This week’s readings really answered some lingering
questions I’ve had for years, what is a literacy coach really and what is their
role in our school and district?
As I read through Bean and Dagan, the role of a literacy
coach is defined for us on pg. 44 as one who “enhances teacher instruction in
order to support students’ reading and writing development.” As opposed to the role of a reading
specialist within a school, the literacy coach really has very little, if any,
direct student interaction or instruction. It sounded, from our readings in D&B, that
the amount of time literacy coaches spent supporting and guiding teachers depended
on the reason administration brought them in to begin with. For instance, if their job was to implement a
school wide specific program for improvement, they might spend more time
amongst the teaching community. Or, they might be there to support a very new
staff in a school. Then later, I read that the coach might be a specialist both
teaching students and acting as a literacy coach for teachers. They might be
part time or full time. The variations in this job title seemed endless.
One characteristic that remained constant throughout the
readings was that literacy coaches must establish themselves as a peer in order
to be effective. They are not an
evaluator. I was very surprised to learn
this. In every encounter I have had with
a literacy coach, I was always under the impression we were being
evaluated. The readings expressed time
and time again that the idea of a coach was to build, collaborate, set goals alongside
teachers in a safe, confidential environment.
Not surprisingly, the role of literacy coach is quite
different in an elementary school environment than that of a secondary or high
school. First, teachers at the secondary
schools have a very limited block of time (50 min) in order to connect student
to curriculum. The shortage of time
seemed to be a limiting factor when trying to accommodate planning,
collaboration, and implementation of new ideas into these middle and high
school classrooms. Another struggle is
that secondary schools are departmentalized.
This means that there may be neither time nor interest for cross
curricular participation. Most
importantly, and I think this is the truest limiting factor, teachers at the
secondary school are resistant to guidance from a coach. Most of the time, these teachers have specialized
in their area of teaching and do not appreciate extra strategy suggestions.
I believe the coaching model that fits my personality best
is the Peer Coaching and Coach as Resource.
I just feel as though these two models are based on a lot of
collaboration and trust. I want to be able to hear teacher’s concerns
for their students. Maybe they feel like their has to be a more effective way
to teach a particular element of reading or writing and what they are doing doesn’t
seem to be working. Let’s come up with solutions together. I feel like these two models are less about
throwing up ideas for solving the problem and more hands on, boots on the
ground, let’s figure this out together models. I also really like any model
that is based on the request of a teacher.
In reading this week, I felt a twinge of guilt. I have always been respectful of past
literacy coaches, but never jumped for joy to see them in the building. Oh, the whispers of smack talk amongst the
teachers were almost audible in the halls just at the mention of her
presence. Darn, this week I read over
and over about how this can be a lonely, isolated line of work. My goodness.
I do not want that for myself. If
I am asked to coach within a school, I’m going to need teachers to want to come
to me for support.
I truly took so much information away from these
readings. One key take-away was found in
B&D (pg.49), “Trust is the key foundation to any productive relationship,
including the literacy coach-teacher relationships…..Furthermore, by focusing their
discussions with teachers on how to collaboratively address the needs of the
students--rather than the change teachers’ instruction-literacy coaches can
continue to develop trusting relationships with teachers.” It goes on to state
that confidentiality is key. Coaches are
not there to judge or report teacher shortcomings. Man, I sure wish I had read this years ago…
So, what do you ladies
think? What was your take from these
chapters? What is the role of a literacy
leader and what do they do? Think about differences between the role a coach
takes on in elementary schools vs secondary schools. Which coaching model fits
best with your setting and your personality/skills? What did you find as key ideas in the
chapters you read so far that will help you do the coaching part of your job?
Personally I got a lot out of these chapters. Chapter 11 of the B&D book was a refresher for me on how differentiation works and how to do it. Chapters 2 and 3 of Bean was what I really got a lot out of. Even though at times the role of a literacy leader can be vague and daunting these chapters really give you a feel of what they do.
ReplyDeleteA literacy leader is one who helps not only teachers but students. They will give teachers strategies and resources. They will support teachers with everything they have by helping them collaborate, get new ideas, and more. Literacy leaders also sometimes provide direct instruction to students. They could pull out students and do mini lessons on what the student needs help with or they could push in. Pushing in they could work a center and help groups of students, they could co-teach with the classroom teacher. etc. The role and what they do is based on what the teachers need and want!
The differences between a role of a coach in elementary school vs secondary schools is that a coach who is working in the secondary school must have a deep understanding about adolescents and adolescent literacy. They will still do small groups and work with struggling readers but it might look different. They have to collaborate with content teachers, relate reading to real life examples, teach students how to self assess, and more. They will still support teachers and students but in different ways like I just mentioned.
Station/center teaching is the coaching model that best fits me and my school! My school is ginormous with over 900 kids. Centers would allow me to help more students and teachers than other approaches to collaboration. It would allow for me to specifically target what each student needs and group them accordingly so I can help them all succeed. It would also give the students that one on one time that they crave and want.
