Presentation on theme: "Coaching From Theory to Practice"— Presentation transcript:
1Coaching From Theory to Practice Your Team of Presenters:Linda CastaldoGail FazioDenise GrecoYelena HorreTracey LeporeLinden Public Schools, Linden NJ
2The Game Plan… Introduce the team Define the many roles of a coach Identify the steps in the coaching processIdentify ways to navigate roadblocksDescribe the parent componentProvide an overview ofprofessional developmentoptions for teachers
3Coach’s Play Book Know your team Maintain Professionalism Lead FacilitateSupportMaintain ConfidenceBuild Trust SlowlyBuild Knowledge BaseModel life-long learningNetwork with othersWillingness to share
4Coaching the team! Provide professional development Offer support in the classroomCreate a climate of literacyOffer support to parentsEncourage individualprofessional growth
6Sometimes practice isn’t perfect! Problems on the field…Teachers are resistant to changeUnclear about the role of the coachUnsure about their role in processTime constraintsVariations in commitment to personalprofessional growthMany different levels ofexperience/knowledgeAdministrative supportChanging staff
7Parent Component Parent Workshops Family Literacy Events District Literacy DaysCooperative Learning OpportunitiesAuthor VisitsSpecial Incentive Programs
8Strengthening the Team… … through professional developmentCommon planningGrade level meetingsStudy GroupsDistrict-widein-service daysOne to one with teachersOutside presenters
9Based on the work of Colleen Buddy Reaching Your GoalSomeprinciplesto keepin mind…Based on the work of Colleen Buddy
10The Dick & Jane Principle Look! See!Take the time to visit the teachers you’re working with so you’ll know HOW to MOVE THEM FORWARD.Remember- gradual release continuum starts w/ the LEARNER, not you.
11THE SPICE GIRL PRINCIPLE Beware of Fads!Stay grounded in SBRR
12THE TORTOISE & THE HARE PRINCIPLE Pacing is anindividual style.Be sensitive to the needs of the learner. The gradual release continuum is not a straight line. Learning is recursive.
13Relationships have soul. THE OPRAH PRINCIPLERelationshipshave soul.Rapport is essential when working with adults.Take time to get to know the teachers you work with. It’s not until a relationship is established that a teacher is willing to take a risk.
14THE SISTINE CHAPEL PRINCIPLE Masterpiecesdevelop over time.Realize that adult learning takes time.Often you will not see the benefit of your work in total.
15THE TOMIE DePAOLA PRINCIPLE Stamp youron every pageof your work.Stay passionate.Let your individual style shine through.
16THE GREAT DEBATE PRINCIPLE Steer clear of “us versus them”.We all want the same thing- literate children loving to read & doing it well.Maintain an open mind, be open to another way of accomplishing the same thing.REMEMBER- we are all in the business of children- How is your business going??There Is None.
17Each Of Us Blooms In Our Own Good Time. LEO THE LATE BLOOMEREach Of Us BloomsIn Our OwnGood Time.Some teachers take longer on the gradual release continuum. Keep modeling, offering feedback, & they will bloom in due time.
18THE MARTHA STEWART PRINCIPLE Good ThingsCount.Flowers, notes coffee, & candy count.Simple courtesies make the teachers you work with feel special, understood, and acknowledged.Don’t forget what it feels like to be in a classroom all day with 25 kindergartners or to be at a loss with what to do with Joey who just can’t seem to learn his alphabet and it’s now May.
19Observe the interplay of reality & reflection. THE MONET PRINCIPLEObservethe interplay ofreality & reflection.Through observation & feedback, the teacher is encouraged to reflect upon & consider his/her instruction.You provide a mirror for them to accomplish this.Don’t forget to use this principle to improve your own practices.
21Coaching is a Challenge! …but it’s worth it!Thanks for coming!
22Coaching is a Challenge! … but it’s worth it!Oprah articleThe Four AgreementsPost-it-NotesProfessional resource list in your packet.My business cards – I do outside consultingEvaluation.Thanks for coming!
24ReferencesLyons, C. and Pinnell, G. (2001). Systems for change in literacy education. Portsmouth, NH: Heinemann.Puig, E. and Froelich, K. (2007). The literacy coach: Guiding in the right direction. Boston, MA: Pearson.Robb, L. (2000). Redefining staff development: A collaborative model for teachers and administrators. Portsmouth, NH: Heinemann.Toll, C. (2006). The literacy coach’s desk reference: Processes andperspectives for effective coaching. Urbana, Illinois: NCTE.Toll, C. (2005). The literacy’s coach’s survival guide:Essential questions and practical answers. Newark, DE: IRA.Walpole, S. and McKenna, M. (2004). The literacy coach’s handbook. New York: The Guilford Press.Florida Center for Reading Research