Chicago Foundation for Education Action Research Study Group

Chicago Foundation for EducationAction Research Study Group What are the effects of literacy coaching on teacher implementation and confidence with new instructional practices? Presented by: Jennifer Dixon, Literacy Coach Mozart Elementary School

Data Tools • Primary Literacy Coaching Surveys • Nine Kindergarten-2nd grade teachers were given a survey three times between September 25, 2009 and December 4, 2009. The survey included three components: teacher confidence levels, teacher implementation levels, and thoughts on literacy coaching. • Classroom Observation Notes • The primary teachers who participated in this action research study were observed by me at least 4 times throughout the duration of this study. Teachers selected their observation time, as well as the reading or writing workshop component that was being observed. The notes followed a selective scripting format that included teacher and student actions, time notations, and were written using judgment-free language. • Debrief Notes • The primary teachers who participated in this action research study met with me for a mutually scheduled debrief conversation after each observation. I asked the teachers four questions during each debrief: How do you think the lesson went? How well do you think your students mastered your objective? If you could change anything about the lesson, what would you change? What questions or concerns do you have? After listening to the teacher, I offered a suggestion, offered to obtain teacher requested resources/information, and/or reinforced any conclusions the teacher has drawn about their own teaching. The debrief concluded with me asking the teacher what they wanted me to look for in their next observation. Debrief notes were recorded on a “Debrief Notes” form that I copied for the teacher and kept on file in a folder inside my Literacy Coach Journal. • Literacy Coach Journal/Reflections • My Literacy Coach Journal includes: A breakdown of what I have done each day and the time it took to do it, classroom observation notes, and debrief notes. My personal reflections are noted in the notes section of this power point. Any additional reflections will also be found in my Literacy Coach Journal.

Survey #1: September 25, 2009Confidence Levels: K-2 Reading Workshop ComponentsNine K-2nd Grade teachers with an average of 19 years experience were asked how they would rate their confidence level with the following components of the reading workshop on a scale of 1-5

Survey #1: September 25, 2009Confidence Levels: K-2 Writing Workshop ComponentsNine K-2nd Grade teachers with an average of 19 years experience were asked how they would rate their confidence level with the following components of the writing workshop on a scale of 1-5

Survey #1: September 25, 2009Current Levels of ImplementationNine K-2nd Grade teachers with an average of 19 years experience were asked how they would rate their current implementation level (after 13 instructional days) of the following workshop components on a scale that ranged from never to more than five times per week.

Survey #1: September 25, 2009Comfort with the Observation/Debrief CycleNine K-2nd Grade teachers with an average of 19 years experience were asked how they would rate their current level of comfort (after 13 instructional days) with the observation/debrief cycle. Eight out of 9 teachers answered this question. Only one of the teachers had experienced the observation/debrief cycle before.

Survey #1: September 25, 2009Thoughts on Literacy CoachingNine K-2nd Grade teachers with an average of 19 years experience were asked four open-ended questions about literacy coaching. Eight out of 9 teachers answered these questions. Here are excerpts from their responses.

Survey #2: November 6, 2009Confidence Levels: K-2 Reading Workshop ComponentsNine K-2nd Grade teachers with an average of 19 years experience were asked how they would rate their confidence level with the following components of the reading workshop on a scale of 1-5

Survey #2: November 6, 2009Confidence Levels: K-2 Writing Workshop ComponentsNine K-2nd Grade teachers with an average of 19 years experience were asked how they would rate their confidence level with the following components of the writing workshop on a scale of 1-5

Survey #2: November 6, 2009Current Levels of ImplementationNine K-2nd Grade teachers with an average of 19 years experience were asked how they would rate their current implementation level (after 40 instructional days) of the following workshop components on a scale that ranged from never to more than five times per week.

Survey #2: November 6, 2009Comfort with the Observation/Debrief CycleNine K-2nd Grade teachers with an average of 19 years experience were asked how they would rate their current level of comfort (after 40 instructional days) with the observation/debrief cycle. At this point in the school year, 6 teachers had experienced the observation/debrief cycle.

Survey #2: November 6, 2009Thoughts on Observations and DebriefsSix K-1st Grade teachers were asked one open ended question about the helpfulness of their observations and one open ended question about the helpfulness of their debriefs. Here are excerpts from their responses.

Survey #2: November 6, 2009Factors Influencing Implementation and ConfidenceNine K-2nd Grade teachers were asked three open ended questions that asked them to indicate the factors that influenced their current levels of implementation and confidence with the balanced literacy instructional practices after 40 instructional days. Here are excerpts from their responses.

Survey #3: February 22, 2010Confidence Levels: K-2 Reading Workshop ComponentsNine K-2nd Grade teachers with an average of 19 years experience were asked how they would rate their confidence level with the following components of the reading workshop on a scale of 1-5

Survey #3: February 22, 2010Confidence Levels: K-2 Writing Workshop ComponentsNine K-2nd Grade teachers with an average of 19 years experience were asked how they would rate their confidence level with the following components of the writing workshop on a scale of 1-5

Survey #3: February 22, 2010Current Levels of ImplementationNine K-2nd Grade teachers with an average of 19 years experience were asked how they would rate their current implementation level (after 95 instructional days) of the following workshop components on a scale that ranged from never to more than five times per week.

Survey #3: February 22, 2010Comfort with the Observation/Debrief CycleNine K-2nd Grade teachers with an average of 19 years experience were asked how they would rate their current level of comfort (after 95 instructional days) with the observation/debrief cycle. At this point in the school year, all nine teachers had experienced the observation/debrief cycle.

Survey #3: February 22, 2010Thoughts on Observations and Debriefs Three 2nd Grade teachers were asked one open ended question about the helpfulness of their observations and one open ended question about the helpfulness of their debriefs. Here are excerpts from their responses.

Survey #3: February 22, 2010Factors Influencing Implementation and ConfidenceNine K-2nd Grade teachers were asked three open ended questions that asked them to indicate the factors that influenced their current levels of implementation and confidence with the balanced literacy instructional practices after 95 instructional days. Here are excerpts from their responses.

Chicago Foundation for Education Action Research Study Group