New Directions in Professional Development The Literacy Coach

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New Directions in Professional Development The
Literacy Coach

• Dorothy S. Strickland, Ph.D.
• Samuel DeWitt Proctor Professor of Education
• Rutgers, The State University of New Jersey

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Why coaching?

• Extending reform
• shifting the major focus -
• from generating standards and assessments to
  improving instruction
• - at the school and classroom levels

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Why coaching? cont.

• Strengthening reform
• by applying the research base on -
• Learning
• Teaching
• Professional development

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More reasons for coaching!

• Support for new teachers
• induction year
• alternate route
• Support for experienced teachers
• initiating and coordinating new
• policies and programs

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Defining the role Qualities of an effective
coach
Content knowledge

• Successful coaches know the established
  literature and the current thinking about -
• Reading/literacy development
• Best Practices
• National, State, Local Policies
• Adults as learners

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Defining the roleQualities of an Effective
CoachProcess abilities

• Successful coaches are -
• effective teachers
• effective in working with faculty/staff as a team
  
• well organized
• highly motivated
• effective leaders lifelong learners
• Effective coaches are problem solvers!

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Defining the roleQualities of an Effective
CoachDispositions

• Positive and supportive attitude
• Adopts stance of co-learner
• Resiliency

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Defining the roleQualities of an Effective
CoachAbility to facilitate and collaborate

• Leader
• but not Supervisor
• Supporter of self-reflection self-assessment
• but not an Evaluator
• Partner with principal
• but not a snoop for the principal
• Important that ALL involved understand and agree

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Living the Role

• The literacy coach coordinates and supports all
  services associated with literacy programs.
• (International Reading Association.)

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Living the Role Coordinator of Professional
Development

• Facilitates group and individual professional
  development
• -- Observes Demonstrates Confers
• Effects collaboration reflective dialogue
• Serves as resource
• Promotes shared vision for policy practice

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Common Models of Professional Development

• Individually guided
• Observation/Assessment
• Focused long-term school improvement program
  and/or curriculum development
• Targeted training for specific objectives
• Teacher Inquiry (group or individual)
• Models may overlap

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Living the role Coordinator of Assessment

• Works with others to --
• Conduct needs assessments
• Schedule/coordinate student assessments
• Conduct some student assessments
• Assist in interpreting test results

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Living the role Program Developer

• Works with others to -
• Select and evaluate curriculum materials
• Coordinate selection committee activities
• Provide resources materials for selection

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Living the role Proposal writer

• Works with others to
• Determine funding possibilities
• Initiate and develop grant proposals

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Living the role Researcher

• Works with others to
• Collect, organize, and interpret data
• (e.g. assessment enrollment, etc.)
• Use data to inform curriculum and program
  development

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Who Coaches the Coaches?

• University reading specialists programs
• Ongoing professional growth through
• Involvement in professional organizations
• Professional literature
• Networking among coaches

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Potential Sources of Concern

• Inappropriate selection of coach
• Misunderstanding of role
• Inappropriate use of coachs time and abilities

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Summary Recommendations to Reading/Literacy
Coaches (IRA)

• Be a lifelong learner
• Be professional respect the work of others
• Interact with other coaches
• Request support and seek feedback from those with
  whom you work