1. TOP TEN LIST OF COACHING BELIEFS CURRICULUM 511 DR. PECK BY: HALI PLUMMER

2. 10. Develop a school vision about literacy (based on multiple needs)  Due to the multiple roles of a literacy coach and their job description not always being specific, I believe the first role for a literacy coach is to develop a literacy vision based on the goals of the school district, administrators, principals, teachers, and students.  Part of the work of a literacy coach is to partner with both a principal and teachers to facilitate a school’s development of a sound vision about students’ literacy learning and then to develop the capacity and structures to realize that vision (Shanklin, 2006, p. 1).

3. 9. Time Management  Due to the numerous roles that are put upon literacy coaches and trying to accomplish everything that might be asked of them by different administrators, principals, and teachers knowing how and actually having time management is crucial. Being able to prioritize and split up work time to increase student success is a must.  Coaches will benefit from learning about time management techniques found in articles and books, and sharing with each other what they are finding works in their district and school context (Shanklin, 2007, p.2).

4. 8. Be flexible and Open  Being flexible can be tied into time management and working with other professionals agendas. But, in addition, being flexible can entail being open to others beliefs, expectations, and needs. Some teachers are not familiar with the coaching process and the thought of “change” is scary. Most likely they will need teaching and modeling more than once about multiple instructional ideas and coaches need to be flexible with this. As a coach being flexible and open will create a two-way respectful relationship.

5. 7. Analyze and Use the Data  A big part of literacy coaching is obtaining, analyzing, and using data to help further successful instructional time. As coaches they might need to analyze all the school/classroom data or simply look over a students data in order to suggest/model the best possible strategies for teachers to use. Also, it is important to know how to gather and interpret data right from the beginning, due to each school having different data collection ways.  Literacy coaches need to assist teachers in analyzing data that is available about students’ literacy progress. Such data includes both formal and informal assessments and analysis of student work samples. Analysis of such data makes clear the extent to which current practices are effective and can serve as a catalyst for change (Shanklin, 2007, p.3- 4).  By using work samples, teachers’ observations, and results from various assessment measures, the coach and teacher can think about what the students know and where they are experiencing difficulties (Bean & DeFord, p.4).

6. 6. Professional Development  Professional development is the basis of my multiple beliefs. Without professional development coaches won’t receive new instructional research-based strategies, technology information, how to collaborate with other adults, etc. In order to be a literacy coach they need to be up to date in all areas of the job. Therefore, they need to attend different trainings, meetings, etc.  There are key concepts to adult learning and development that become important for coaches to understand…Coaches may need to learn technology that will help them give more powerful presentations and useful handouts…They may need to learn ways to probe teachers’ thinking in pre and post-observation conferences (Shanklin, 2007, p. 3).

7. 5. Implement and model research-based strategies  Along with professional development literacy coaches need to be up to data with research-based strategies. Also, modeling the best chosen strategies for certain situations to teachers and have them be able to implement in the classroom.  Coaches need to show sufficient deep understandings of evidence-based practices that they have enough confidence to take ownership of instructional practices (Beaty, 2009, p.2).

8. 4. Encourage teamwork and collaboration  Literacy coaching does not mean that the coach is the only one giving information to the school team and teachers. The saying “two heads are better than one” is a great way to establish an understanding of working as a team and collaborating. It will always be a greater benefit if all parties participate in discussions for the success of the students.  In cohorts of teachers of all levels of experience and knowledge can learn from one another. Without involving everyone in coaching opportunities, a school has little ability to become al earning community that makes coordinated decisions about instruction and how to meet students’ needs (Shanklin, 2006, p.1).

9. 3. On-going support  In order for teachers to feel comfortable with literacy coaching and taking in “changes” and implementing instructional strategies, coaches must have continuous support for teachers throughout the ENTIRE process. This support can come in multiple ways: positive praise, being supportive rather than evaluative, allow for comfortable conversations, excepting concerns, questions, accomplishments, etc.  Coaches need to recognize the roles that risk-taking plays as teachers perfect new instructional methods. Effective coaching will recognize individual differences in teachers. All types of coaching need to be supportive rather than evaluative if they are to produce desirable changes in practice (Shanklin, 2006, p. 3).

10. 2. Build trusting relationships  In order for literacy coaching and success within the classroom to work building a trusting relationship with teachers is necessary. In any relationship you need trust, and in order for other professionals (teachers, principals, etc.) to take in your knowledge as a coach they need to be comfortable and have trust in you. Some techniques to think about for building this trust is: listen carefully, maintain confidentiality, begin with those who want to work with you, work from teachers’ agendas, be positive, follow through (Bean & DeFord, p.2).  Most literacy coaches will say that in order to assist teachers with reflecting upon and improving their insruction, they must build trusting relationships with them…They can make clear the exact nature of the work that the coach will be doing. They can reinforce that the coach’s role is not to be evaluative, but to assist teachers in reflecting upon their work, learning new practices, analyzing student work and assessments, and designing more effective lessons (Shanklin,2007, p.2).

11. 1.Communication is key  Throughout all the readings and class discussions I feel the number one belief that I was able to acquire was as a literacy coach you must communicate with all school team members. It might be a simple realization, but it is key in order to gain success within a school, classroom, and student. From the beginning a coach needs to communicate with school administrators and principals, which leads to communicating with fellow teachers to ensure pre and post instructional meetings/conversations, as well as modeling/implementing strategies.

12. REFERENCES:  Bean, R., & DeFord, D. (n.d.). Do's and don'ts for literacy coaches: Advice from the field. Literacy Coaching Clearinghouse, 2,4.  Beaty, A. (2009). Lessons learned about coaching from reading first in georgia. Literacy Coaching Clearinghouse, 2.  Shanklin, N. (2007). What supports do literacy coaches need from administrators in order to succeed. Literacy Coaching Clearinghouse, 2-4.  Shanklin, N. (2006). What are the characteristics of effective literacy coaching?. Literacy Coaching Clearinghouse, 1, 3.