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Literacy Coaching: Processes & Perspectives on Learning and Leading. Matthew Hall Kristin Rainville Nancy Shanklin Kedra Gamble. Nancy Shanklin. [email protected]. Kristin Rainville. [email protected]. Kedra Gamble. k [email protected]. Matthew Hall. - PowerPoint PPT Presentation
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Literacy Coaching: Processes & Perspectives on
Learning and Leading
Matthew HallKristin RainvilleNancy ShanklinKedra Gamble
Coaching Methods
Experiences from the Field
90%
(Nation Staff Development Council, 2004)
“Effective professional development is…sustainedsupported by modeling
collective problem solving around specific problems of practice.”
eon-going
intensive
n coaching
c
Coaching is…Job-embedded
Responsive
CollaborativeFocused
(Toll, 2005)
Classroom EnvironmentClassroom VisitationDemonstration Lessons
Demonstration Lessons
Demonstration LessonsCollaborative LessonsEducational Discussions
Educational Discussions
Educational DiscussionsStudy GroupsBook ClubWorkshopsLab Classes
Lab Classes
“It is true that literacy coaching takes time, and it
may seem like a slow process to some.
listening and learningtelling and prescribing.”
(Toll, 2006, p. 186)
and start
However, there is not a productive way to rush it. When literacy coaches
hurry, they often stop
COACH TALK: EXPLORING THE LANGUAGE AND COMMUNICATION OF COACHING
Kristin N. Rainville, Ed.D.IRA-North WestMay 4, 2009
“LANGUAGE IS A POWERFUL TOOL” Power Positioning Identity
“I would love to visit your classroom to watch how you teach interactive writing”
“I am going to come in and observe you teaching interactive writing”
“I would love to visit your classroom to watch how you teach interactive writing”
“I am going to come in and observe you teaching interactive writing”
Shared Power
I
should
will
WeUsOur
could
try
Dynamics of Coaching “My role as a literacy coach is to……”
“I have various identities as a literacy coach….”
Dynamics of Coaching “I train teachers”
“I am a staff developer”
“I am involved in teacher education”
Train
Development
Education
How else are you communicating? Body language Facial expressions Movements Actions Gestures
Questions to ask yourself to begin reflecting on language Does our language invite teachers to
participate? What language makes teachers reluctant to
participate? What kind of statements am I making? What kind of questioning do I use? Who is doing most of the talking?
Open Ended Questions Tell me more about that… How is it going? How did it go? What are some questions you have about…? What are some other ways of looking at this? How do you feel about?
Resources and ReferencesDozier, C. (2006). Responsive coaching: Tool for creating and sustaining purposeful
change. Portland, ME: Stenhouse.
Gee, J. P. (1999). An introduction to discourse analysis: Theory and method. London: Routledge.
Ippolito, J. (2008, December). Understanding responsive and directive relationships in literacy coaching work. Roundtable paper presented at the annual meeting of the National Reading Conference, Orlando, FL.
Johnston, P. H. (2004) Choice words: How our language affects children’s learning. Portland, ME: Stenhouse.
McAndrew (2005) Literacy Leadership: Six strategies for people work. Newark, DE: International Reading Association.
Rainville, K. (2007). Situated Identities, Power, and Positioning: Inside the Practices of Three Literacy Coaches in New Jersey. Ed.D. diss., New York: Teachers College, Columbia University.
Rainville, K. N. & Jones, S. (2008) “Situated identities: Power and positioningin the work of a literacy coach” The Reading Teacher, 61(6), 440-448.
