1. Eugene Research Institute/
Reading First Grant Writing Workshop: Knowledge & Skills of Mentor Coaches
Scott K. Baker
Eugene Research Institute/
University of Oregon
Portland, Oregon
January 7, 2003
Material based on a presentation by Christ Doherty and Sandi Jacobs of the U.S. Department of Education, December 6, 2002.

2. School-Level Coaching
Valuable strategy for assisting teachers in the classroom implementation of scientifically-based reading programs, instructional strategies, and reading assessments
Key Implementation Issue — Ensuring coaches have sufficient knowledge and skills to provide necessary support for classroom teachers

3. School-Level Coaching “Who” Considerations
Identifying individuals to serve as coaches
Expertise in reading is not necessarily expertise in scientifically-based reading instruction
Expertise in SBRR does not ensure skill in training/coaching others
Few, if any, states/districts/schools have a ready-made cadre of such experts

4. School-Level Coaching “Who” Considerations
Individuals will be trained to serve as coaches
Coaches must be highly knowledgeable—not one step ahead of those they are supporting
Implementation should not be delayed while coaches are trained
All coaches (whether trained to be coaches or selected for existing expertise) will need ongoing training and support as implementation issues increase in complexity

5. School-Level Coaching “Who” Considerations
Coaches should not have other responsibilities that take time from their instructional leadership roles
This will require particular monitoring. Individuals without “classroom” responsibilities are frequently asked to fill other roles

6. School-Level Coaching “What” Considerations
Clear PD Curriculum
Coaches should have a clear scope and sequence for the training they are to provide
No one should be wondering what comes next
Clear Activities
How coaching will be provided should be clearly defined: joint planning with teachers, modeling strategies and skills, study groups, classroom observation, grade-level meetings, etc.
Activities will be defined through IBRs, Regional Coordinators, and school-based Reading First teams

7. School-Level Coaching “What” Considerations
Program-Specific Support
School-level coaches will be the primary providers of support on the implementation of particular instructional programs
Training of coaches must include program-specific elements

8. School-Level Coaching “What” Considerations
One More Thought About “What” —
Change is hard! It will be easy for teachers to be pulled off track (or never really get on track) if they don’t feel supported
Coaches must have answers to teachers’ questions and help them find solutions to their problems

9. School-Level Coaching “When” Considerations
Time — Issues around time for school-level professional development activities must be settled before implementation begins
Coach should not need to be creative in order to have time with teachers
Participation cannot be optional
Sequence — Coaching must ensure that teachers have the skills they need when they need them

10. School-Level Coaching Follow-Up Considerations
New Teachers — Coaches will need to have plans to provide support to teachers who start in the middle of a school year or after the first year of implementation
Teachers Who Need Additional Support — Coaches must have a clear plan to identify and assist these teachers