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Literacy Coaching at NRC 07 & Next Steps for the Study Group by Nancy Shanklin & Kristin Rainville.

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Literacy Coaching at NRC 07 & Next Steps for the Study Groupby Nancy Shanklin & Kristin Rainville

What have we heard?

What does it make us think about?

Does coaching make a difference?(our group’s sense of important Qs to ask)
  • What is changing practice? T knowledge, Coach knowledge, S learning
  • Replicate studies – Esp. Northern Ill study. Analyzes logs in relation to student data.
  • PD plus coaching; just coaching?; just PD no progress
  • Auckland – see coaching as PD. National. Principals are different in New Zealand
  • Linda Dorn’s work and data
  • Partner up
  • Change in T knowledge
  • Consistent training model – linked to ideas in Reading Recovery
Does coaching make a difference?(our group’s sense of important Qs to ask)
  • Teacher identity; voices of teachers
  • Administrators and coaches working together that relationship
  • S achievement
  • Sustainability
  • Link to policymakers
  • Preparation of coaches – high impact schools; multi dilemma cases.
  • Logs – how to make good, have reflection; logs not prescriptive
  • Role vs. structure—look at the structures that schools constrain or not ($, time)
Raphael, Taylor, & Au(HRR Preconvention)
  • Work of literacy coaches is part of the work on school reform around literacy.
Mraz, Kissel, Kavel, Wood, Watson, & Algozzine (North Carolina Group)
  • Used Likert scale survey and interviewed
  • Interested in differences of perceptions of coaches’ role from teachers, principals, and coaches
  • Principals: Management & Program Implementation
  • Ts : Raised Qs about evaluative role of coaches
  • Ts and principals differ as to whether coaches ought to work with students
Gross Case Study of PA High School
  • People not hired & in place at the start of the project
  • Lack of clarity about the coach role
  • Many people left
  • Negative examples can be helpful
Rainville
  • Coaching is situated: Power, positioning & identity (vs just “context”)
  • There are many ways to work with resistance (read & response) – set up alternate structures
  • Remember all 3 of these coaches had consistent, strong PD & STILL there are differences in how they were able to implement
Toll
  • 4 potential different coach roles
  • Plus there is a “fresh perspective”
  • This is defined as a partnership with shared power
  • Emphasis in her work is on the relationship between the coach and the teacher
Rodgers & Rodgers
  • Q: How do skilled coaches coach teachers? How do coaches analyze their coaching?
  • Case study: 20 cases collected over 5 years, each coach observed once over a two day period, field notes during this, interviews followed.
  • There is a need to understand the role of emotions in adult learning better.
  • Questions about moving from a coach’s demonstrating to a GRR model. Real value of demonstration is probably providing teachers with alternative cases to fuel analysis and reflection.
Rodgers & Rodgers (cont.)
  • Coaches did not have a predetermined plan for interacting.
  • Coaches tried to involve teachers in inquiry but it was difficult.
  • Conclusion: Suggests that the potential to shift expertise lies in the interactions between the coach and teacher
Some important observations
  • Role of literacy coach vs identity
  • “Model” of literacy coaching vs coaching as a process
  • Conclusion: Fluidity and complexity of coaching initiatives and coaching work
Reading First – Bean & Zigmond
  • Confidentiality is important
  • Changes in leadership really affect coaching support and evaluation
  • Even in schools not making progress, coaches are still doing the same role – Something else is causing no change to take place
Bean et al
  • Have data from 19 coaches and have analyzed 5
  • Five approaches to coaching: resource, mentor, manager, helper, and responder
  • The content in which coaches work has a major impact on how they function - # of teachers served, # struggling readers in the school, support of principals, buy in of teachers
Elish-Piper & L’Allier
  • 12 LCs, 121 teachers, 3,029 Ss
  • Coaching logs and student test scores
  • Coaches spent 48% of their time working with Ts
  • Total gains on DIBELS were significant for K-3.
  • Number of coaching hours focused on conference was found to be statistically significant in relation to students’ total gain for K, 1, and 2. (Used HLM)
Sturtevant, Calo, Rutherford, Pratt-Fartro
  • What would be most rewarding about being an LC?

Impacting Ss, Impacting Ts, Focus on Reading, Professional Challenge, Affecting Change

  • What would be most challenging?

Resistant Ts, balancing the roles of a LC, finding the time to coach and teach, meeting the needs of so many people with ranging expectations

Literacy Collaborative Report from Yrs 1 & 2 of New Study, Fountas, Pinnell, Scharer, Bryk, Biancarosa, et al
  • Learn about all of the partners and projects by going to:
    • http://www.iisrd.org
    • http://irepp.stanford.edu/projects/pd.htm
  • See observational instruments that they have developed:

http://www.iisrd.org/documents/DLLT_Rubric_2007-08_FINAL.pdf

Literacy Collaborative Report from Yrs 1 & 2 of New Study, Fountas, Pinnell, Scharer, Bryk, Biancarosa, et al
  • Bryk et al’s design for this study is really worth studying
  • Have found changes in teachers’ practices
  • Also, the more coaching, the more change in teaching
  • Also increases in student achievement using DIBELS
  • Will present more results at AERA, March 08
What will really move the field of literacy coaching forward?
  • Research on work with administrators
    • Paul Carson
    • Linda Carr
    • Kristin Rainville
  • Research on school climate & vision for literacy reform; social capital
    • Kristin Rainville
    • Linda Carr
    • Pam Chomsky-Higgins
    • Potential of skills in a school; how different does it make a coach’s role
What will really move the field of literacy coaching forward?
  • Roles of coaches
    • as static or fluid
    • What are shared understandings about the role of the coach?
    • Expectations in the role/quality of those in the coaching role; how has the role of the coach influenced the role of the reading specialist; how does this impact preparation?
  • Role of the coach in working with RTI
What will really move the field of literacy coaching forward?
  • Classroom observation instruments and attitude/beliefs instruments to assess changes in teacher’s beliefs & instruction from coaching
  • Nature of the PD--about adult learning a coach needs to know
What does the study group want to work on?
  • Coaches work with other special professionals – resource teachers, other offices, school psychologists; bilingual and special education teachers; RTI (instructional support team & coaches role in it)
  • MS/HS coaching – especially with content teachers

Check Langer Partnership for Learning

Look at other instructional coaching – especially math

  • Distribution of leadership when a coach is present (Hathaway & Risko)
    • Capacity beyond the coach; when the coach leaves
    • CHAT – Cultural, historical activity theory
  • Home grown efforts – small schools
  • Connect to student achievement – Susan L’Allier
  • How do you describe quality/effective coaching – Judy, Susan, Beth
    • What is the expertise? Working and doing ?

Not all one on one How do you capture this (LeAnne); video,

Additional Observations
  • Publication of research & important work needs to happen more quickly
    • Where are the outlets for publication?
      • Mentoring and learning
      • Serve as critical friends for each other
      • Keep eyes out for places that can be outlets
      • Send out places where we are trolling
      • So what link to S achievement; T practice; T knowledge
  • Is important chance for school-based and university researchers to work together

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