower InitiativesInitiatives

• Organized as reformsOrganized as reforms• Grade-level or school-levelGrade-level or school-level• Specific contentSpecific content• Active learning for adults – reviewing Active learning for adults – reviewing

student work or observation of teachingstudent work or observation of teaching• Linked directly to curriculum and Linked directly to curriculum and

assessment systemsassessment systems

Birman, B. F., Desimone, L., Porter, A. C., & Garet, M. Birman, B. F., Desimone, L., Porter, A. C., & Garet, M. S. (2000, May). Designing professional development S. (2000, May). Designing professional development that works. that works. Educational Leadership, Educational Leadership, 28-33.28-33.

Reform Initiatives in Reform Initiatives in LiteracyLiteracy

• Intensive and extensiveIntensive and extensive• Support at the implementation levelSupport at the implementation level• Planned systems for observing instruction and Planned systems for observing instruction and

providing feedbackproviding feedback• InteractiveInteractive• Elements of choiceElements of choice• Link teachers, administrators, and even researchers Link teachers, administrators, and even researchers

in efforts to solve building-level problems in efforts to solve building-level problems Anders, P.A., Hoffman, J.V., & Duffy, G.G.(2000). Teaching Anders, P.A., Hoffman, J.V., & Duffy, G.G.(2000). Teaching

teachers to teach reading: Paradigm shifts, persistent teachers to teach reading: Paradigm shifts, persistent problems, and challenges. In M. Kamil, P. Mosenthal, P.D. problems, and challenges. In M. Kamil, P. Mosenthal, P.D. Pearson, & R. Barr (Eds.), Pearson, & R. Barr (Eds.), Handbook of reading research: Vol Handbook of reading research: Vol 33 (pp. 721-744). Mahwah, NJ: Lawrence Erlbaum. (pp. 721-744). Mahwah, NJ: Lawrence Erlbaum.

Models of Professional Models of Professional DevelopmentDevelopment

1.1. Individually guidedIndividually guided

2.2. Observation/feedbackObservation/feedback

3.3. Curriculum improvementCurriculum improvement

4.4. Training*Training*

5.5. InquiryInquiry

Sparks, D., & Loucks-Horsley, S. (1990). Sparks, D., & Loucks-Horsley, S. (1990). Models of staff development. In R. Houston Models of staff development. In R. Houston (Ed.), (Ed.), Handbook of research on teacher Handbook of research on teacher education education (3rd Ed.,). 234-250.(3rd Ed.,). 234-250.

But what if you are a But what if you are a Literacy Coach?Literacy Coach?

• You have to individualizeYou have to individualize• You have observe and provide You have observe and provide

feedbackfeedback• Your job is curriculum improvementYour job is curriculum improvement• You have to trainYou have to train• The data forces inquiryThe data forces inquiry

• You have to craft a hybrid modelYou have to craft a hybrid model

Professional Support Professional Support SystemSystem

• Resource allocation (time and Resource allocation (time and money) during the work daymoney) during the work day

• Differentiated so that Differentiated so that all all can learncan learn• Collaborative relationship between Collaborative relationship between

teachers and administratorsteachers and administrators• Targeting both beliefs and practicesTargeting both beliefs and practices

Professional Support Professional Support SystemSystem

Joyce, B. & Showers, B. (1988). Student achievement through Joyce, B. & Showers, B. (1988). Student achievement through staff development. White Plains, NY: Longman Inc. staff development. White Plains, NY: Longman Inc.

Theory

Practice

Feedback

Demonstration

Role of Literacy CoachRole of Literacy Coach

Outside the Outside the ClassroomClassroom

Inside the ClassroomInside the Classroom

Plan and conduct Plan and conduct knowledge-building knowledge-building sessionssessions

Plan and conduct Plan and conduct data-analysis data-analysis sessionssessions

Plan and conduct Plan and conduct book clubsbook clubs

ModelModel

ObserveObserve

Give FeedbackGive Feedback

Don’t test what you haven’t Don’t test what you haven’t taughttaught

Build your program one step at a time:Build your program one step at a time:

Teach about that step outside the Teach about that step outside the classroomclassroom

Model it insideModel it inside

Give teachers a chance to practice Give teachers a chance to practice and ask for helpand ask for help

