A Guide to Beginning a Literacy Coach/Teacher Relationship

“One who helps teachers to recognize what they know and can do, assists teachers as they strengthen their ability to make more effective use of what they know and do, and supports teachers as they learn more and do more” (as cited in Paramore, 2007, p. 71).

There is no way a coach can know everything about every student in a classroom that they don’t teach in themselves. Coaches must rely on teachers to help inform them about areas of concern. Coaches that act like experts in their field will have power struggles with whomever they are coaching. When teachers resent their coach, it creates a difficult environment to work in.

Be a leader, but encourage others to lead as well. Be supportive and encouraging of teacher’s strengths. Be a good listener. Appreciate each classroom and the diversity among the students within each classroom.

Communication is key. Honesty is very important in communication. Being straightforward about what is seen within the classroom, ensures effective feedback to the teacher. A plan is a necessity. What form will be used during observation? Have an open mind, listen intently, and be respectful. Plan a post-observation conference with the teacher, after you study the notes that were taken. Prepare suggestions for the teacher before hand. Tread lightly when making suggestions. Try to only focus on things the teacher has asked you to watch for. Suggest one or two strategies for the teacher to use that would help him/her meet their goal. “Frame recommendations as possibilities rather than absolutes” (as cited in Paramore, 2007, p. 74).

Pre-Conferences Are vital to provide an idea of what the teacher will be teaching during your observation. Helps you to understand the classroom environment, and to figure out what areas to look for during your observation. Be sure to take notes for a reference during the actual observation.

Why Ask Questions (before and after the observation) Helps teachers observe and analyze student behavior. Helps teachers become aware of their own decisions and the impact they have on students. Helps teachers deepen their understanding of reading and writing processes. Helps teachers reflect on their own learning. Examples (before): What will be observed when I come into your classroom? What do you feel your strengths are in teaching this subject? Do you feel there are any weaknesses or difficulties as you teach this subject? What are the things I need to keep in mind as I observe in you classroom? What are the expectations you have for your children in this subject? Examples (after): What did you think about the lesson? What are the things you felt good about? What do you feel could be improved on? What kind of information would you like me to provide for you about this topic? (Paramore, 2007, p. 75 – 76)

During Observation Take the notes you took during the pre-conference with you to help guide your observation. Take notes during your observation to remember what you see later. After the observation type out the notes and come up with a couple of suggestions for the teacher (in the areas they were wanting suggestions in).

Post-Conference Create a plan of action WITH the teacher. It is important to include the teacher in the conversation because they will feel more involved in the process. This will increase the relationship and the likelihood that the teacher will follow through with the plan. Put the plan in writing. Guide and support the teacher during implementation.

Visitor/Coach:Teacher: Date of preconference:Date of observation: Lesson to be observed: What will be observed in the classroom?Strengths in the teaching of the subject What do I need to keep in mind about your classroom as I observe?Weaknesses/ difficulties in the teaching of the subject What expectations do you have for your children?

Visitor/Coach:Teacher: Date:Time in: Time out: Lesson: What the students were doing:What the teacher was doing: Number of Students:Texts Used:

Paramore, T. (2007) Coaching conversations for beginners. Journal of Language and Literacy Education [On-line], 3(1), Retrieved January 31, 2011, from