Transcript Slide 1

Literacy Coaching:
Processes & Perspectives on
Learning and Leading
Matthew Hall
Kristin Rainville
Nancy Shanklin
Kedra Gamble
Nancy Shanklin
[email protected]
Kristin Rainville
Kedra Gamble
[email protected]
[email protected]
Matthew Hall
[email protected]
Coaching Methods
Experiences from the Field
“Effectivee professional development is…
collective
supported
problem
by
modeling
solving
around
coaching
c
sustained
n
on-going
intensive
specific problems of practice.”
(Nation Staff Development Council, 2004)
Coaching is…
Job-embedded
Responsive
Collaborative
Focused
(Toll, 2005)
Classroom Environment
Classroom Visitation
Demonstration Lessons
Demonstration Lessons
Demonstration Lessons
Collaborative Lessons
Educational Discussions
Educational Discussions
Educational Discussions
Study Groups
Book Club
Workshops
Lab Classes
Lab Classes
“It is true that literacy
coaching takes time, and it
However, there is not a productive
like
a slow
way may
to rushseem
it. When
literacy
coaches
hurry, theyto
often
stop
process
some.
listening
and
start
and learning
telling and prescribing.”
(Toll, 2006, p. 186)
COACH TALK:
EXPLORING THE LANGUAGE AND
COMMUNICATION OF COACHING
Kristin N. Rainville, Ed.D.
IRA-North West
May 4, 2009
“LANGUAGE IS A POWERFUL TOOL”
Power
 Positioning
 Identity
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“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”

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“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
We
Us
Our
should
could
will
try
Dynamics of Coaching
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“My role as a literacy coach is to……”
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“I have various identities as a literacy coach….”
Dynamics of Coaching
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“I train teachers”
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“I am a staff developer”
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“I am involved in teacher education”

Train

Development

Education
How else are you communicating?
Body language
 Facial expressions
 Movements
 Actions
 Gestures
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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?
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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 References
Dozier, 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 positioning
in the work of a literacy coach” The Reading Teacher, 61(6), 440-448.
Establishing Quality
Coaching Programs at the
MS & HS Level
Nancy 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
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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 use
http://sites.google.com/site/ir
alatupdate
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Other New Legislation IRA &
NCTE are working on
These include wording and funding for
coaches:
 Education
 Rewrite
Bill
of NCLB
BUT, there is a trade off…
Emphasis on Accountability
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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
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Reading Specialist
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Interventionist
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Reading Coach
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Literacy Coach
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Instructional Coach
2010 IRA Standards for
Reading Specialists/Coaches
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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
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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
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Skillful Collaborators
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Skilled Job-Embedded Coaches
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Skilled Evaluators of Literacy
Needs
Skillful Instructional Strategist in
ELA, Mathematics, Science, &
Social Studies
 What
do you think are the
8 areas of the selfassessment?
8 Areas of the Self-Assessment for
MS/HS Literacy/Instructional
Coaches
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Foundations of Literacy
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Assessment
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Content Area Instruction: Reading
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Content Area Instruction: Writing
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Differentiated Instruction
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Classroom Coaching
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Facilitating Adult Learning
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Building Capacity Within the School
Foundations of Literacy
(8 skills)
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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)
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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)
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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)
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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)
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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)
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“Over-the-shoulder” coaching (coaching in the
moment and providing teacher support during
instruction)
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Collaborative planning
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Gradual release model of coaching
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Modeling and demonstrating classroom lessons
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Establishing classroom routines and management
structures
On-going collection of data on the impact of oneon-one classroom coaching
Facilitating Adult Learning
(8 Skills)
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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)
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Assessing school-wide literacy needs
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Establishing a school literacy team
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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 selfassessment to plan coaches’
Professional Development?
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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
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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
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Adolescent Literacy
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English Language Learners
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21st Century Learners & Technology
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More are forthcoming….
Format of an
NCTE Online Pathway
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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?
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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
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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
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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)
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Qualitative Study
Learnings about Implementation:
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Necessity of partnerships
Leadership of school principal
Intersecting theory with practice
Application of adult learning principles
Accommodations to Ts‘ schedules
Learnings about Teacher Change:
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HS culture and infrastructure
T investment and motivation
Ts preparedness to implement new ideas
Ts as change agents
Boatright, E. (2007)
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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
Brettschneider (2009), PLCs Meet PCs:
Technology-Supported Literacy Coaching
(See Brief in www.literacycoachingonline.org)
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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)
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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
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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
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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?
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Share two ideas
“Coaching” as a Verb
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Doing Professional
Development Sessions
Leading Data Analysis
Sessions
Leading Study Groups
Finding Resources
Conversations “On-theFly”
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Organizing PeerCoaching
Assisting with Action
Research
Doing Modeling and
Demonstration
Teaching
Leading Teaching Labs
or Lesson Study
Coaching Cycles: Pre,
During, Post
Recent Developments
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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…
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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 selfassessment in your district to
improve coaches’ abilities?
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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 selfassessment in a district to improve
coaches’ abilities?
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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. Gamble
Supervisor of Language Arts, K-8
Freehold Township Schools
Freehold, NJ
COACHES
Effective Coaches acquire deep
conceptual understandings

Reading and writing processes

How adults and students learn
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How to create situations and opportunities
for them to learn effectively
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How to meet teachers’ individual needs
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(Kise, 2006; Lyons & Pinnell, 2001)
Coaching is about Transformation
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Understanding 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.
Coaches need extensive support
• Information
• Pedagogy
Instructional
Framework
Content
j
Teachers as
adult
learners
• Context for
learning
Coaching
Methods
• Delivery of
Support
Teachers as adult learners

Influence of life experiences on current
perspectives of education and
professional development (Lawler, 2003)
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Diversity of adult learning styles
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Variety of professional goals
Three Developmentally Different
Types of Learners
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Instrumental knowers: concrete, external,
and transactive orientation
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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
Instrumental Knowers
Socializing Knowers
Self-Authoring Knowers
( Portnow & Popp, 1998)
CHARACTERISTICS OF LEARNER
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.
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.
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 learning
Knowledge 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.
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
• Context for
learning
• Pedagogy
Content
Instructional
Framework
Teachers as
adult
learners
Coaching
Methods
• Delivery of
Support
Coaches need….
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Ongoing professional development addressing all
four quadrants that builds on coaches’
experience, incorporates collaborative inquiry
and is relevant to their immediate work
Action plans
Time built into their schedules for professional
reading and reflection
Feedback related to their work with teachers
Collaboration and community with other coaches
Support in building and nourishing relationships
One-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……..