Presentation is loading. Please wait.

Presentation is loading. Please wait.

SURVEY of MS & HS LITERACY COACHES Nancy L. Shanklin,Univ. of Colorado-Denver & HSC Michelle Jones, PEBC Anne Patterson, PEBC Study sponsored by CCIRA.

Similar presentations


Presentation on theme: "SURVEY of MS & HS LITERACY COACHES Nancy L. Shanklin,Univ. of Colorado-Denver & HSC Michelle Jones, PEBC Anne Patterson, PEBC Study sponsored by CCIRA."— Presentation transcript:

1 SURVEY of MS & HS LITERACY 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  Students25%  Students27%  Students13%  Students12%  Students16%  Students 4%

4 24. For how many years have you been an educator? 3-5 6% 6-8 6% % % % % %

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 School75%  Two Schools15%  Other10%

8 How did you obtain your position?  My principal asked me27%  I was chosen by a 20% building committee  I responded to a position 38% announcement to work in a school new to me  Other15%

9 How is your position funded?  District Supported66%  Title I Funded10%  Federal or State Grant 6%  Other19%

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 Volunteers46%  Primarily Required54%

13 Number of study groups, department meetings, & inservices you present per month  %  3-431%  5-615%  7-810%  %

14 Total Time per Coaching Session (Planning, Preconf., Obs., Postconf.)  1-2 Hours65%  2-3 Hours26%  3-4 Hours 9%

15 Number of Ts Coached Per Week  O-246%  3-532%  6-817%  %  %  %

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 room33%  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 to67% 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 Strategies41% 35%  Secondary Literacy Assessment31%33%  Change Processes28%39%  Application of Literacy Strategies25%40% to content areas  Adult Learning25%38%  Groups Process and Conflict Resolution22%37%  Secondary Literacy Interventions21%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 

30 About UsAbout Us Qualifications Briefs Library Models Links Blog Forums EventsQualificationsBriefsLibraryModelsLinksBlogForumsEvents

31 Select Resources Use the boxes below to select from our library Show Newest Resources Show All People Show All People  Literacy Coaches/Specialists  Teachers  Administrators  Students & Families  Departments of Education  Policy Makers Practices Show All Practices  Books  Tools  Federal Programs  University Programs  Related Knowledge Bases  Gr. PreK-12  Gr. PreK-5  Gr Research Show All Research  Potential Questions  Research on Literacy Coaching  Literacy Coaching Evaluation Research  Research Foundational to Literacy Coaching  Research Design

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


Download ppt "SURVEY of MS & HS LITERACY COACHES Nancy L. Shanklin,Univ. of Colorado-Denver & HSC Michelle Jones, PEBC Anne Patterson, PEBC Study sponsored by CCIRA."

Similar presentations


Ads by Google