Transcript Literacy Coaches in Action: Strategies for Crafting BuildingLevel Support Systems Sharon Walpole University of Delaware Michael C.

Literacy Coaches in Action:
Strategies for Crafting BuildingLevel Support Systems
Sharon Walpole
University of Delaware
Michael C. McKenna
University of Virginia
Goals for this session

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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
Coaching
Models
School Improvement
Professional
Development
Policy Initiatives
Start by
thinking
broadly
http://www.annenberginstitute.org/images/Coaching.pdf
“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
Seagull
Approach

Research Questions?
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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
http://www.reading.org/resources/issues/p
ositions_coach.html
http://www.reading.org/resources/issues/reports/coa
ching.html
Professional Support System
Feedback
Practice
Theory
Demonstration
Joyce, B., & Showers, B. (2002). Student achievement
through staff development. White Plains, NY: Longman.
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
Context
Process
Learning communities Data-driven
Leadership
Evaluation
Resources
Research-based
Design
Learning
Collaboration
Content
Equity
Quality teaching
Family involvement
http://www.nsdc.org/standards/index.cfm
Continuum of PD
Training in
specific skills
or programs
Narrow
Comprehensive plan
aimed at increasing
student achievement
Broad
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
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
http://www.successforall.net/
http://www.readingrecovery.o
rg/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
Can you steal any ideas
from training models?
Process Models
If the coaching duties extend across many
disciplines and content areas
• Establish procedures for shared problemsolving
• Establish protocols for meetings and
observations
• Plan for recognizing and including diverse
talents
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
Can you steal any ideas
from process models?
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
Can you steal any ideas
from training models?
Reform Model
Learner
Teacher
Manager
Literacy
Coach
Researcher
Planner
Curriculum
Expert
http://curry.edschool.virginia.edu/reading/projects/garf/
How have coaches enacted
this particular reform model?
Mentor
Classroom-level focus
–Relationships
–Modeling
–Observing
–Differentiated support
Director
School-level focus
–Vision
–Scheduling
–Managing
–Differentiated support
•Modeling
•Observing
Can you steal any ideas
from this reform model?
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 data
Summarize data at the grade- or school-level
Consider classroom-level data with individual
teachers
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
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
Introduce New Ideas
about Instruction
Follow-up to Facilitate
Implementation
Tie Implementation to
Achievement Data
Revisit Beliefs
about Instruction
PD Activities
Knowledge-building
sessions, courses, study
groups, modeling
Observations, taping,
conferencing, lesson plan
review
Progress monitoring,
grouping decisions, joint
analysis
Grade group discussions,
data-focused conferences
http://curry.edschool.virginia.edu/reading/projects/garf/