Establishing Quality Coaching Programs at
the MS & HS LevelNancy L. Shanklin, Director
Literacy Coaching Clearinghouse
- A joint project of IRA & NCTE -University of Colorado Denver
Literacy Coaching Clearinghouse
-a joint project of IRA & NCTE-
www.literacycoachingonline.org
New Emphasis on Adolescent Literacy & Workforce Readiness
NGA Workforce Readiness Report on coordinated efforts on
adolescent literacy in 5 States Many states rewriting standards
to make them more rigorous Potential creation of voluntary
national standards in English/LA Growing Emphasis by IRA & NCTE
on Adolescent Literacy, ELLs, RTI
Increased Moneys for: Title 1
& other areas of ARRA $13 billion for Title I ($10 for
Part A and $3 for school improvement)
$12 billion for IDEA $ 5 billion for Secretary’s fund
– Centers of Innovation Schools– Schools making progress with at risk
Ss 27 months in which to usehttp://sites.google.com/site/iralatupdate
Other New Legislation IRA & NCTE are working
onThese include wording and funding
for coaches:
Education Bill
Rewrite of NCLB
BUT, there is a trade off…
Emphasis on Accountability Coaches are well trained Coaches can really help teachers
improve their instruction Teachers, in turn, are able to
increase student learning Assessment and evaluation
systems are in place to demonstrate successes
Types of Coaches at the MS/HS Level
Reading Specialist
Interventionist
Reading Coach
Literacy Coach
Instructional Coach
2010 IRA Standards for Reading Specialists/Coaches Coaches need to have knowledge
and skills in literacy teaching, assessment, working with adults, and creating school change
Soon out for a second round of feedback
Idea: Let coaches self-assess their abilities to do
the job Once coaches are familiar with
their own strengths and weaknesses, they can seek the professional development that they need
Additionally, districts can develop PD in areas that coaches have identified
Standards for MS and HS
Literacy Coaches Skillful Collaborators Skilled Job-Embedded
Coaches Skilled Evaluators of Literacy
Needs Skillful Instructional Strategist
in ELA, Mathematics, Science, & Social Studies
What do you think are the 8 areas of the self-assessment?
8 Areas of the Self-Assessment for MS/HS Literacy/Instructional
Coaches Foundations of Literacy Assessment Content Area Instruction: Reading Content Area Instruction: Writing Differentiated Instruction Classroom Coaching Facilitating Adult Learning Building Capacity Within the School
Foundations of Literacy(8 skills)
Developing students’ oral language skills through discussion and dialogue
Developing students’ vocabulary Building students’ reading fluency Developing students’ meta-cognitive
reading skills Developing students’ text
comprehension skills…. Theories on adolescent development,
including strategies to spur motivation and interest
Assessment(16 skills)
Coherent, comprehensive, and explicit school assessment system
Norm-referenced assessments Course-specific assessments Diagnostic or screening assessments Assessment data to inform and
improve PD efforts Differentiate instruction
Content Area Instruction: Reading
(10 Skills) Discipline-specific student standards,
benchmarks, and goals Discipline-specific understanding of
foundational literacy (including fluency, vocabulary, and comprehension)
Discipline-specific methodologies of communicating and representing content
Discipline-specific texts at a variety of reading levels
Content Area Instruction: Writing (9
Skills) Knowledgeable of ways to develop students’
writing skills through scaffolding instruction Knowledgeable of forms of writing that are
specific to particular content disciplines Knowledgeable of ways to use writing to
think through understanding of a discipline Knowledge of effective instructional practices
to reach writers who are struggling, ELL, learning disabled, or gifted and talented in content area classes
Ways to help Ss revise drafts Ways technology can assist students’
development
Differentiated Instruction(11 Skills)
Interpreting diagnostic tools used to differentiate
Multiple classroom strategies & instructional practices that scaffold learning
Differentiating literacy content, process/assignment tasks, and products
Flexible classroom group structures Knowledge of effective instructional practices
to support struggling readers in content area classes
Knowledge of effective practices for ELLs
Classroom Coaching(9 Skills)
“Over-the-shoulder” coaching (coaching in the moment and providing teacher support during instruction)
Collaborative planning Gradual release model of coaching Modeling and demonstrating classroom
lessons Establishing classroom routines and
management structures On-going collection of data on the impact of
one-on-one classroom coaching
Facilitating Adult Learning(8 Skills)
Theories of adult development, learning, and motivation
Theory related to quality PD Adult learning processes that lead to
improved instructional practices Asset-based learning that focuses on
teachers’ strengths Facilitating change in the face of
resistance
Building Capacity Within
the School (13 Skills) Assessing school-wide literacy needs Establishing a school literacy team Determining key elements of a school-wide
literacy program Monitoring a school-wide literacy program for
level of implementation and effectiveness Problem solving “barriers” that may impede
the effectiveness of the literacy program Coordinating coaching efforts with other
classroom support specialists
How can you use this self-assessment to plan coaches’Professional Development?
Literacy Coaching Clearinghouse IRA and NCTE websites Thinkfinity.org Reading of books and articles Study Group PD through IRA Online PD through NCTE Pathways and
Webinars Professional groups and conferences in your
area University coursework – face-to-face, hybrid,
online
IRA Literacy Study Groups Modules
Reading Comprehension module Vocabulary module English Learners module Struggling Readers module Adolescent Literacy module Beginning reading module
In addition to a discussion guide that includes the full text of several journal articles, the module contains one or two books from IRA publications, a reading reflections journal, & a facilitator’s guide for use in school-based professional development.
