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Sharon Walpole University of Delaware Michael C. McKenna University of Virginia Literacy Coaches in Action: Strategies for Crafting Building- Level Support.

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Presentation on theme: "Sharon Walpole University of Delaware Michael C. McKenna University of Virginia Literacy Coaches in Action: Strategies for Crafting Building- Level Support."— Presentation transcript:

1 Sharon Walpole University of Delaware Michael C. McKenna University of Virginia Literacy Coaches in Action: Strategies for Crafting Building- Level Support Systems

2 Goals for this session Point to relevant areas for research Provide some description of existing models, along with sources for further study Invite you to incorporate aspects of these models, as you plan to use coaches to build knowledge, reflection on data, observe, model, and reflect on their work

3 Research Review? What we can not do Tell what works best in general Tell what will work best for you Predict specific problems in implementation What we can do Tell what is being tried Present research questions for the future Provide guidance for your inquiry Suggest related research

4 Background Dimensions Leadership Professional Development School Improvement Policy Initiatives Coaching Models

5 Start by thinking broadly

6 “Coaching is school-based professional development designed in light of the district’s reform agenda and guided by the goal of meeting schools’ specific instructional learning needs” – Neufeld & Roper, 2003, p. 4

7 Good Professional Development  is grounded in inquiry  is collaborative, based on communities of teachers  is connected to and derived from teachers’ work with students  must engage teachers in concrete tasks of teaching, assessment, observation and reflection  must be connected to other aspects of school change  is sustained, ongoing, intensive, and supported by modeling, coaching, and problem solving – Neufeld & Roper, 2003, p. 3

8  Seagull Approach

9 Research Questions? Who are these people? Why do we need them? What should they do? When should they do it? Where should they do it? How can they do it best?

10 “... while not yet proven to increase student achievement, coaching does increase the instructional capacity of schools and teachers, a known prerequisite for increasing learning” – Neufeld & Roper, 2003, p. v

11 ching.html ositions_coach.html

12 Professional Support System Joyce, B., & Showers, B. (2002). Student achievement through staff development. White Plains, NY: Longman.

13 nested inside a system Schools are hierarchically structured; each level above helps or hinders the one below (the relationships are rarely neutral) (Fullan, 2005).

14 LCs must be systems thinkers... Michael Fullan, 2005 People capable of participating in the reform of a system (a school nested in a district nested in a state) by interacting with and supporting the development of other leaders

15 Context ContextProcessContent Learning communities Leadership Resources Data-driven Evaluation Research-based Design Learning Collaboration Equity Quality teaching Family involvement

16 Continuum of PD NarrowBroad Training in specific skills or programs Comprehensive plan aimed at increasing student achievement

17 Choose or create a model consistent with your goals and resources Plan implementation steps Monitor impact on teaching and learning Making coaching work for you

18 Training Models If the curriculum target is very clear, consider a training model Work as a liaison to maintain support for the program inside and outside the school Manage and interpret data to measure program outcomes Provide support to teachers inside and outside the classroom -- including formal observations with set protocols

19 Training models cut across theoretical boundaries Extensive professional support systems for leaders Clear and public expectations for coaching roles and responsibilities Built-in tools to facilitate the work of the coach http://www.readingrecovery.o rg/index.asp

20 Can you steal any ideas from training models?

21 Process Models If the coaching duties extend across many disciplines and content areas Establish procedures for shared problem- solving Establish protocols for meetings and observations Plan for recognizing and including diverse talents

22 Process models cut across curriculum boundaries Collaborative Consultation Peer Coaching Implementation not nested within any one area of reform Implementation not tied to any specific set of teaching strategies Site-based effort with some outside support Emphasis on combining/sharing existing expertise


24 Can you steal any ideas from process models?

25 One Choice and Process Model Teachers and coaches decide on a specific strategy to study (within the broader constraints of a district or state curriculum) and work with the coach during a limited time frame

26 Collaborative Coaching and Learning A cadre of coaches work together in Boston Public Schools, working with groups of teachers in 8-week cycles in particular schools Inquiry to determine focus and goals Course of study to direct professional reading Demonstration lessons for the group and individuals Follow-up to ensure administrative support

27 Can you steal any ideas from training models?

28 Reform Model

29 How have coaches enacted this particular reform model? MentorDirector Classroom-level focus –Relationships –Modeling –Observing –Differentiated support School-level focus –Vision –Scheduling –Managing –Differentiated support Modeling Observing

30 Can you steal any ideas from this reform model?

31 Once you craft a model, make sure that your coaching includes time and support for specific activities.

32 Plan to build knowledge  Consider a variety of educators, including outsiders  Topics should begin with “nuts and bolts”  Topics should become increasingly focused and based on teacher requests  Be specific about how, when, and why the knowledge you are building can drive instruction

33 Plan to reflect on student data  Engage teachers in collecting and evaluating data  Summarize data at the grade- or school-level  Consider classroom-level data with individual teachers

34 Plan to learn together  Consider formal book clubs for professional texts carefully selected to support building goals  Consider allowing teachers to choose among several concurrent study groups  Focus attention on text ideas first, then on implications for teaching and learning  Set a schedule that allows learning during the school day

35 Plan for Observation and Feedback  Observe after teacher have a chance to learn about and practice new ideas  Set up a formative, not evaluative, observation system  Plan for feedback that is quick and specific  Use observations to differentiate the work of the coach to meet the needs of individual teachers

36 Plan for Modeling  Show teachers after you tell them  Consider peer modeling  Consider strategies for incorporating technology

37 Steps to Improved Practice PD Activities Introduce New Ideas about Instruction Knowledge-building sessions, courses, study groups, modeling Follow-up to Facilitate Implementation Observations, taping, conferencing, lesson plan review Tie Implementation to Achievement Data Progress monitoring, grouping decisions, joint analysis Revisit Beliefs about Instruction Grade group discussions, data-focused conferences


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