Observe and give feedbackObserve and give feedback

Building Knowledge: Building Knowledge: Getting StartedGetting Started

Start with your curriculumStart with your curriculum– We use these assessments in this way at this time We use these assessments in this way at this time

for this reasonfor this reason– We use these materials/procedures/schedules in We use these materials/procedures/schedules in

this way for this reasonthis way for this reason

Use your curriculum as a vehicle to discuss the Use your curriculum as a vehicle to discuss the model of literacy development that drives model of literacy development that drives your reading programyour reading program

Set up an expectation that all professional Set up an expectation that all professional support in your building has an immediate support in your building has an immediate practical implicationpractical implication

Well this year has been the big rollout year. Well this year has been the big rollout year. The first thing that we rolled out was [a The first thing that we rolled out was [a new phonics program] and we spent all of new phonics program] and we spent all of our study groups and our meeting times our study groups and our meeting times on the phonics and the theory of it and on the phonics and the theory of it and then what we were going to use. And then what we were going to use. And then we got down to the nitty gritty part then we got down to the nitty gritty part of it where we had a trainer that came in of it where we had a trainer that came in and she trained [the teachers] and then and she trained [the teachers] and then we went out and we started it.we went out and we started it.

Building Knowledge: Being Building Knowledge: Being ResponsiveResponsive

• Once basic instruction is rolling, Once basic instruction is rolling, ask ask your learnersyour learners what they would like what they would like to learn more aboutto learn more about

• Surveys?Surveys?• Interviews?Interviews?

• Work to build a bridge between your Work to build a bridge between your learners’ needs and your own learners’ needs and your own knowledgeknowledge

Take stockTake stock

• What are the strengths and What are the strengths and weaknesses of your school’s current weaknesses of your school’s current system for building knowledge?system for building knowledge?

Building Knowledge: Building Knowledge: Using DataUsing Data

Data analysis, with teachers, makes the focus Data analysis, with teachers, makes the focus of the change unambiguousof the change unambiguous

I think what’s happening as teachers are I think what’s happening as teachers are seeing with the scores and things that seeing with the scores and things that they’re seeing and listening to the children they’re seeing and listening to the children read and seeing improvements that they’re read and seeing improvements that they’re making, they’re finally buying into it. I think making, they’re finally buying into it. I think [you] told us you’ve got to tough it out at [you] told us you’ve got to tough it out at first and then let them see that it will first and then let them see that it will happen and then they believe and they’ll do happen and then they believe and they’ll do it. it.

Building Knowledge: Building Knowledge: Using DataUsing Data

Use data to engage teachers in Use data to engage teachers in problem-solving and inquiry:problem-solving and inquiry:

What do we know now about the needs of What do we know now about the needs of the children in this building?the children in this building?

What problems are not yet solved?What problems are not yet solved?

How can our reading program grow and How can our reading program grow and change because of this new change because of this new information?information?

Take stockTake stock

• What are the strengths and What are the strengths and weaknesses of your current school’s weaknesses of your current school’s system for using data in professional system for using data in professional development?development?

Building Knowledge: Building Knowledge: Book ClubsBook Clubs

• Learning Learning togethertogether, not learning , not learning fromfrom• New power structureNew power structure• Text selection is important; avoid Text selection is important; avoid

contradictionscontradictions– You know but they’re so literal. They You know but they’re so literal. They

can’t hear one person’s spin on something can’t hear one person’s spin on something and apply it to fit our model. They’re not and apply it to fit our model. They’re not thinking about it. They just think, ok this thinking about it. They just think, ok this is a clear step, so I’ll just go do it. is a clear step, so I’ll just go do it.

Practical steps in Practical steps in implementing Book Clubsimplementing Book Clubs

• Identify specific areas for studyIdentify specific areas for study• Identify professional texts that address these Identify professional texts that address these

areas and are consistent with research.areas and are consistent with research.• Purchase sets of these texts.Purchase sets of these texts.• Facilitate whole-school, role-alike, or choice Facilitate whole-school, role-alike, or choice

groups.groups.• Establish a timeline for reading and a Establish a timeline for reading and a

procedure for discussion.procedure for discussion.• Establish a procedure for sharing across Establish a procedure for sharing across

groups.groups.

Take stockTake stock

• Do you have any experience with Do you have any experience with professional Book Clubs? What was professional Book Clubs? What was it like?it like?