NCTE Pathways Adolescent Literacy
English Language Learners
21st Century Learners & Technology
More are forthcoming….
Format of an NCTE Online Pathway
Anchor classroom videos to unpack and reflect on new teaching strategies
Lesson plans and strategies to test out in your own classroom
Continued discussion and refinement of your new knowledge
Convenient ways to organize and share your new teaching materials with teachers
What have you done to promote your own PD as a
coach?
Please share 2 things that you have done with those on both sides of you
What have been the benefits of your personal PD “action plan”?
Exemplar programs meeting the needs of
MS & HS Coaches
Cantrell, S & Hughes, H. (KY) RAISSE (SC) Boatright, E. (WA) Adolescent Literacy Collaborative
(RI) Clrm Lrng Lab Professional
Residency (CO) Marsh, J. et al (FLA)
Cantrell, S. & Hughes, H. (2008),Teacher Efficacy & Content Literacy
Implementation Measures the self-efficacy and group efficacy
of 22 6th and 9th grade content Ts Quantitative results show the largest gain
occurred in Ts’ sense of personal efficacy Collective efficacy was significantly related to
the spring implementation A primary barrier to teachers’ sense of
efficacy was time: to develop skills, to implement, and to collaborate with colleagues
Ts affirmed feedback and support from the coaches was essential
Project RAISSE (2008)(See Brief in
www.literacycoachingonline.org) Qualitative Study Learnings about Implementation:
– Necessity of partnerships– Leadership of school principal– Intersecting theory with practice– Application of adult learning principles– Accommodations to Ts‘ schedules
Learnings about Teacher Change:– HS culture and infrastructure– T investment and motivation– Ts preparedness to implement new ideas– Ts as change agents
Study a external coach’s work with English/LA teachers of one HS that became 3 small schools
Work envisioned and supported by principal Observed 3 coaching cycles at each school
for a total of 18 days, 6 additional days observed Ts
Coach worked with Ts to examine student data; did modeling in classrooms
Ts changed their views about students’ intellectual abilities
Veteran teachers were hesitant to coach beginning teachers; all more receptive to critical comments from external coach
Boatright, E. (2007)
Brettschneider (2009), PLCs Meet PCs: Technology-Supported Literacy Coaching
(See Brief in www.literacycoachingonline.org)
Adolescent Literacy Collaborative was created by Education Alliance at Brown University
Overlapping Professional Learning Communities– Ts become members of face-to-face
interdisciplinary school team facilitated by a coach
– Simultaneously, become members of content specific groups drawn from multiple schools, meeting together online
– Begins with a five-day face-to-face institute
Ss of 2007-08 Adolescent Literacy Collaborative participants had larger gains in their fall to spring scores on NWEA MAP than comparison students
Professional Learning Lab Classroom Residency
(Aurora Public Schools, CO) For English/LA Teachers &
Coaches High School Curriculum for
regular English/LA is Readers & Writers Workshop
Also uses technology solutions to support instruction
Professional Learning Laboratory Classroom Residency – 4 weeks
Marsh, J. et al, Supporting Literacy
Across the Sunshine State: Florida MS Coaches
MS reading coaches from 8 districts over 06-07
While coaches were asked to work with all teachers, they worked extensively with reading teachers in the MS
Coaches indicated a need for PD around adult learners, working with special education & English Language Learners, & literacy across content areas
A coach was associated with small but significant improvement in average annual gains in reading for 2 of the 4 cohorts analyzed
Need for Evaluation Studies of Coaching
Programs Who exactly are they working with? What are they doing? How are they
spending their time? What data can you collect that
demonstrates progress coaches are making with the Ts they are working with? With administrators?
What data can you collect that demonstrates student learning is improving?
How does/could your district
evaluate its coaching program?
Share two ideas
“Coaching” as a Verb Doing Professional
Development Sessions
Leading Data Analysis Sessions
Leading Study Groups
Finding Resources Conversations “On-
the-Fly”
Organizing Peer-Coaching
Assisting with Action Research
Doing Modeling and Demonstration Teaching
Leading Teaching Labs or Lesson Study
Coaching Cycles: Pre, During, Post
Recent Developments IRA and NCTE have decided over the
past week to no longer fund the LCC They very much want to continue to
support coaches and coaching but will do so in new ways: sessions and conferences
They will embed information from the current LCC website into their own websites in ways that will be worked out in the coming months
In the urgency to help students keep pace in a
changing, world environment…
Is coaching nice, but not necessary fad?
