What is a literacy coach A reading coach

What is a literacy coach? “A reading coach is an experienced teacher who has a strong knowledge base in reading and experience providing effective reading instruction to students, especially struggling readers. In addition, a reading coach has been trained to work effectively with peer colleagues to help them improve their students’ reading outcomes and receives support in the school for providing coaching to other teachers, instructional assistants, parents, or administrators, as needed” (Hasbrouck and Denton, 2005).

Why do we need a literacy coach? Districtwide, our administrators, teachers, and paraprofessionals need support in order to successfully work towards meeting all the elements outlined in the Colorado Literacy Framework:

Five Components of Reading Early Learning Experiences Communication Skills, Including Oral and Written Language Purposeful, Direct, Explicit, and Systematic Instruction Cultural Experience and Personal Relevance Valid and Reliable Data Collaboration Multi-tiered System of Support http: //www. cde. state. co. us/coloradoliteracy/clf/Eight. Elements. asp

Many teachers, especially those at the secondary level, are not trained in teaching children to read. However, our teachers are being asked to provide reading interventions and support reading across all disciplines when they are not equipped to do so.

How can a literacy coach help us? • A literacy coach can provide this much-needed support by acting as a: • Facilitator – a coach who helps our already excellent teachers continue to thrive and advance our schools toward a pledge to the success of all students • Collaborative Problem Solver – a coach who employs an organized procedure to work with educators to focus on problems in the classroom that might be keeping students from making satisfactory growth • Teacher/Learner – a coach who provides professional development in order to share beneficial methods and interventions with integral school personnel (Hasbrouck and Denton, 2005)

What are the goals of a literacy coach? Goal #1: To improve students’ reading skills and competence Focused on student needs Looks at the whole picture and everyone involved in the students’ academic life

Goal #2: To solve referred problems Focused on student needs first then addresses problems Supports administrators, teachers, and parents in problem solving

Goal #3: To learn from each other Focused on student needs and how collaboration can help every student Share knowledge and experience Be willing to be a lifelong learner

Goal #4: To prevent future problems Build teachers’ understanding, knowledge, skills, competence, and confidence Help identify concerns to prevent problems from starting

What are the roles and responsibilities of a literacy coach? Work directly with the Director of Curriculum and Assessment to review curriculum and make suggestions for adaptations and supplementary materials

Visit and support willing classroom teachers, literacy teachers, and special education teachers in reading instruction by: modeling lessons modeling teaching techniques brainstorming about ideas for interventions providing feedback on reading lessons answering questions about reading instruction and current research

Help cultivate appropriate interventions for struggling readers and support implementation

Provide study groups, workshops, and staff development to support all areas of Colorado’s Literacy Framework ensuring that professional development is collaborative, reflective, and embedded in the culture of our district (Annenburg Institute for School Reform)

Study current research in literacy and share results of the studies when pertinent

Help administer reading assessments and analyze data to inform instruction

Meet with and provide support to parents with concerns about their child’s reading skills (Hasbrouck and Denton, 2005

What does the coaching process look like? One-to-One Coaching Establish a relationship Set mutual goals and outcomes Observe without judging Assess the situation Recognize strengths Provide resources and ideas Provide feedback Support, not evaluate

Group Coaching (i. e. with gradelevel or subject-based teams) Share expectations Build relationships Create an environment for learning Listen and ask questions Give feedback Acknowledge strengths Handle disagreements effectively Avert gripe sessions Assist with literacy data sorting Support, not evaluate (Learning Point Associates, 2004)

School-Wide or District-Wide Coaching Student-centered professional development Collaborate Interact

Above all, the coaching process ensures that the students’ needs are first. When we learn to put the needs of the students’ above our own, we become true educators.

What would a general day look like for a literacy coach? At this point, due to budget constraints, it is understood that the role of a literacy coach would need to be filled by one person. In order to meet the needs of our five elementary schools, two middle schools, and one high school, the literacy coach’s services would be available by appointment. The literacy coach would be available to meet with district-level and school-level administrators. The literacy coach would also be available to meet with teams, as well as individuals seeking support. As with our other specialists, the literacy coach would create his/her own schedule based on what schools request support.

