Literacy Coaching: Processes & Perspectives on Learning and Leading

1. Literacy Coaching:Processes & Perspectives on Learning and Leading Matthew Hall Kristin Rainville Nancy Shanklin Kedra Gamble

2. Nancy Shanklin nancy.shanklin@ucdenver.edu Kristin Rainville krain@optonline.net Kedra Gamble knjgamble@gmail.com Matthew Hall matthew.hall78@gmail.com

4. Coaching Methods Experiences from the Field

5. 90%

6. (Nation Staff Development Council, 2004) “Effective professional development is… e collective problem solving around specific problems of practice.” supported by modeling coaching c sustained n on-going intensive

8. Coaching is… Job-embedded Responsive Collaborative Focused (Toll, 2005)

9. Classroom Environment Classroom Visitation Demonstration Lessons

10. Demonstration Lessons

12. Demonstration Lessons Collaborative Lessons Educational Discussions

13. Educational Discussions

15. Educational Discussions Study Groups Book Club Workshops Lab Classes

16. Lab Classes

20. “It is true that literacy coaching takes time, and it may seem like a slow process to some. However, there is not a productive way to rush it. When literacy coaches hurry, they often stop listening and learning and start telling and prescribing.” (Toll, 2006, p. 186)

21. Coach Talk: Exploring the Language and Communication of Coaching Kristin N. Rainville, Ed.D. IRA-North West May 4, 2009

22. “Language is a powerful tool” • Power • Positioning • Identity

23. “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”

24. “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”

25. Shared Power I should will We Us Our could try

26. Dynamics of Coaching “My role as a literacy coach is to……” “I have various identities as a literacy coach….”

27. Dynamics of Coaching “I train teachers” “I am a staff developer” “I am involved in teacher education”

28. Train Development Education

29. How else are you communicating? Body language Facial expressions Movements Actions Gestures

30. 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?

31. 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?

32. 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.

33. 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

34. Literacy Coaching Clearinghouse-a joint project of IRA & NCTE- www.literacycoachingonline.org

40. 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

41. 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/iralatupdate

42. Other New Legislation IRA & NCTE are working on These include wording and funding for coaches: • Education Bill • Rewrite of NCLB BUT, there is a trade off…

43. 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

44. Types of Coaches at the MS/HS Level • Reading Specialist • Interventionist • Reading Coach • Literacy Coach • Instructional Coach

45. 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

46. 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

47. 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

48. What do you think are the 8 areas of the self-assessment?

49. 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

50. 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