New Directions in Professional Development The Literacy Coach

1. 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

2. Why coaching? Extending reform � shifting the major focus - from generating standards and assessments to improving instruction - at the school and classroom levels

3. Why coaching? cont. Strengthening reform by applying the research base on - Learning Teaching Professional development

4. More reasons for coaching! Support for new teachers induction year alternate route Support for experienced teachers initiating and coordinating new policies and programs

5. 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

6. Defining the role:Qualities 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!

7. Defining the role:Qualities of an Effective CoachDispositions Positive and supportive attitude Adopts stance of co-learner Resiliency

8. Defining the role:Qualities 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

9. Living the Role The literacy coach coordinates and supports all services associated with literacy programs. (International Reading Association.)

10. 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

11. 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

12. 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

13. Living the role: Program Developer Works with others to - Select and evaluate curriculum materials Coordinate selection committee activities Provide resources; materials for selection

14. Living the role: Proposal writer Works with others to � Determine funding possibilities Initiate and develop grant proposals

15. 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

16. Who Coaches the Coaches? University reading specialist�s programs Ongoing professional growth through Involvement in professional organizations Professional literature Networking among coaches

17. Potential Sources of Concern Inappropriate selection of coach Misunderstanding of role Inappropriate use of coach�s time and abilities

18. 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