The Role of the Reading/Literacy Coach

1. The Role of theReading/Literacy Coach Kathy Baich Instructional Reading Specialist Capacity Development and School Reform Accountability Kathyann.Panusbaich@palmbeach.k12.fl.us

2. Reading (Literacy) Coach Anticipation Guide Please write(A)for agree and (D) for disagree for each of the statements below _____A reading/literacy coach is a classroom supporter whose purpose is to increase quality and effectiveness in classroom instruction. _____A reading/literacy coach is responsible forpreparing and/or demonstrating model lessons in classrooms for teachers. _____A reading/literacy coach should spend 40% of his/her workweek: working with students . _____A reading/literacy coach works with teachers to ensure that research-based reading programs and strategies are implemented with fidelity. _____A reading/literacy coach models in a class where the classroom teacher is NOT present. _____Spend a large portion of time administering or coordinating assessments.

3. What is a Reading/Literacy Coach? The Just Read, Florida! office defined a reading coach as follows: “A reading coach is a professional development liaison within the school to support, model, and continuously improve SBRR [Scientifically Based Reading Research] instructional programs in reading to assure reading improvement for ALL students.” Just Read, Florida! 2005-2006 K-12 Comprehensive Research-Based Reading Plan

4. Standards for Reading/Literacy Coaches: Literacy coaches need to be skillful: • collaborators • job-embedded coaches • evaluators of literacy needs (and strengths) • instructional strategists International Reading Association, 2006 Standards for Middle and High School Literacy Coaches

5. 10 Roles of Reading/Literacy Coaches Resource provider – the purpose is to expand teacher’s use of a variety of resources to improve instruction. Data coach – the purpose is to ensure that student achievement data drives instructional decisions at the classroom and school level. Curriculum specialist – the purpose is to ensure implementation of adopted curriculum. Instructional specialist – the purpose is to align instruction with curriculum to meet the needs of all students. JoellenKillion & Cindy Harrison, 2006 Taking the Lead: New Roles for Teachers and School-based Coaches

6. 10 Roles of Reading/Literacy Coaches Classroom supporter – the purpose is to increase the quality and effectiveness of classroom instruction. Mentor– the purpose is to increase instructional skills of the novice teacher and support school-wide induction activities. Learning facilitator – the purpose is to design collaborative, job-embedded, standards-based professional learning. JoellenKillion & Cindy Harrison, 2006 Taking the Lead: New Roles for Teachers and School-based Coaches

7. 10 Roles of Reading/Literacy Coaches School leader – the purpose is to work collaboratively with the school’s formal leadership to design, implement, and assess school change initiatives to ensure alignment and focus on intended results. Catalyst for change – the purpose is to create disequilibrium with the current state as an impetus to explore alternatives to current practice. Learner– the purpose is to model continuous learning, to keep current, and to be a thoughtful leader in the school. JoellenKillion & Cindy Harrison, 2006 Taking the Lead: New Roles for Teachers and School-based Coaches

8. Reading/Literacy Coaches… “…drive change in schools by disseminating literacy information and inciting enthusiasm about improving students’ reading and writing.” As a resident expert of literacy education in a school, a reading coach provides in-school support for teachers as they develop and improve their instructional and assessment skills. Part of the job includes assisting teachers in implementing strategies for grouping students and solving literacy-related problems. David Booth & Jennifer Roswell, 2002, p. 16-17 The Literacy Principal: Leading, Supporting and Assessing Reading and Writing Initiatives

9. Expectations of the Coach • Work with teachers to plan, implement and to reflect on literacy instruction using the Florida Continuous Improvement Model (FCIM) • Model best practices in reading and language arts professional development sessions • Attend weekly, full-day training sessions (Fridays) and other district –mandated trainings to aid in increasing knowledge in best practice strategies for reading, language arts and the content areas • Analyze data and assists the administrative team in developing corrective action plans and reading initiatives for the year

10. Expectations of the Coach • Assist teachers in interpreting diagnostic tests • Works with teachers to ensure that research based reading programs and strategies are implemented with fidelity • Meets regularly with leadership team • Provide daily coaching and mentoring support to all content and/or reading teachers including ESOL and ESE • Keeps a “Coach Binder” documenting all support services

11. Expectations of the Coach • Keeps an electronic log of their work (PMRN) and develops a weekly coaching calendar (see hand-out)

