1. ,l PUT TITLE HERE Professional Learning for Adolescent Literacy Leaders and Coaches Regional Coaching Sessions November/December, 2010

2. BuildingSupportingConnectingLeading Welcome! Curriculum and Learning Resources Policy Unit Ministry of Education

3. BuildingSupportingConnectingLeading Agenda Introductions and Welcome Minds On Session goals The role of the coach Data Gathering Provincial Coaches’ Support Action! The Coaching Framework Consolidation Board team discussions Reflection Feedback

4. BuildingSupportingConnectingLeading –expand understanding of current research on coaching and adolescent literacy –engage in a shared leadership approach to literacy improvement –collaborate with adolescent literacy leaders and coaches –establish literacy GAINS coaching networks for ongoing professional learning Goals

5. BuildingSupportingConnectingLeading Season Partners

6. BuildingSupportingConnectingLeading What is a literacy coach? A literacy coach is a teacher who partners with other teachers to refine classroom practice for the purpose for improving literacy achievement. This work is supported by coaches’ knowledge and skills to: build and develop professional relationships support adult learning and professional growth connect classroom practice with improvement planning lead instructional practice The central goal of all literacy coaching programs is to improve student learning.

7. BuildingSupportingConnectingLeading The Power of Coaching Joyce & Showers

8. BuildingSupportingConnectingLeading Only 5% of teachers apply what they learn in professional learning activities to their classroom practice. But…when they are coached along with professional learning, the level of application increases to 90%. Joyce & Showers

9. BuildingSupportingConnectingLeading What are the qualities of an effective literacy coach?

10. BuildingSupportingConnectingLeading Why Coaching?

11. BuildingSupportingConnectingLeading Adolescent literacy is a shifting landscape where the heights get higher, the inclines steeper and the terrain rockier. Literacy demands change drastically…

12. BuildingSupportingConnectingLeading …students are expected to learn new words, new facts, and new ideas from reading, as well as to interpret, critique, and summarize texts...

13. BuildingSupportingConnectingLeading... The literate practices embedded in these tasks, combining literacy skills and content knowledge, are often invisible (or taken for granted) and yet require a high level of sophistication. Time to Act, Carnegie Report, 2010

14. BuildingSupportingConnectingLeading How do you think coaching supports the literacy needs of adolescent learners in Grades 7-12?

15. BuildingSupportingConnectingLeading Numerous benefits have been attributed to the incorporation of literacy coaches in schools and classrooms. Perhaps the most commonly hailed benefit has been the opening of classroom doors to create more collaboration and a greater sense of community among teachers in a school. What Works? Research into Practice, Research Monograph #6, The Effectiveness of Literacy Coaches, Literacy Numeracy Secretariat, June 2007

16. BuildingSupportingConnectingLeading What is the role of a Provincial Coach? Individual Board Support Meet with board teams/administrators/system coordinators/ SSLs/coaches One on one + one on some board coaches Working with coaches on how to effectively provide support. Networks of Boards Collect information about coaching/best practices in various boards Connect one board with another board Other Actions Adobe Connect professsional learning sessions Newsletter / Communication

17. BuildingSupportingConnectingLeading Framework for Literacy Coaches

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21. BuildingSupportingConnectingLeading Please watch the following video clip.

22. BuildingSupportingConnectingLeading Please watch the following video clip.

23. BuildingSupportingConnectingLeading In your board teams… Identify what is happening in your board? Identify areas to focus on in your board based on the framework?

25. BuildingSupportingConnectingLeading Partnership, at its core, is a deep belief that we are no more important than those with whom we work, and that we should do everything we can to respect that equality. This approach is built around the core principles of equality, choice, voice, dialogue, reflection, praxis, and reciprocity. Knight

26. BuildingSupportingConnectingLeading How can you help teachers realize that you are not there to evaluate?

27. BuildingSupportingConnectingLeading What is the Partnership Philosophy? pages 40-51

28. BuildingSupportingConnectingLeading What is the Partnership Philosophy? 1 Equality 2 Choice 3 Voice 4 Dialogue 5 Reflection 6 Praxis 7 Reciprocity Become an expert in one of the following principles:

29. BuildingSupportingConnectingLeading What is the Partnership Philosophy? Think/Pair/Share Is there a particular principle you see as being most important? What principle(s), if any, would you add to this list? What principles, if any, would you remove from this list?

30. BuildingSupportingConnectingLeading Coaching is about building relationships with teachers as much as it is about instruction. The heart of relationships is emotional connection. Knight, 2007

31. BuildingSupportingConnectingLeading What will developing a partnership relationship mean for the work you are doing with teachers?

33. BuildingSupportingConnectingLeading Role Play Teacher:I give up. I’ve tried everything to get my students interested in reading – special times, rewards, showing them my own love of reading – and nothing works. These kids just don’t want to read. Coach: ????

34. BuildingSupportingConnectingLeading Questions for Gathering Information page 45

35. BuildingSupportingConnectingLeading Questions for Gathering Information Use the question stems to facilitate a conversation that will lead to a Plan for Action.

36. BuildingSupportingConnectingLeading Teachers described how their coach empowers –giving them confidence to try new teaching practices. Marsh et al., 2008

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39. BuildingSupportingConnectingLeading What coaches need to know For each of the core capacities, identify: what knowledge, skills, and attitudes do coaches need? how do we address the gaps?

40. BuildingSupportingConnectingLeading Principal leadership was significantly associated with frequency with which teachers conferred with their coach. Matsumura, 2009

42. BuildingSupportingConnectingLeading How does a subject area determine how meaning is constructed? 1 English 5 Math 2 Science 6 Health & Physical Education 3 Geography 7 History 4 Visual Art 8 Drama

43. BuildingSupportingConnectingLeading Subject-Specific Literacy What does this mean for the coach working with teachers in different subject areas?

44. BuildingSupportingConnectingLeading The extent to which coaches emphasized integrating reading instruction across content areas had a positive relationship with perceptions of influence. Marsh et al., 2008

45. BuildingSupportingConnectingLeading Professional Learning Adobe Connect Beginning mid-February 2010 Check www.EduGAINS.ca

46. BuildingSupportingConnectingLeading Consolidation In your Board team, please consider: Questions, comments and needs identified earlier. What are your plans for coaching in your board? When do you anticipate contacting the provincial coaches? How might you engage the provincial coach in your board?

47. BuildingSupportingConnectingLeading Reflecting on what you have learned today…

48. BuildingSupportingConnectingLeading Exit Card How well did today’s session meet your needs? How well will the resources support your needs? Today I learned …. I want to know more about…

49. BuildingSupportingConnectingLeading PUT TITLE HERE Thank You joanne.folville@ontario.ca melissa.weyland@ontario.ca