Almost all of chapter two were key ideas for me as I would do the coaching part of my job. The approaches to collaboration was the biggest thing for me. It gave great and amazing suggestions that help support teachers while also helping struggling students as well. It would be the best of both worlds - everyone getting helped! Seeing those approaches laid out was nice because I can now see explicitly what I could and will be doing to help support.
Hey Bre!
DeleteI think I really like the idea of an all encompassing "literacy leader". This way, you are still working with children as well as supporting teachers and working together for all around success. However, I found the role of literacy "coach" to be a little scary. Is it just me? Maybe it's because I have a twisted view of coaching due to my previous colleagues view of "the coach". Even in our coaching assignment, I'm having a little anxiety that I might offend a great teacher. I hate the thought of possible stepping on toes.
Bre, you didn't read the correct chapters....remember, we changed the readings.
DeleteI agree Paige! The idea of coaching someone else is somewhat scary for me because I've only been a teacher for a short amount of time. The thing that I've found most helpful so far is really talking with the teacher I am coaching about her goals, as well as my goals for the coaching sessions. I clearly explained that I'm just there to be helpful, not judgmental. She kind of put me at ease by being completely understanding and giving me really good suggestions for what she feels she needs some help with. It was helpful to really explain the project to her, and allow her to ask questions and work through how it would look with me.
DeleteA major take – away that I have after reading these chapters is that a literacy coach in either an elementary or secondary school must have a detailed job description. Without a job description that specifically lists what a literacy coach can and cannot do, it opens the door for the coach to take on responsibilities that may or may not relate to their position. This in turn takes time away from supporting teachers and / or students. Another major take-away I have is that a literacy coach’s role is defined differently depending on the building and how the administration views the position. When I tried to narrow down in one sentence what the readings say is exactly the role of a literacy leader and what they do, it was difficult due to the various meanings. Bean says: coaching is working with teachers to provide ongoing professional learning (p138), provide guidance or feedback that enables someone else to become more proficient (p139), inspire, motivate (p139), help teachers do their do their very best to facilitate student learning. (p140). Position requirements vary, some well-defined job descriptions, others coach in a less formal way – serve as a resource, attend or lead study group meetings, conduct PD, be a listener, lead assessment review meetings and make decisions about instruction, focus on student achievement, focus on teaching learning and growth (p141). After reading about all of the various responsibilities that a literacy coach can have, I feel schools are fortunate to have a literacy coach. It displays their commitment to student achievement and teacher improvement and retention.
ReplyDeleteThere were several differences I saw between an elementary and secondary coach. The elementary coaches are received better by teachers than by teachers in secondary schools. Coaches with elementary school backgrounds may find it difficult to establish credibility with secondary teachers. Elementary teachers may be more receptive versus secondary teachers who may need to be convinced of coaching that focuses on literacy and its integration into instruction. Despite these differences, B & D on page 67 state, “However, recent research indicates that coaches across all grade levels struggle to find time to work with teachers.” “…we find coaches struggling to manage the large number and diversity of roles expected.” (p68) “…similar struggles to …avoid noninstructional administrative tasks, and provide more than a ‘listening ear’ to teachers.” (p68).
I could see a combination of the models fitting with my setting and my personality/skills. The resource model offers flexibility. I could work with students in small groups and support teachers. There is also the flexibility of working with teachers at their request and at the same time offering support as I see fit. I have participated in walk-throughs at my school as the peer coaching model suggests for teacher collaboration. This was successful in having the opportunity to visit classrooms without leaving my building. Our teachers were able to observe, give feedback, take new ideas, and then be observed. It was a powerful collaboration for everyone. I could also see teacher as a learner model fitting within my setting and with my personality. This is another opportunity to focus on supporting teachers with their personal goals and needs that they identify themselves.
Key ideas that will help me do the coaching part of my job were building a relationship with teachers which includes confidentially, being a listener, and positive not evaluative feedback. A big idea for me was working with teachers to increase teacher growth and student achievement – the collaboration piece. Also, being a resource to help meet the needs of teachers. After reading these chapters, I have a better understanding of how the position of literacy coaching can operate. I can see myself in a coaching role supporting teachers and student achievement.
Michelle your definition of what coaches do is perfect! I think you summarized it so well :) Flexibility is so important when being a coach and a teacher! I think it is one of the top five qualities every teacher should contain.
DeleteBre,
DeleteYes to being flexible!! I think coaches who come from a teaching background understand what it means to be flexible. From their experience with flexibility in the classroom and in the school environment, I feel that helps them be able to wear so many hats as a coach. I also feel that if their job description is not detailed as to what their responsibilities are and are not, this flexibility can become stressful behind trying to do too many things, especially when some jobs do not relate to teacher improvement and student achievement.
I wonder is there research on coaches who do not have a teaching background?
Certainly yes to being flexible! But also, I really liked the suggestion of having your job description and requirements available for the teachers--including the one about being a confidant and NOT someone who is there to make a judgement about whether of not your teaching strategies are effective for your students. This way, there is no confusion about what a coaches role is and there fear (or anxiety sometimes associated with a new presence in the school) is diminished.