Building Knowledge: Building Knowledge: Looping Looping

• You’ll never be done; go back, go deeperYou’ll never be done; go back, go deeper

I’m looking forward to being able to go I’m looking forward to being able to go back and go over it all again and for us to back and go over it all again and for us to get deeper into it. You know we’ve get deeper into it. You know we’ve skimmed the surface, and we’ve hit all skimmed the surface, and we’ve hit all the high points, but now I’m hoping that the high points, but now I’m hoping that we can get deep, deep into it so that we can get deep, deep into it so that we’re better and better and better.we’re better and better and better.

Building Knowledge: Building Knowledge: Looping to practiceLooping to practiceGet it rolling, watch it, fine-tune itGet it rolling, watch it, fine-tune it

First we had to make sure that [teachers] were First we had to make sure that [teachers] were doing read alouds every day, and that it became a doing read alouds every day, and that it became a habit, and that it was a routine in their day. habit, and that it was a routine in their day. Everybody expected it, and there was nobody, Everybody expected it, and there was nobody, nobody who didn’t do one. And so we got the nobody who didn’t do one. And so we got the ritual and routine down of doing the read alouds: ritual and routine down of doing the read alouds: when they were going to do them, how often and when they were going to do them, how often and how much time they were going to spend. And how much time they were going to spend. And then we had to see what is the weakness there? then we had to see what is the weakness there? Where do we need to go? Where are they and Where do we need to go? Where are they and where do we need to go with them?where do we need to go with them?

Take stockTake stock

• What are the strengths and What are the strengths and weaknesses of your current school’s weaknesses of your current school’s system for providing a direct link system for providing a direct link between PD with teachers outside of between PD with teachers outside of the classroom and their work inside?the classroom and their work inside?

Observe to build your own Observe to build your own knowledgeknowledge

Observe for yourself, so you can make Observe for yourself, so you can make decisions about knowledge-buildingdecisions about knowledge-building

• On average, what do teachers do On average, what do teachers do very well?very well?

• On average, what are we struggling On average, what are we struggling with?with?

• How can I build knowledge in this How can I build knowledge in this areaarea

Observe to build Observe to build consistencyconsistency

• Walk throughWalk through• Watch the schedule – let teachers Watch the schedule – let teachers

see you watching itsee you watching it

I think the biggest obstacles that I’ve I think the biggest obstacles that I’ve been facing is people telling me one been facing is people telling me one thing that they’re doing and then thing that they’re doing and then they’re not doing it when I go by.they’re not doing it when I go by.

Observe to provide Observe to provide supportsupport

• Never link professional development to Never link professional development to evaluation.evaluation.

• Never make documentation of observations Never make documentation of observations public.public.

• Have a pre-observation meeting in which you Have a pre-observation meeting in which you review your commitment to confidentiality and review your commitment to confidentiality and ask the teacher what he or she wants you to ask the teacher what he or she wants you to watch for.watch for.

• Tell the teacher exactly how the observation Tell the teacher exactly how the observation will be conducted and how and when he or will be conducted and how and when he or she will receive feedback.she will receive feedback.

Observe to differentiateObserve to differentiate

Every, each teacher has a different Every, each teacher has a different weak…I shouldn’t say weakness, but weak…I shouldn’t say weakness, but something that they need to work something that they need to work on. [The important thing is] going in on. [The important thing is] going in there and finding out what each there and finding out what each teacher needs and being able to talk teacher needs and being able to talk with them. And trying to develop a with them. And trying to develop a relationship with them so they won’t relationship with them so they won’t think of me as the enemy.think of me as the enemy.

Observe to loop back to Observe to loop back to knowledgeknowledge

To some people teaching is a job, and to others it is a To some people teaching is a job, and to others it is a profession. And I think that some of it’s lack of profession. And I think that some of it’s lack of knowledge because my teachers come from knowledge because my teachers come from different colleges that have different philosophies, different colleges that have different philosophies, and I think that’s part of it. They just don’t have and I think that’s part of it. They just don’t have that knowledge, and they’re not…either they’re not that knowledge, and they’re not…either they’re not self-motivated to find it or they don’t even know self-motivated to find it or they don’t even know that they don’t know. And I have to realize that that they don’t know. And I have to realize that they’re just like kids in that they’re all in different they’re just like kids in that they’re all in different places in their knowledge. We’ve made a lot of places in their knowledge. We’ve made a lot of assumptions here about what kids know. We’ve assumptions here about what kids know. We’ve assumed that they know things that they don’t and assumed that they know things that they don’t and I…I have to get out of that with teachers. So it I…I have to get out of that with teachers. So it seems like I try to collect information and use that seems like I try to collect information and use that to drive the upcoming session. to drive the upcoming session.

