Chicago Foundation for Education Action Research Study Group What are the effects of literacy coaching on teacher implementation and confidence with new instructional practices? Presented by: Jennifer Dixon, Literacy Coach Mozart Elementary School

Data Tools Primary Literacy Coaching Surveys –Nine Kindergarten-2nd grade teachers were given a survey three times between September 25, 2009 and December 4, The survey included three components: teacher confidence levels, teacher implementation levels, and thoughts on literacy coaching. Classroom Observation Notes –The primary teachers who participated in this action research study were observed by me at least 4 times throughout the duration of this study. Teachers selected their observation time, as well as the reading or writing workshop component that was being observed. The notes followed a selective scripting format that included teacher and student actions, time notations, and were written using judgment-free language. Debrief Notes –The primary teachers who participated in this action research study met with me for a mutually scheduled debrief conversation after each observation. I asked the teachers four questions during each debrief: How do you think the lesson went? How well do you think your students mastered your objective? If you could change anything about the lesson, what would you change? What questions or concerns do you have? After listening to the teacher, I offered a suggestion, offered to obtain teacher requested resources/information, and/or reinforced any conclusions the teacher has drawn about their own teaching. The debrief concluded with me asking the teacher what they wanted me to look for in their next observation. Debrief notes were recorded on a “Debrief Notes” form that I copied for the teacher and kept on file in a folder inside my Literacy Coach Journal. Literacy Coach Journal/Reflections –My Literacy Coach Journal includes: A breakdown of what I have done each day and the time it took to do it, classroom observation notes, and debrief notes. My personal reflections are noted in the notes section of this power point. Any additional reflections will also be found in my Literacy Coach Journal.

Survey #1: September 25, 2009 Confidence Levels: K-2 Reading Workshop Components Nine K-2nd Grade teachers with an average of 19 years experience were asked how they would rate their confidence level with the following components of the reading workshop on a scale of 1-5

Survey #1: September 25, 2009 Confidence Levels: K-2 Writing Workshop Components Nine K-2nd Grade teachers with an average of 19 years experience were asked how they would rate their confidence level with the following components of the writing workshop on a scale of 1-5

Survey #1: September 25, 2009 Current Levels of Implementation Nine K-2nd Grade teachers with an average of 19 years experience were asked how they would rate their current implementation level (after 13 instructional days) of the following workshop components on a scale that ranged from never to more than five times per week.

Survey #1: September 25, 2009 Comfort with the Observation/Debrief Cycle Nine K-2nd Grade teachers with an average of 19 years experience were asked how they would rate their current level of comfort (after 13 instructional days) with the observation/debrief cycle. Eight out of 9 teachers answered this question. Only one of the teachers had experienced the observation/debrief cycle before.

Survey #1: September 25, 2009 Thoughts on Literacy Coaching Nine K-2nd Grade teachers with an average of 19 years experience were asked four open-ended questions about literacy coaching. Eight out of 9 teachers answered these questions. Here are excerpts from their responses.

Survey #2: November 6, 2009 Confidence Levels: K-2 Reading Workshop Components Nine K-2nd Grade teachers with an average of 19 years experience were asked how they would rate their confidence level with the following components of the reading workshop on a scale of 1-5

Survey #2: November 6, 2009 Confidence Levels: K-2 Writing Workshop Components Nine K-2nd Grade teachers with an average of 19 years experience were asked how they would rate their confidence level with the following components of the writing workshop on a scale of 1-5

Survey #2: November 6, 2009 Current Levels of Implementation Nine K-2nd Grade teachers with an average of 19 years experience were asked how they would rate their current implementation level (after 40 instructional days) of the following workshop components on a scale that ranged from never to more than five times per week.

Survey #2: November 6, 2009 Comfort with the Observation/Debrief Cycle Nine K-2nd Grade teachers with an average of 19 years experience were asked how they would rate their current level of comfort (after 40 instructional days) with the observation/debrief cycle. At this point in the school year, 6 teachers had experienced the observation/debrief cycle.

Survey #2: November 6, 2009 Thoughts on Observations and Debriefs Six K-1st Grade teachers were asked one open ended question about the helpfulness of their observations and one open ended question about the helpfulness of their debriefs. Here are excerpts from their responses.

