SURVEY of MS

1
SURVEY of MS HSLITERACY COACHES

• Nancy L. Shanklin,Univ. of Colorado-Denver HSC
• Michelle Jones, PEBC
• Anne Patterson, PEBC
• Study sponsored by CCIRA

2
Survey

• Zoomerang, open late March May, 2005
• 127 Completed
• 87 Female 13 Male
• 96 Caucasian 4 Minority
• 28 Suburban, 26 Suburban/Rural Mix
• 20 Urban, 6 Rural

3
Size of schools

• 250-500 Students 25
• 501-750 Students 27
• 751-1000 Students 13
• 1001-1500 Students 12
• 1501-2000 Students 16
• 2001-2500 Students 4

4
24. For how many years have you been an educator?

• 3-5 6
• 6-8 6
• 9-11 13
• 12-15 13
• 16-20 18
• 21-25 19
• 26 26  

5
Grade Levels of Secondary Literacy/Instructional
Coaches

• Middle School 35
• High School 39
• Middle and high school 6
• Elementary and middle (Gr. K-8) 17
• Elementary, middle, high (K-12) 4

6
Nature of Coaching Positions

• Full-time Literacy/Instructional Coach 60
• .5 Literacy/Instructional Coach 18
• Other
  21

7
In charge of how many schools?

• One School 75
• Two Schools 15
• Other 10

8
How did you obtain your position?

• My principal asked me 27
• I was chosen by a 20
• building committee
• I responded to a position 38
• announcement to work in
• a school new to me
• Other 15

9
How is your position funded?

• District Supported 66
• Title I Funded 10
• Federal or State Grant 6
• Other 19

10
What is your preparation to be a coach?

• Undergraduate minor in reading 8
• English/LA teacher with an interest in adolescent
  literacy, but no formal training 20
• Other content or specials teacher with an
  interest in adolescent literacy, but no formal
  training 14
• Extensive district professional development
  training in literacy prepared me for this role
  49
• Some coursework in adolescent reading/literacy at
  the MA level 25
• MA and endorsement in reading at the K-6 level
  13
• MA and endorsement in reading at the 7-12 level
  13
• Other, Please Specify 29

11
Construction of Your Coaching Role

• 100 self-constructed 14
• 75 self-constructed 25 prescribed 18
• 50 prescribed 50 self-constructed 45
• 25 self-constructed 75 prescribed 16
• 100 prescribed 6

12
The people you are coaching are

• Primarily Volunteers 46
• Primarily Required 54

13
Number of study groups, department meetings,
inservices you present per month

• 0-2 33
• 3-4 31
• 5-6 15
• 7-8 10
• 9-10 11

14
Total Time per Coaching Session

• (Planning, Preconf., Obs., Postconf.)
• 1-2 Hours 65
• 2-3 Hours 26
• 3-4 Hours 9

15
Number of Ts Coached Per Week

• O-2 46
• 3-5 32
• 6-8 17
• 9-11 2
• 12-15 2
• 16-20 1

16
Additional Duties as many as apply

• Attending district meetings 94
• In charge of professional development 71
• Administering literacy assessments 67
• Data analyst 67
• On school decision-making team 61
• Doing ILPs/CBLA 58
• Ordering materials 58

17
Additional Duties as many as apply

• CSAP organization 48
• Doing data entry 46
• Prep school accountability report 34
• In charge of book/resource room 33
• Substitute teaching 28
• Parent liaison 22
• Lunch or recess duty 12
• Other, Please Specify 25

18
What support from other teachers?

• Commitment to examining 67
• improving teaching
• if a coach works with you
• Valuing of coach's work to 67
• improve student achievement
• not other school tasks

19
What support from administrators?

• Included in professional development planning at
  the building level 81
• Not in evaluative role that teachers distrust
  76
• Commitment that job is to help with instruction
  in literacy 71
• School culture of reflective practice change
  58
• Money for material purchases 55

20
What support from administrators?

• Consistent follow through on professional
  development meeting agendas 51
• Clear blocks for time to work with teachers in
  study groups 46
• Support in work with resistive teachers 46
• Building-wide expectations that you are coaching
  during certain specific times 28

21
What support at the district level?

• Instruction in doing coaching of adults 77
• Professional work on vision for secondary
  literacy at classroom, building, and district
  level 75
• Given district materials to use 75
• Information on CBLA 73
• Differentiation 60

22
What support at the district level?

• Professional development on secondary literacy
  strategies 58
• Instruction in best quality professional
  development 57
• Information on other mandates 56
• Participate in study group yourself 52
• Instruction in working with adults 49

23
What support at the district level?

• How to meet needs of English Language Learners
  43
• Specific literacy intervention programs 43
• Working with resistant colleagues 41
• How to assist teachers with classroom management
  33
• Learn how to manage time and job 28

24
In what areas are you well prepared?

• Secondary Literacy Strategies 41 35
• Secondary Literacy Assessment 31 33
• Change Processes 28 39
• Application of Literacy Strategies 25 40
• to content areas
• Adult Learning 25 38
• Groups Process and Conflict Resolution 22 37
• Secondary Literacy Interventions 21 36

25
How do you know if you have been effective?

• Teachers seek me out
• I see teachers making changes in their teaching
• Test scores have increased
• Administrative feedback
• Students tell us they know what to do

26
What evidence are you asked to keep re
effectiveness of your work?

• 20 indicated none was required though may did
  some documentation on their own
• Weekly calendar of coaching sessions, PD
  presented, meetings attended, people contacted,
  etc.
• Notes from coaching sessions
• Notes, handouts, and evaluations from PD sessions
  given
• Monthly self-reflection given to principal

27
What worries you most about your job?

• Not having enough time
• Administrative support that reinforces the
  importance of using best practices and continual
  reflection on teaching
• Funding

28
In what ways have you impacted student learning?

• Greater motivation due to differentiated
  instruction
• More students are reading independently
• There are more student-centered classrooms
• When students were interviewed, 100 could
  identify a lesson or assignment where they used a
  strategy in a content class that they had learned
  in reading class

29
IMPLICATIONS

• Mirrors other research findings (Roller, 2006
  Smith, 2006) and the LCC Blog
• Points to need for building and district level
  planning and support
• Supports the need for considerations under the
  Models Button of the LCC website
• www.literacycoachingonline.org

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http//www.literacycoachingonline.org
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31
Select ResourcesUse the boxes below to select
from our libraryShow Newest ResourcesShow All

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• Related Knowledge Bases
• Gr. PreK-12
• Gr. PreK-5
• Gr 6 - 12
• Research

32
LibraryResources

• Allen, J. (2006). Becoming a literacy leader
  Supporting learning and change. Portland, ME
  Stenhouse.
• Literacy Specialist Endorsement
• Bean, R. (2004). The reading specialist
  Leadership for the classroom, school, and
  community. NY Guildford Press.
• Flaherty. J. (2005). Coaching Evoking excellence
  in others. Boston, MA Elsevier.
• Gottesman, B. (2002). Peer Coaching For
  Educators. (2nd Ed.). NY Rowman Littlefield
  Education.
• Sweeney, D. (2003). Learning along the way
  Professional development by and for teachers.
  Portland, ME Stenhouse.
• Toll, C. (2007). Lenses on literacy coaching
  Conceptualizations, functions, and outcomes.
  Norwood, MA Christopher-Gordon Publishers, Inc.