Give Feedback: GeneralGive Feedback: General

• Even from walk-throughsEven from walk-throughs– Here’s what I’ve learned about our Here’s what I’ve learned about our

program since the last time we met.program since the last time we met.– Here’s what I’ve learned about my own Here’s what I’ve learned about my own

sessions since last time we’ve met.sessions since last time we’ve met.– I need to do a better job with . . .I need to do a better job with . . .– I need your help to think this through . . I need your help to think this through . .

. .

Give Feedback: PersonalGive Feedback: PersonalI took a laptop computer with me and I have a little form that I took a laptop computer with me and I have a little form that

has 3 sections: A description of what I see, celebrations, and has 3 sections: A description of what I see, celebrations, and then considerations. I try to make the descriptions almost just then considerations. I try to make the descriptions almost just like a script, as much as I can, as quickly as I can. The like a script, as much as I can, as quickly as I can. The celebrations, that’s pretty easy. I try to always make sure I celebrations, that’s pretty easy. I try to always make sure I give a little general one right from the onset. And then I try give a little general one right from the onset. And then I try to get really specific things. And I don’t think a day has to get really specific things. And I don’t think a day has passed yet that I’ve given the feedback that I haven’t had a passed yet that I’ve given the feedback that I haven’t had a teacher approach me and say, “I appreciate that.” If I don’t teacher approach me and say, “I appreciate that.” If I don’t write something that was a celebration, but I remembered to write something that was a celebration, but I remembered to mention it to them outside of that, then I think they really feel mention it to them outside of that, then I think they really feel like “she was watching when she was in there.” A lot of us like “she was watching when she was in there.” A lot of us have never been watched this way. You’re the only one that’s have never been watched this way. You’re the only one that’s going to see [my observation.] That’s the end of it. What going to see [my observation.] That’s the end of it. What happens is you read it and hopefully you benefit from it and happens is you read it and hopefully you benefit from it and that’s all. We’ll carry on and I’ll give you another that’s all. We’ll carry on and I’ll give you another [observation] next time.[observation] next time.

Consider self observationConsider self observation

• Video-tape yourself working with Video-tape yourself working with childrenchildren

• Ask a teacher to video-tape her own Ask a teacher to video-tape her own instruction and then provide a self-instruction and then provide a self-observationobservation

• Use video for small-group reflectionsUse video for small-group reflections• Use video to allow all learners to Use video to allow all learners to

practice with your observation guidepractice with your observation guide• Use video for problem-solvingUse video for problem-solving

Consider Teaching LabsConsider Teaching Labs

• Identify a strong teacher with the Identify a strong teacher with the self confidence to host visitorsself confidence to host visitors

• Schedule groups to visit across Schedule groups to visit across several daysseveral days

• Set up debriefing sessions Set up debriefing sessions

Consider vertical visitsConsider vertical visits

• Set up visits for each grade level to Set up visits for each grade level to observe the previous grade level or observe the previous grade level or the next grade levelthe next grade level

• Develop shared knowledge of the Develop shared knowledge of the reading programreading program

Consider Peer CoachingConsider Peer Coaching

Peer coaching: Divide your staff into Peer coaching: Divide your staff into learning teams. Schedule learning teams. Schedule observations. The person being observations. The person being observed is the coach. The person observed is the coach. The person watching is being coached.watching is being coached.

Showers, B., & Joyce, B. (1996, March). The evolution Showers, B., & Joyce, B. (1996, March). The evolution of peer coaching. of peer coaching. Educational Leadership, Educational Leadership, 12-16.12-16.

Take stockTake stock

• What are the strengths and What are the strengths and weaknesses of your current school’s weaknesses of your current school’s system for observing and giving system for observing and giving feedback?feedback?