OR Is coaching a crucial program/role
that works best when schools have high quality programs and well qualified people in place?
How can you use this self-assessment in your district to
improve coaches’ abilities?
Give sections of the self-assessment Match areas of the self-assessment to
professional development activities in your area or online & make this information available
Work with district leaders and principals to make funds available for coaches to attend PD
How can you use this self-assessment in a district to improve coaches’ abilities?
Plan for study groups in your district within or across selected schools
Plan PD yourself in areas where coaches need support
Plan and deliver PD using resources from professional associations & other sources
Partner with others in a district using a distributed leadership model
Partner with a local university to address needs
Partner with other districts and your state department of education to meet needs
Supporting coaches in deepening their work with teachers: Things that matter
Kedra N. GambleSupervisor of Language Arts, K-8
Freehold Township SchoolsFreehold, NJ
COACHES
Effective Coaches acquire deep conceptual understandings Reading and writing processes
How adults and students learn
How to create situations and opportunities for them to learn effectively
How to meet teachers’ individual needs (Kise, 2006; Lyons & Pinnell, 2001)
Coaching is about TransformationUnderstanding and creating the conditions
that promote change is complex.
Changing formal structures is not the same as changing norms, habits, skills and beliefs (Fullan, 1993)
Being able to guide teachers through the change process requires a complicated skill set.
j
Coaches need extensive support
• Information • Pedagogy
• Delivery of Support
• Context for learning
ContentInstruction
al Framework
Coaching Methods
Teachers as adult learners
Teachers as adult learnersInfluence of life experiences on
current perspectives of education and professional development (Lawler, 2003)
Diversity of adult learning styles
Variety of professional goals
Three Developmentally Different Types of Learners Instrumental knowers: concrete,
external, and transactive orientation
Socializing knowers: identify self through its relation to other people and ideas
Self-authoring knowers: take responsibility and ownership for their own internal authority
(Drago-Severson, Helsing, Kegan, Broderick, Popp & Portnow, 2001; Kegan, 1994)
WAY OF KNOWING CHARACTERISTICS OF LEARNERInstrumental Knowers Knowledge is a kind of possession, an accumulation of
skills, facts, and actions that yield solutions; a means to an end. You get it and then you have it.Knowledge is constructed as an accumulation of facts and skills.Knowledge is right or wrong.Knowledge comes from external authority the right skills, facts, and rules you need to produce to get the results you want.
Socializing Knowers Knowledge is equated with objective truth.Knowledge is general information required for one’s social roles and to meet the expectations of authorities.Knowledge helps one gain entry into social roles and feel a sense of belonging.Knowledge happens during interaction with peers.
Self-Authoring Knowers Knowledge is understood as construction and truth, a matter of context. Bodies of knowledge and theories are models for interpreting and analyzing experience.Knowledge comes from self –generated curiosity and sense of responsibility for one’s own learningKnowledge helps to enrich one’s life, to achieve a greater competency according to one’s own standards, to deepen one’s understanding of self and the world to participate in the improvement of society.
( Portnow & Popp, 1998)
What implications does this have for coaching?Coaches should understand a teacher’s
existing way of knowing
Coaches must be alert to ways the teachers might be exploring and gradually taking on new and more complex ways of knowing
Professional development programs that recognize learners’ developmental diversity and support their growth accordingly will be more effective
Coaches need to be able to shift their approaches and perspectives.
The Real Face of Literacy Coaches
Coaches need extensive training
• Information • Pedagogy
• Delivery of Support
• Context for learning
ContentInstruction
al Framewor
k
Coaching Methods
Teachers as adult learners
Coaches need….Ongoing professional development addressing all
four quadrants that builds on coaches’ experience, incorporates collaborative inquiry and is relevant to their immediate work
Action plansTime built into their schedules for professional
reading and reflectionFeedback related to their work with teachersCollaboration and community with other coachesSupport in building and nourishing relationshipsOne-on-one, individualized support from
supervisors based on their ways of knowing
Keep this in mind…..
Coaches are adult learners, too.
Without extensive training and support……..