No More Random Acts of Literacy Coaching

by Erin Brown, Susan L'Allier

Overview

Teacher-coach collaboration is critical to teacher effectiveness and student learning, but sometimes the in-the-moment response rate required when supporting several teacher requests at once can make literacy coaching appear to be, well, rather random. 

No More Random Acts of Literacy Coaching looks at the common obstacles and misconceptions that can prevent effective coaching, and offers strategies that literacy coaches, teachers, and principals can employ to make wise use of their time together.   The authors offer practical steps to create a climate of positive professional learning that include:

• Providing responsive coaching in varied settings
• Identifying coaching activities that have the greatest impact
• Matching goals and priorities to coaching cycles
• Honoring teachers as co-designers of the work.

When literacy coaching is intentional, carefully planned, and a collaborative team effort with teachers and principals, the results are dramatic.  Student literacy growth increases, and the number of students needing intervention decreases.  Learn how your team can work together to accelerate student success.

Product Details

ISBN-13:	9780325120089
Publisher:	Heinemann
Publication date:	09/28/2020
Series:	Not This, But That
Edition description:	New Edition
Pages:	112
Product dimensions:	5.90(w) x 8.90(h) x 0.50(d)
Age Range:	5 - 10 Years

About the Author

Erin Brown has more than twenty years of experience as a classroom teacher, literacy specialist, literacy coach, and consultant. Her current role includes facilitating a professional learning network of literacy coaches across Michigan. While working with children is her first passion, she is honored to now learn alongside literacy educators, focusing on research-supported instruction and professional learning that is as close to the real work of classrooms as possible.

Susan L’Allier is Associate Professor Emeritus at Northern Illinois University, where she taught graduate courses in literacy leadership and coaching. A former elementary school teacher and principal, Susan’s research has focused on the relationship between literacy coaching and student achievement. She is the author of numerous articles and the coauthor of two books about literacy coaching, including The Common Core Coaching Book and Collaborative Coaching for Disciplinary Literacy.

Table of Contents

Introduction M. Colleen Cruz xi

Section 1 Not This: In-the-Moment, For-the-Moment Coaching 1

Teachers: "We don't need help; our students need help!" 4

The Obstacle: Teachers don't see coaching as a way to support student learning. 4

What if teachers understood how the change will support their students? 4

Teachers: "Coaching is just one more thing to put on our plates." 5

The Obstacle: Teachers view coaching as yet another initiative. 5

What if teachers knew that coaching would help them meet existing expectations? 6

Teacher: "I have to be careful and perform for my coach." 7

The Obstacle: Teachers view coaches as evaluators. 7

What if teachers knew what the coach and principal talked about? 7

Coach: "I feel overwhelmed and distracted by competing demands" 8

The Obstacle: Every coaching activity is given equal importance. 8

What if coaches were able to prioritize their work with teachers? 9

Principal: "After a year, the coaching program hasn't increased student achievement." 10

The Obstacle: Sometimes, leaders don't realize that improvement in student learning takes time. 10

What if administrators knew a little more about the change process? 11

Section 2 Why Not? Research Shows the Way to Intentional Coaching 13

Who Is a Literacy Coach? Qualifications, Roles, and Responsibilities 16

What knowledge and skills should a literacy coach possess? 16

What roles should the literacy coach play in a school? 18

Developing Collaborative Relationships 19

Coaches Take on Different Stances 21

Examining Specific Aspects of Coaching Conversations 23

Coaching: An Essential Tool for School Change 24

Which Coaching Activities Impact Instruction? 29

Which Coaching Activities Impact Student Growth? 30

Conferencing 31

Modeling for Teachers 32

Observations of Teachers 32

Assessment-Related Activities 32

Principals as Partners 33

Coaches as Literacy Leaders 36

Leadership at the Teacher Level 36

Leadership at the School and/or District Level 38

A Gentle Reminder: The Majority of Coaches' Time Should Be Spent Working Directly with Teachers 39

Invitation for Further Research 39

Section 3 But That: Coaching Strategies to Enhance Teacher Practice and Improve Student Learning 43

Positive Curiosity Leads to Relationships and Impact 45

Communication That Clarifies and Creates Commitment 46

Responsive Coaching in Individual and Small- and Large-Group Settings 50

Coaching Cycles to Enhance Teacher Practice and Student Learning 54

Coaching Cycles Are Predictable Yet Flexible 55

Tools That Support Clear Communication 58

Not All Coaching Cycles Look Alike 60

Short Coaching Cycles When Coaching Is New to a School 65

Goal Setting 66

Co-Planning 66

Implementation 66

Moving from Light Coaching to Deeper Coaching Cycles 69

Goal Setting and Co-Planning 69

Implementation 69

Coaching Cycles Around District Initiatives or School-Wide Goals 70

Matching Goals and Priorities to Coaching Cycles 72

Coaching Schedules Reveal Priorities 72

Mining Intentional Coaching Out of Randomness 73

Controlling Our Coaching Schedules 74

Helping Others Become Literacy Leaders 78

Co-Facilitating Professional Learning 78

Grade-Level Facilitation 79

Teachers Sharing Their Practice 79

Collaboration Between Coaches and Principals 80

Clear Coaching Responsibilities 80

What Teachers Want to Know About the Coach-Principal Relationship 81

Coach and Principal Meetings 82

Enhancing Principal Knowledge 83

Ongoing Professional Learning for Coaches 86

Belief in Continuous Improvement 87

Afterword Nell K. Duke 89

References 91