Sharon Walpole University of Delaware Michael C. McKenna University of Virginia Literacy Coaches in Action: Strategies for Crafting Building- Level Support.

Sharon Walpole

University of Delaware

Michael C. McKenna

University of Virginia

Literacy Coaches in Action:Strategies for Crafting Building-

Level Support Systems

Goals for this session 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

Professional Development

School Improvement Policy Initiatives

Coaching Models

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

SeagullApproach

Research Questions?

• 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

QuickTime™ and aTIFF (LZW) decompressor

are needed to see this picture.

http://www.reading.org/resources/issues/reports/coaching.html

http://www.reading.org/resources/issues/positions_coach.html

Professional Support System

Joyce, B., & Showers, B. (2002). Student achievement through staff development. White Plains, NY: Longman.

Theory

Practice

Feedback

Demonstration

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

http://www.nsdc.org/standards/index.cfm

Context Process Content

Learning communities

Leadership

Resources

Data-driven

Evaluation

Research-based

Design

Learning

Collaboration

Equity

Quality teaching

Family involvement

Continuum of PD

Narrow Broad

Training inspecific skillsor programs

Comprehensive planaimed at increasing

student achievement

Choose or create a model consistent with your goals and resources

Plan implementation steps

Monitor impact on teaching and learning

Making coaching work for you

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

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

http://www.successforall.net/ http://www.readingrecovery.org/index.asp

Can you steal any ideas from training models?

Process ModelsIf the coaching duties extend across many

disciplines and content areas

• Establish procedures for shared problem-solving

• Establish protocols for meetings and observations

• Plan for recognizing and including diverse talents

Process models cut across curriculum boundaries

Collaborative ConsultationPeer Coaching

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

http://www.cognitivecoaching.com/

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

Teacher

Researcher

CurriculumExpert

Planner

Manager

Learner

LiteracyCoach

http://curry.edschool.virginia.edu/reading/projects/garf/

How have coaches enacted this particular reform model?

Mentor Director

Classroom-level focus–Relationships–Modeling–Observing–Differentiated support

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 dataSummarize data at the grade- or school-levelConsider classroom-level data with individual

teachers

Plan to learn together

Consider formal book clubs for professional texts

carefully selected to support building goalsConsider allowing teachers to choose among several

concurrent study groupsFocus attention on text ideas first, then on implications

for teaching and learningSet 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

PD Activities

Introduce New Ideas about Instruction

Knowledge-building sessions, courses, study groups, modeling

Follow-up to Facilitate Implementation

Observations, taping, conferencing, lesson plan review

Tie Implementation to Achievement Data

Progress monitoring, grouping decisions, joint analysis

Revisit Beliefs about Instruction

Grade group discussions, data-focused conferences

http://curry.edschool.virginia.edu/reading/projects/garf/