Michael C. McKenna University of Virginia Sharon Walpole University of Delaware LC Self-Assessment

Today’s Goals  Review and discuss the dimensions of effective coaching.  Self-assess our strengths and weaknesses as coaches.  Consider resources for addressing areas for growth.  Make a personal plan for improvement.

Back in School...  Follow through with your plan by  Examining the resources that will help you  Making an effort try new strategies  Keeping a record of your experiences  Prepare how you might share those experiences with other coaches at the beginning of our next meeting together

Some GARF assumptions...  The role of a coach in Reading First is novel.  Our research-based knowledge of how to be most effective in this role is still evolving.  Every coach has areas of relative strength and weakness.  Every coach is capable of improving.

Coaches’ Corner What if you were asked to write a job description of a Reading First LC? Let’s brainstorm a list of duties that should go into that job description.

Coaches’ Corner Now let’s read about how these duties might be organized under six main characteristics. We’ll read a policy brief posted on the new Literacy Coaching Clearinghouse, jointly sponsored by IRA and NCTE.

Shanklin, N. L. (2006). What are the characteristics of effective literacy coaching? Policy Brief, Literacy Coaching Clearinghouse. Read Shanklin’s policy brief. In it, she outlines six basic characteristics of an LC and offers specific examples of activities related to each. From the perspective of a Reading First coach: 1. Are their points with which you disagree? 2. Are there points that should be added?

What have we learned?  Do Shanklin’s six characteristics paint a reasonable picture of the coaching landscape?  Shanklin was not writing with Reading First specifically in mind. As an RF coach, are there points with which you did not agree?  Are there points you would have added if you were revising Shanklin’s brief with RF in mind?

Literacy Coach Self-Assessment Inventory The Architects have divided Shanklin’s six characteristics into specific activities. The inventory they’ve developed is a means of taking stock of your own abilities as a coach. You are asked to evaluate yourself in each area by checking your level of need: High, Moderate, or Low. If this reminds you of DIBELS, it’s not a coincidence! After all, the same idea applies to our own status as learners.

Now let’s examine the Inventory together as you complete it. Be honest! Your copy is solely to help you improve as a coach. It will not be turned in. Also, let’s discuss and write in additional resources as we go.

Let’s Plan...  Think critically about your responses to the Self-Assessment, especially about areas of moderate or high need.  Decide on one or more as a goal for self- improvement.  Consider how you might use resources to achieve this goal.  Make a written plan as to what steps you will take.

Back at School...  Remember your plan!  Locate and read the resources you identified.  Take deliberate steps to try new approaches.  Write briefly about what you tried, how it went, and how you might refine it.  Plan how you might share your experiences with your fellow coaches at our next meeting.

References McKenna, M. C., & Stahl, S. A. (2003). Assessment for reading instruction. New York: Guilford. Shanklin, N. L. (2006). What are the characteristics of effective literacy coaching? Policy Brief: IRA/NCTE Literacy Coaching Clearinghouse. Walpole, S., &McKenna, M. C. (2004). The literacy coach’s handbook: A guide to research-based practice. New York: Guilford.