DeleteI agree with Paige, Michelle. I love what you said about the job description because it is so important for teachers to know that we are there for them and not to judge or try and takeover and change what they are doing. We are a resource, a confidante, and a support system. I think that making that clear to teachers and giving it to them so they know that they understand is really important.
DeleteOne major takeaway was the need to establish a support system. In both chapters from Best Practices of Literacy Leaders, they described how vital it is to surround yourself with a supportive group of people, so that you do not feel as isolated. Bean and Dagen state, “a literacy coach may feel like an ‘island’ because he or she is likely to be the only person in his or her school with coaching responsibilities” (p. 56). Reading through these chapters, it seems that being a literacy coach is so much about supporting teachers and listening to their ideas and frustrations, that it’s important to remember that literacy coaches need someone to listen to them as well. The support system can consist of a mentor, or other literacy coaches from around the district.
ReplyDeleteBean and Dagen said, “the literacy coach is a support for teachers to think and problem solve with—not a supervisor or evaluator” (p. 48). A literacy coach, to me, is a person whose main purpose is to help teachers problem solve, implement, and brainstorm ideas. They are there to be a listening ear and to provide you with support when necessary. They lead professional development, conduct one-on-one sessions for teachers, and overall help facilitate growth in the building.
The main difference that I found between coaches working in elementary schools versus coaches working in secondary schools is that in middle and high school they are working with content-area teachers. In elementary school, coaches are working with teachers who teach all subject areas. In middle and high school, literacy coaches have to help the math, science, and social studies teachers see how learning these different skills applies to their subject. In my opinion, this would be the toughest part of working as a middle school or high school literacy coach. It goes on to discuss many of the similarities that both coaches face. Even though they grade levels they are coaching is different, the coaches struggle with the number of students and the different backgrounds those students’ bring.
I think the coaching model that best fits my school and me personally is the peer coaching model. The idea of walkthroughs is something really important that I think a lot of teachers would love to see. In my school in particular, we often talk about the different things we are doing in our classrooms, and other teachers mention wanting to see that. By allowing teachers to visit each other’s classrooms, observe, and discuss what was seen is a great thing. I really liked how the feedback component was removed because it felt that the roles were becoming too separated. In peer coaching, I think it’s most important to remember the idea that the coach and the teacher are considered equals; neither is above or below the other.
My biggest takeaway was something that we’ve discussed before and have seen in other chapters, but building trusting relationships. It is so important as a literacy coach to have the teachers trust that you are there for them, especially if you are moving into that role at the school you have taught in previously. Your colleagues need to see you as a resource, and need to know that what they bring to you is going to be kept confidential and between the two of you. Teachers want to feel that they are being listened to. By establishing a collaborative relationship with them, and helping them see that you aren’t there to completely change their instruction is important.
I agree with you Kaitlyn! In peer coaching it is important to remember both people are equals. Otherwise it can get awkward. Do you think that goal oriented coaching can be used with peer coaching? I think that those two could work together.
DeleteKaitlyn,
DeleteYou bring up several areas from the reading that I agree with. Coaching is most effective when the coach begins by building relationships with teachers. Demonstrating trustworthiness, collaboration, and being seen as your statement, "the coach and the teacher are considered equals;..."
I wonder how many coaches transition from elementary coaching to middle and high schools? I wonder if high school coaches ever transition to elementary? I wonder is there research pertaining to either of these questions. I have spent my entire teaching career in elementary although I am certified to teach middle level social studies up to the 8th grade. With having experience only in elementary, I feel for myself that coaching in a high school setting could possibly be difficult. However, I remember reading from Adolescent Literacy that coaches in high school may not necessarily have the expertise of the discipline, however they collaborate with the content area teacher - the coach and the teacher both bring their expertise of their fields to working together for student achievement.
Bre,
DeleteI feel that the goal oriented model allows teachers to be selective in deciding which framework based on school goals they would like to use in their classroom. Peer coaching could be used to help determine if the teacher is meeting their personal goals of using a specific framework in their classroom. The teacher would benefit from discussions with the coach after being observed to determine if the frameworks are useful or not. The peer coaching model could then be used to help determine if frameworks used in her class are helpful or not and to determine if frameworks she is using in class support school goals. all this to say, yes, I think these two models could work together.
Yes Kaitlyn, I think you're right on! In both coaching and as a specialist, trust and quality working relationships is the key to success. I think, for this reason alone, it is a huge benefit to utilise the reading specialist as a coach as well rather than try to bring in an outside source. I think, even at the middle school level when time can become a challenge, if there is a coach who has taught/is teaching (and understands all the pressures and can sympathize) teachers are much more willing to seek council from someone they really know and trust.
DeletePaige,
ReplyDeleteWhen I began teaching, some of the first workshops I attended were through Reading First. I had no clue what a literacy coach was nor what were their responsibilities. This book answered a lot of questions.
I agree with you that the coach must be seen as a peer and not an evaluator in order to become an effective coach. I think of the coaches who are new to a building and its staff. First impressions are the key to make it or break it with developing relationships with the staff.