Move to ModelingMove to Modeling

Show, rather than tellShow, rather than tell

• Model outside the classroom, as you Model outside the classroom, as you build knowledgebuild knowledge

• Model inside the classroom, as you Model inside the classroom, as you build skillsbuild skills

Model to build your own Model to build your own understandingunderstanding

Model to practice with new materials and Model to practice with new materials and ideasideas

I started it myself. I went in to a second grade I started it myself. I went in to a second grade classroom. I stayed in there 2 weeks. I did classroom. I stayed in there 2 weeks. I did the lesson. And then I had the other the lesson. And then I had the other teachers come and watch me. And then I teachers come and watch me. And then I modeled for them and then after that they modeled for them and then after that they went out and I started observing them. went out and I started observing them. That’s how [I’ve started] every piece that That’s how [I’ve started] every piece that we’ve brought in this year. we’ve brought in this year.

Model to loop back to Model to loop back to knowledgeknowledge

Usually the morning part of my day is spent Usually the morning part of my day is spent coaching. So I’m observing, I’m modeling, I’m coaching. So I’m observing, I’m modeling, I’m demonstrating lessons during those blocks of demonstrating lessons during those blocks of time. And whatever I’m teaching in staff time. And whatever I’m teaching in staff development courses usually parallels what I’m development courses usually parallels what I’m modeling, demonstrating or observing so that modeling, demonstrating or observing so that it is a simultaneous kind of thing. I guess some it is a simultaneous kind of thing. I guess some transforming is the right word. But I try not to transforming is the right word. But I try not to evaluate anything that I haven’t already evaluate anything that I haven’t already taught. And I don’t want to observe and I taught. And I don’t want to observe and I don’t want to model anything that I haven’t don’t want to model anything that I haven’t already taught before. I like it to be hand in already taught before. I like it to be hand in hand. hand.

Model to differentiateModel to differentiate

I had a teacher who was at the kindergarten level I had a teacher who was at the kindergarten level and this was her first year. She really experienced and this was her first year. She really experienced some difficulty trying to manage her groups. So I some difficulty trying to manage her groups. So I went into her classroom and I became a center and went into her classroom and I became a center and as the children rotated, I sat in there for about 3 as the children rotated, I sat in there for about 3 hours and I helped her to develop some better hours and I helped her to develop some better ways of having her students transition and manage ways of having her students transition and manage her classroom. And I actually took her to visit her classroom. And I actually took her to visit another school so that she could observe teachers another school so that she could observe teachers teaching kindergarten just to go to a different teaching kindergarten just to go to a different environment so that she wouldn’t be intimidated. I environment so that she wouldn’t be intimidated. I went back into her class Monday just to ask her a went back into her class Monday just to ask her a question and she had already started making question and she had already started making changes in her class and I thought that that was changes in her class and I thought that that was wonderful. She was open-minded and she was wonderful. She was open-minded and she was willing to accept change.willing to accept change.

Model to build coherenceModel to build coherence

I’ve had several teachers, I’ve had several teachers, interestingly enough, who have said interestingly enough, who have said I would like for you to make I would like for you to make recommendations. I want to try to recommendations. I want to try to implement them and I want you to implement them and I want you to come back and see me again and come back and see me again and then I want you to model a lesson.then I want you to model a lesson.

Make your modeling Make your modeling countcount

• Video tape whenever possibleVideo tape whenever possible• Collect artifactsCollect artifacts

– What did you have to do to plan?What did you have to do to plan?– What was hard for you as you taught?What was hard for you as you taught?– What evidence of student learning could What evidence of student learning could

you collect?you collect?

• Use what you learn when you model Use what you learn when you model to do a better job in outside the to do a better job in outside the classroom pd sessionsclassroom pd sessions

Take stockTake stock

• What are the strengths and What are the strengths and weaknesses of your current school’s weaknesses of your current school’s system for modeling?system for modeling?

Literacy Coach as Literacy Coach as LearnerLearner

Outside the school learningOutside the school learning

On the job learningOn the job learning

Creating professional networksCreating professional networks

What is your What is your Professional Support Plan?Professional Support Plan?

• How will you build knowledge How will you build knowledge outside of the classroom?outside of the classroom?

• How will you build knowledge inside How will you build knowledge inside of the classroom?of the classroom?

• How will you support individual How will you support individual teachers in meeting their own goals?teachers in meeting their own goals?

• How will you provide training?How will you provide training?