Survey #2: November 6, 2009 Factors Influencing Implementation and Confidence Nine K-2nd Grade teachers were asked three open ended questions that asked them to indicate the factors that influenced their current levels of implementation and confidence with the balanced literacy instructional practices after 40 instructional days. Here are excerpts from their responses. Consider your current levels of implementation at this point in the school year. Why have some practices been implemented more frequently than others? Consider your current levels of implementation at this point in the school year. Why have some practices been implemented less frequently than others? Consider your confidence levels with the components of both reading and writing workshop. What actions (on your part and/or the part of the literacy coach) have helped to increase confidence levels? Familiarity, comfort, and knowledge. They don’t take up larger blocks of time. They are easier and more familiar to implement. Time and schedule. Because I’m starting slow and implementing things one at a time as to not get overwhelmed. I am more familiar with the practices I implement more frequently. I feel comfortable working with sets of students while the others are working with another adult. More comfortable with read aloud, response journals because I have done these in previous years. Not so familiar, comfort level, and not knowledgeable. I am pressed for time. Preps, lunch, and bathroom cut into the time. The 1/2 day kindergarten schedule. I run out of time or I got behind in one subject so I had to take away from other subjects to catch up. Not confident enough and no time to organize or plan ahead. There are too many morning meetings. Some students truly need more supervision and one on one attention, they are more dependent. I’m not done testing my students in Reading 3D. Talking to the coach has helped a great deal. I also have to make sure that I stay on schedule. The workshops and videos have been helpful. I hope to continue implementing as many ideas as possible in the classroom. The coach has been very compassionate with the dilemma of the 1/2 day kindergarten schedule. Actually teaching Writing Workshop and having suggestions on how to make it smoother. It helps me to see another view of my teaching that I might not be aware. Suggestions on scheduling have been provided and I have been able to use the suggestions. More of my students are becoming less dependent on me so I can be more of a facilitator now than earlier in the year. Grade level meetings and videos with the literacy coach.

Survey #3: February 22, 2010 Confidence Levels: K-2 Reading Workshop Components Nine K-2nd Grade teachers with an average of 19 years experience were asked how they would rate their confidence level with the following components of the reading workshop on a scale of 1-5

Survey #3: February 22, 2010 Confidence Levels: K-2 Writing Workshop Components Nine K-2nd Grade teachers with an average of 19 years experience were asked how they would rate their confidence level with the following components of the writing workshop on a scale of 1-5

Survey #3: February 22, 2010 Current Levels of Implementation Nine K-2nd Grade teachers with an average of 19 years experience were asked how they would rate their current implementation level (after 95 instructional days) of the following workshop components on a scale that ranged from never to more than five times per week.

Survey #3: February 22, 2010 Comfort with the Observation/Debrief Cycle Nine K-2nd Grade teachers with an average of 19 years experience were asked how they would rate their current level of comfort (after 95 instructional days) with the observation/debrief cycle. At this point in the school year, all nine teachers had experienced the observation/debrief cycle.

Survey #3: February 22, 2010 Thoughts on Observations and Debriefs Three 2nd Grade teachers were asked one open ended question about the helpfulness of their observations and one open ended question about the helpfulness of their debriefs. Here are excerpts from their responses.

Survey #3: February 22, 2010 Factors Influencing Implementation and Confidence Nine K-2nd Grade teachers were asked three open ended questions that asked them to indicate the factors that influenced their current levels of implementation and confidence with the balanced literacy instructional practices after 95 instructional days. Here are excerpts from their responses. Consider your current levels of implementation at this point in the school year. Why have some practices been implemented more frequently than others? Consider your current levels of implementation at this point in the school year. Why have some practices been implemented less frequently than others? Consider your confidence levels with the components of both reading and writing workshop. What actions (on your part and/or the part of the literacy coach) have helped to increase confidence levels? Because I feel more confident in some more than others. Confidence, understanding, time, and experience. Because I have not been able to feel very comfortable or confident enough. Time, understanding of material, confidence, and experience. The primary problems are scheduling, as well as progress monitoring and testing (Reading 3D, DIBELS, etc.). I am attempting to re-prioritize and re- allocate my time. Testing. Time constraints. Not enough time. Half- day kindergarten reduces the time allowed for activities. Not enough time to organize materials. You have made me feel more confident with your understanding manner and positive input and suggestions. Asking questions and ideas from our literacy coach. She is very knowledgeable. I have been able to increase the writing component of the program. Workshops, suggestions, and creative and helpful feedback. Debriefing, actually doing it, reading the books, and watching the videos. The literacy coach has been very helpful. The debrief conversations and the suggestions made after my observations were helpful. The videos shown during grade level meetings.