- 1. Kathy BaichInstructional Reading SpecialistCapacity
Development and School Reform
[email protected] Role of
theReading/Literacy Coach
2. Reading (Literacy) CoachAnticipation GuidePlease write (A)
for agree and (D) for disagree for each of the statements
below_____A reading/literacy coach is a classroom supporter whose
purpose is to increase qualityand effectiveness in classroom
instruction._____A reading/literacy coach is responsible for
preparing and/or demonstrating modellessons in classrooms for
teachers._____A reading/literacy coach should spend 40% of his/her
workweek: working withstudents ._____A reading/literacy coach works
with teachers to ensure that research-based readingprograms and
strategies are implemented with fidelity._____A reading/literacy
coach models in a class where the classroom teacher is NOT
present._____Spend a large portion of time administering or
coordinating assessments. 3. What is a Reading/Literacy Coach?The
Just Read, Florida! officedefined a reading coach as follows:A
reading coach is a professional development liaisonwithin the
school to support, model, and continuouslyimprove SBRR
[Scientifically Based Reading Research]instructional programs in
reading to assure readingimprovement for ALL students.Just Read,
Florida!2005-2006 K-12 Comprehensive Research-Based Reading Plan 4.
Standards for Reading/Literacy Coaches:Literacy coaches need to be
skillful:collaboratorsjob-embedded coachesevaluators of literacy
needs(and strengths)instructional strategistsInternational Reading
Association, 2006Standards for Middle and High School Literacy
Coaches 5. 10 Roles of Reading/Literacy CoachesResource provider
the purpose is to expand teachers useof a variety of resources to
improve instruction.Data coach the purpose is to ensure that
studentachievement data drives instructional decisions at the
classroomand school level.Curriculum specialist the purpose is to
ensureimplementation of adopted curriculum.Instructional specialist
the purpose is to align instructionwith curriculum to meet the
needs of all students.Joellen Killion & Cindy Harrison,
2006Taking the Lead: New Roles for Teachers and School-based
Coaches 6. 10 Roles of Reading/Literacy CoachesClassroom supporter
the purpose is to increase thequality and effectiveness of
classroom instruction.Mentor the purpose is to increase
instructional skills of thenovice teacher and support school-wide
induction activities.Learning facilitator the purpose is to design
collaborative,job-embedded, standards-based professional
learning.Joellen Killion & Cindy Harrison, 2006Taking the Lead:
New Roles for Teachers and School-based Coaches 7. 10 Roles of
Reading/Literacy CoachesSchool leader the purpose is to work
collaboratively withthe schools formal leadership to design,
implement, andassess school change initiatives to ensure alignment
and focuson intended results.Catalyst for change the purpose is to
createdisequilibrium with the current state as an impetus to
explorealternatives to current practice.Learner the purpose is to
model continuous learning, tokeep current, and to be a thoughtful
leader in the school.Joellen Killion & Cindy Harrison,
2006Taking the Lead: New Roles for Teachers and School-based
Coaches 8. Reading/Literacy Coachesdrive change in schools by
disseminating literacyinformation and inciting enthusiasm about
improvingstudents reading and writing.As a resident expert of
literacy education in a school, areading coach provides in-school
support for teachers as theydevelop and improve their instructional
and assessment skills.Part of the job includes assisting teachers
in implementingstrategies for grouping students and solving
literacy-relatedproblems.David Booth & Jennifer Roswell, 2002,
p. 16-17The Literacy Principal: Leading, Supporting and Assessing
Reading and Writing Initiatives 9. Expectations of the CoachWork
with teachers to plan, implement and to reflect onliteracy
instruction using the Florida ContinuousImprovement Model
(FCIM)Model best practices in reading and language artsprofessional
development sessionsAttend weekly, full-day training sessions
(Fridays) and otherdistrict mandated trainings to aid in increasing
knowledgein best practice strategies for reading, language arts and
thecontent areasAnalyze data and assists the administrative team in
developingcorrective action plans and reading initiatives for the
year 10. Expectations of the CoachAssist teachers in interpreting
diagnostic testsWorks with teachers to ensure that research based
readingprograms and strategies are implemented with fidelityMeets
regularly with leadership teamProvide daily coaching and mentoring
support to all contentand/or reading teachers including ESOL and
ESEKeeps a Coach Binder documenting all support services 11.
Expectations of the CoachKeeps an electronic log of their
work(PMRN) and develops a weeklycoaching calendar (see hand-out)
12. PMRN Coaches LogThe Coachs Log Form is divided into 12 task
areas in an effort to assist Coaches in categorizing time
and,ultimately, in making decisions on how best to use time to
improve student performance in reading.1.Professional Development:
Providing or facilitating professional development such as
seminars, actionresearch, or study groups designed to increase
educators knowledge of Scientifically Based Reading
Research(SBRR).This includes presenting reading-related information
to parents or serving as a substitute while a teacherobserves a
model lesson elsewhere.2.Planning: Planning, developing, or
preparing professional development.Activities may include
surveyingteachers as to their needs, preparing content, scheduling,
and gathering materials.3.Modeling Lesson: Preparing for and/or
demonstrating model lessons in classrooms for teachers.4.Coaching:
Coaching (the observation process that includes planning
conversation, observation, and reflectingconversation) teachers in
classrooms.5.Coach-Teacher Conferences: Meeting with teachers
regarding lesson planning, grouping for instruction,intervention
strategies, etc.These conversations can be in person, by phone, or
E-mail. 13. PMRN Coaches Log6. Student Assessment: Administering or
coordinating student assessments.Activities can includemanaging
student rolls in the PMRN, notifying teachers of the test schedule,
or scheduling tests.7. Data Reporting: Entering student assessment
scores into the PMRN (Coaches should spend limitedtime, if any, on
this task.)8. Data Analysis: Analyzing student data such as
examining PMRN or other data reports or meeting withadministrators
or teachers to review student data.9. Meetings: Attending meetings
with administrators, other Coaches, or community groups in
yourschool, district, or region regarding reading issues.10.