What ethical framework would a literacy coach in our school district follow? The literacy coach will follow district/school policy by: adhering to our district mission statement following regulations for ethical practice as noted in the master agreement agreeing to be evaluated on the same evaluation schedule as other certified employees via RANDA

The literacy coach will follow a personal ethical framework by: modeling appropriate, respectful, considerate, and professional behavior at all times being aware of personal limitations and knowledge and being willing to ask for assistance eliminating personal opinions from the coaching process and instead focus on data and research-based findings maintaining confidentiality unless an abusive behavior must be reported being willing to self-analyze in order to ensure a high standard for ethical behavior Will my actions produce the maximum benefit for all concerned? Will my actions communicate how I want others to behave toward me and other professional colleagues, parents, and students? Does my daily professional practice adhere to local, state, or national standards for ethical behavior, laws, and policies? (Hasbrouck and Denton, 2005)

How can Cañon City Schools benefit from introducing the role of a literacy coach to our list of professionals?

The Cañon City School District’s mission is to develop compassionate, responsible, independent, and productive citizens through a quality education for students, provided in a safe environment for students and staff. We all care deeply about the success of our students and staff. However, we do not have a literacy coach in place to help support the requirements for meeting literacy goals in our district. In order for our students to become productive citizens, they must be able to read at a proficient level. Without strong supports, many of our students will not attain this goal. Our reading experts in our Title I and special education programs are already facing enormous challenges with struggling readers and have very little time to spare so cannot offer the support that is needed by general education teachers. So meeting the needs of every student is becoming more difficult. According to an effectiveness study on schools utilizing literacy coaches, “schools staffed with hard-working and highly trained coaches offer substantial evidence that there is a perceived relationship between coaches and teachers and between teachers and increased student achievement outcomes. School-based coaching supports the national priority for improving teacher quality. Best of all, school-based coaching benefits students through providing high-quality instruction” (Bright and Hensley, 2010).

In schools with literacy coaches, teachers report many benefits including: An improved sense of professional skill An enhanced ability to analyze their own lessons A better understanding of teaching and learning A wider repertoire of instructional strategies An increased sense of efficacy Stronger professional ties with colleagues Improved teaching performance Enhanced student progress A better articulated curriculum A more cohesive school culture A positive school climate (Pam Robbins via Oropallo, 2004)

A literacy coach would help us meet our short-term and long-term goals in literacy at the district level, school level, classroom level, and student level. Most importantly, literacy coaching helps students by providing excellent instruction. Please consider supporting our district with the addition of this important position.

What ideal qualifications should we look for in a literacy coach? Current Colorado Teaching License Master’s degree in literacy Additional credential in coaching Has had successful teaching experience Is an excellent presenter Has experience modeling lessons Has experience observing in classrooms (Frost and Bean, 2006) Must understand reading, pedagogy and coaching (Wren and Reed, 2005)

How will the new role of literacy coach be introduced to administrators, teachers, students, and parents? Administrators Present Power. Point and Entry Documents at administrator meeting Allow time for input and question Plan a mutually agreeable meeting time with each administrator to discuss actions, improvements, and progress

Teachers Present Power. Point at district-wide staff meeting before school starts Ask each administrator for a few minutes to present the new role of literacy coach to teachers at an initial faculty meeting; ask each administrator to reserve a few minutes of one or two faculty meetings throughout the year to touch base with the literacy coach Communicate with teachers on an individual/small group basis to set up collaborative efforts

Students Introduce literacy coach to each classroom as his/her services are utilized as a teacher who helps with reading

Parents Create a letter with district approval that is posted on the district website and/or mailed to parents during the registration process Attend as many open house meetings as possible Ask to present Power. Point presentation at PTO and school accountability meetings

Please enjoy this video of what on one -on-one coaching session might look like.

Thank you for your consideration!

References Bean, R. , & Frost, S. Qualifications for Literacy Coaches: Achieving the Gold Standard. Literacy Coaching Clearinghouse. Board of Education - Board of Education. (n. d. ). Retrieved January 27, 2015, from http: //www. canoncityschools. org/education/school. php? sectiondetailid=4616&linkid=nav-menu-container-1 -109507. Bright, E. , & Henskey, T. A Study of the Effectiveness of K– 3 Literacy Coaches. NRTAC. Carnahan, D. , Righeimer, J. , Tarr, L. , Toll, C. , & Voss, C. (2004) Reading First Coaching: A Guide for Coaches and Reading First Leaders. Learning Point Associates. Elements Comprising the Colorado Literacy Framework. (n. d. ). Retrieved January 26, 2015, from http: //www. cde. state. co. us/coloradoliteracy/clf/Eight. Elements. asp. Hasbrouck, J. , & Denton, C. (2005). The Reading Coach: A How-To Manual for Success. Longmont, Colorado: Sopris West. Oropallo, K. Supporting the role of the reading coach. Just Read, Florida. Wren, S. & Reed, D. (2005). Literacy Coaches Roles and Responsibilities. SEDL Letter Volume XVll, Number 1.