The Literacy Coaching Challenge: Models and Methods for Grades K-8 / Edition 1

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When the goal is supporting excellent teaching, there is no "one-size-fits-all" approach. This popular practitioner resource and text helps readers navigate the many choices involved in developing and fine-tuning a coaching program that offers the best fit for a particular school. The authors draw on current research as well as their extensive experience in K-8 settings. They provide clear guidance (with helpful reproducibles) on:

*Major coaching models and how to choose among them.

*Applying principles of adult learning and motivation.

*The role of reading assessment in coaching.

*Balancing classroom-level, grade-level, and whole-school tasks.

*Special considerations in middle school coaching.

See also The Literacy Coach's Handbook, Second Edition, which offers a complete primer on the role of the literacy coach and what coaches need to know to get started.

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Editorial Reviews

Children's Literature - Meredith Kiger
The authors explore six different models for literacy coaching, an individualized approach to increasing student literacy. Having evolved through research and practice mainly among federal programs to enhance literacy achievement in low performers in the primary grades, literacy coaching has grown to include other ages and cultural groups. Based on sound research, the authors, veterans in the literacy field, advance the notion that not one model is best. Teachers and administrators must choose the model or models that best suit the population served. The book includes not only an overview of models but the differences in working with adult learners, the importance of professional development, issues of power and authority, assessment, methods for professional development, and coaching techniques with different populations. The nine chapters discuss many of the issues a school will encounter in trying to learn new ways of improving literacy achievement. Reviewer: Meredith Kiger, Ph.D.
From the Publisher

"This book would be extremely useful for instructing future literacy coaches in their job requirements and the execution of these responsibilities. Experienced coaches, principals, and administrators will also find valuable strategies for improving instructional programs. The use of assessment data to provide systematic professional development based on adult learning theories and coaching models makes this a 'must read' for anyone dealing with coaching."--Sandra D. Meyers, EdD, Education Associate, Reading, Delaware Department of Education
"This book should be required reading for school administrators and literacy coaches. It describes multiple models of literacy coaching and provides helpful suggestions for creating a strong literacy program, including approaches to professional development, assessment, and classroom- and grade-level instruction. McKenna and Walpole provide rich examples of how these models can be implemented in our schools. They promote a shared leadership approach that empowers and involves many individuals within the learning community."--David W. Gaston, EdD, Principal, Berkeley Middle School, Williamsburg, Virginia

"Coaching and educational leadership go hand in hand, and this exemplary book highlights the various strategies for success in these areas. As an elementary school coach, I have had positive results with my teachers using the subject-specific coaching delineated by McKenna and Walpole. This book emphasizes a most powerful aspect of coaching: helping teachers reflect on their strengths and weaknesses. The coaching strategies presented here focus not only on the elementary grades but on middle and upper schools as well, making this a valuable resource for anyone working to bring about lasting, positive, systematic change in a school at any level."--Ginger Parris, EdS, literacy coach, Wrens Elementary School, Wrens, Georgia

"The Literacy Coaching Challenge is a thorough and honest review of the difficulties related to effective coaching. District personnel, administrators, and coaches will benefit from McKenna and Walpole's overview of coaching models and from their recommendations regarding effective implementation. The book includes charts and templates that can be used by coaches in any setting as organizational tools for data gathering. Descriptions of a successful coach 'on the job' in a variety of grade levels provide a realistic view of the many decisions that coaches must make while they work to improve instruction in schools throughout the country."--Judy Mullins, fifth-grade teacher, Lone Oak Elementary School, Spartanburg, South Carolina

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Product Details

  • ISBN-13: 9781593857110
  • Publisher: Guilford Publications, Inc.
  • Publication date: 5/12/2008
  • Series: Solving Problems in the Teaching of Literacy Series
  • Edition description: New Edition
  • Edition number: 1
  • Pages: 212
  • Sales rank: 713,107
  • Product dimensions: 6.90 (w) x 9.90 (h) x 0.60 (d)

Meet the Author

Michael C. McKenna, PhD, is Thomas G. Jewell Professor of Reading at the University of Virginia. He is the author, coauthor or editor of 15 books and more than 100 articles, chapters, and technical reports on a range of literacy topics. His books include two that were coauthored with Sharon Walpole: The Literacy Coach’s Handbook: A Guide to Research-Based Practice and Differentiated Reading Instruction: Strategies for the Primary Grades. His other books include Assessment for Reading Instruction (with Steven Stahl); Help for Struggling Readers; Teaching through Text; and Issues and Trends in Literacy Education, among others. Dr. McKenna's research has been sponsored by the National Reading Research Center and the Center for the Improvement of Early Reading Achievement. He is the cowinner of the National Research Conference’s Edward Fry Book Award and American Library Association’s Award for Outstanding Academic Books. He has served on the editorial board of Reading Research Quarterly, and his articles have appeared in that journal as well as in others. Dr. McKenna now works extensively with literacy coaches in Georgia and Virginia.

Sharon Walpole, PhD, is Associate Professor of Reading in the School of Education at the University of Delaware. She teaches undergraduate courses on language and literacy development in kindergarten and first grade, master’s courses on content-area reading instruction and on organization and supervision of the reading program, and doctoral seminars on literacy and educational policy. Dr. Walpole has extensive school-based experience, including both high school teaching and elementary school administration. She has also been involved in federally funded and homegrown schoolwide reform projects and has been studying the design and effects of schoolwide reforms, particularly those involving literacy coaches. She works closely with the Reading First initiatives in Delaware, Virginia, and Georgia and is coauthor (with Michael C. McKenna) of The Literacy Coach’s Handbook and Differentiated Reading Instruction, and has written articles in a number of professional journals. In 2007, Dr. Walpole received the Early Career Award from the National Reading Conference for Significant Contributions to Literacy Research and Education.

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Table of Contents

1. Models of Coaching

2. Serving Adult Learners

3. Serving Adult Learners in School Contexts

4. The Role of Assessment in Coaching

5. Providing Professional Support

6. Classroom-Level Coaching

7. Grade-Level Coaching

8. Literacy Coaching in the Middle Grades

9. The Challenge of Reluctant Teachers

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