Knowledge Building: Building knowledge of SBRR and/or assessment
through personal study orprofessional development by attending
workshops or conferences, reading journal articles,
attendingtraining, or taking other duties assigned, such as a
course or class.11. Managing Reading Materials: Budgeting for,
ordering, inventorying, and delivering
readingmaterials/resources.12. Other: Other duties as assigned,
such as travel time, nonreading related meetings, or entering data
intothe Coachs Log. 14. Agree or Disagree. . .and Why?If you are a
successful literacy coach, a healthy portion ofyour time must be
invested in working with students in theclassroom consistently,
since credibility is a key componentof successful literacy
coaching. Coaches gain this credibilityby the demonstrations they
provide when they work withthe students of those teachers being
coached.Enrique A. Puig & Kathy S. Froelich, 2007, p. 9The
Literacy Coach: Guiding in the Right Direction 15. What Should
aLiteracy Coach Do?40% of the workweek: Work with students20% of
the workweek: Engage in dialogicconversations with teachers and
observations20% of the workweek: Plan and prepare fortraining
sessions10% of the workweek: Provide observation lessons10% of the
workweek: Engage in professional bookstudyEnrique A. Puig &
Kathy S. Froelich, 2007, p. 9The Literacy Coach: Guiding in the
Right Direction 16. Continuum of CoachingCONTINUUM OF
COACHINGProvide anobservation lessonto improveinstruction
andstudent learning withfeedback andcollaborative input.Co-teach
withcolleague to improveinstruction and studentlearning based
onmutually agreed uponlearning goals andsuccess
indicators.Confer,observe, anddebrief toimproveinstruction
andstudentlearning.Facilitate a studygroup or literacyleadership
team toinvestigate commoninterest topics toimprove instructionand
studentlearning.Facilitate actionresearch to seekresources
afterreflection toimproveinstruction andstudent
learning.Inter-active coaching Intra-active coachingIncreased
scaffolding Decreased scaffoldingTransformation may occur when
teachers/coaches are provided opportunities toobserve, co-teach,
confer, study, research, and reflect on practice.SUBJECT-CENTERED
PROBLEM-CENTEREDFacilitate aworkshop orsession
toimproveinstructionand studentlearningadapted fromE. A. Puig &
K. S. Froelich, 2007The Literacy Coach: Guiding in the Right
Direction 17. Coaches are not expected toBe assigned as a regular
classroom teacherPerform administrative functions that would
confuse his/herrole for teachersSpend a large portion of time
administering or coordinatingassessments, as these tasks prohibit
the coach from providingprofessional development to teachersModel
in a class where the classroom teacher is NOT present 18. Reading
(Literacy) CoachAnticipation GuidePlease write (A) for agree and
(D) for disagree for each of the statements below___A__A
reading/literacy coach is a classroom supporter whose purpose is to
increase quality andeffectiveness in classroom instruction.___A__A
reading/literacy coach is responsible for preparing and/or
demonstrating model lessonsin classrooms for teachers.___A__A
reading/literacy coach should spend 40% of his/her workweek:
working withstudents.___A__A reading/literacy coach works with
teachers to ensure that research-based readingprograms and
strategies are implemented with fidelity.___D__A reading/literacy
coach models in a class where the classroom teacher is NOT
present.___D__Spend a large portion of time administering or
coordinating assessments. 19. 3 -21 Exit Slip3 Concerns you have
about your role as a Reading/Literacy coach at either anelementary
or secondary school (please circle one).2 Professional development
opportunities you would like to have provided to you,as a
Reading/Literacy Coach during this 2009-2010 school year.1 Thing
you learned today that was new to you about Reading/Literacy
Coaching. 20. Froelich, K.S. & Puig, E.A. (2010). The literacy
leadership team:Sustainingand expanding success.Allyn & Bacon/
Pearson. Gersten, R., Compton, D., Connor,C.M., Dimino, J.,
Santoro, L.,Linan-Thompson, S., &Tilly,W.D. (2008). Assisting
students strugglingwith reading:Response to Intervention and
multi-tier intervention for reading inthe primary grades. A
practice guide. (NCEE 2009-4045). Washington,DC: National Center
for Education Evaluation and RegionalAssistance,Institute of
Education Sciences, U.S. Department of Education. Little, M.E.
(2009). Response to Intervention (RtI) for
teachers:Classroominstructional problem solving. Love Publishing
Company. Puig, E.A. & Froelich, K.S. (2007). The literacy
coach:Guiding in the rightdirection. Allyn & Bacon/
Pearson.References