12. PMRN Coaches Log The Coach’s Log Form is divided into 12 task areas in an effort to assist Coaches in categorizing time and, ultimately, in making decisions on how best to use time to improve student performance in reading. • Professional Development: Providing or facilitating professional development such as seminars, action research, or study groups designed to increase educators’ knowledge of Scientifically Based Reading Research (SBRR). This includes presenting reading-related information to parents or serving as a substitute while a teacher observes a model lesson elsewhere. • Planning: Planning, developing, or preparing professional development. Activities may include surveying teachers as to their needs, preparing content, scheduling, and gathering materials. • Modeling Lesson: Preparing for and/or demonstrating model lessons in classrooms for teachers. • Coaching: Coaching (the observation process that includes planning conversation, observation, and reflecting conversation) teachers in classrooms. • Coach-Teacher Conferences: Meeting with teachers regarding lesson planning, grouping for instruction, intervention strategies, etc. These conversations can be in person, by phone, or E-mail.

13. PMRN Coaches Log • Student Assessment: Administering or coordinating student assessments. Activities can include managing student rolls in the PMRN, notifying teachers of the test schedule, or scheduling tests. • Data Reporting: Entering student assessment scores into the PMRN (Coaches should spend limited time, if any, on this task.) • Data Analysis: Analyzing student data such as examiningPMRN or other data reports or meeting with administrators or teachers to review student data. • Meetings: Attending meetings with administrators, other Coaches, or community groups in your school, district, or region regarding reading issues. • Knowledge Building: Building knowledge of SBRR and/or assessment through personal study or professional development by attending workshops or conferences, reading journal articles, attending training, or taking other duties assigned, such as a course or class. • Managing Reading Materials: Budgeting for, ordering, inventorying, and delivering reading materials/resources. • Other: Other duties as assigned, such as travel time, nonreading related meetings, or entering data into the Coach’s Log.

14. Agree or Disagree. . .and Why? “If you are a successful literacy coach, a healthy portion of your time must be invested in working with students in the classroom consistently, since credibility is a key component of successful literacy coaching. Coaches gain this credibility by the demonstrations they provide when they work with the students of those teachers being coached.” Enrique A. Puig & Kathy S. Froelich, 2007, p. 9 The Literacy Coach: Guiding in the Right Direction

15. What Should a Literacy Coach Do? • 40% of the workweek: Work with students • 20% of the workweek: Engage in dialogic conversations with teachers and observations • 20% of the workweek: Plan and prepare for training sessions • 10% of the workweek: Provide observation lessons • 10% of the workweek: Engage in professional book study Enrique A. Puig & Kathy S. Froelich, 2007, p. 9 The Literacy Coach: Guiding in the Right Direction

16. Continuum of Coaching

17. Coaches are not expected to… • Be assigned as a regular classroom teacher • Perform administrative functions that would confuse his/her role for teachers • Spend a large portion of time administering or coordinating assessments, as these tasks prohibit the coach from providing professional development to teachers • Model in a class where the classroom teacher is NOT present

18. Reading (Literacy) Coach Anticipation Guide Please write(A)for agree and (D) for disagree for each of the statements below ___A__A reading/literacy coach is a classroom supporter whose purpose is to increase quality and effectiveness in classroom instruction. ___A__A reading/literacy coach is responsible forpreparing and/or demonstrating model lessons in classrooms for teachers. ___A__A reading/literacy coach should spend 40% of his/her workweek: working with students. ___A__A reading/literacy coach works with teachers to ensure that research-based reading programs and strategies are implemented with fidelity. ___D__A reading/literacy coach models in a class where the classroom teacher is NOT present. ___D__Spend a large portion of time administering or coordinating assessments.

19. 3 -2–1 Exit Slip • 3 – Concerns you have about your role as a Reading/Literacy coach at either an elementary or secondary school (please circle one). • 2 – Professional development opportunities you would like to have provided to you, as a Reading/Literacy Coach during this 2009-2010 school year. • 1 – Thing you learned today that was new to you about Reading/Literacy Coaching.

20. References • Froelich, K.S. & Puig, E.A. (2010). The literacy leadership team: Sustaining and expanding success. Allyn & Bacon/ Pearson. • Gersten, R., Compton, D., Connor,C.M., Dimino, J., Santoro, L., Linan-Thompson, S., & Tilly, W.D. (2008). Assisting students struggling with reading: Response to Intervention and multi-tier intervention for reading in the primary grades. A practice guide. (NCEE 2009-4045). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. • Little, M.E. (2009). Response to Intervention (RtI) for teachers: Classroom instructional problem solving. Love Publishing Company. • Puig, E.A. & Froelich, K.S. (2007). The literacy coach: Guiding in the right direction. Allyn & Bacon/ Pearson.