Post on 06-Jun-2020
transcript
Designing Your Role as
Literacy CoachSetting and Achieving Professional Goals
Alexa McKenrick
Belvedere ES, Fairfax County Public Schools
Twitter: @mckenrickreads
https://iganokage.deviantart.com/art/Game-of-Phones-543672134
Least amount of email
notifications?http://www.paprikafashion.co.uk/features/notifications.html
Highest power
percentage? http://www.nairaland.com/3515742/tricks-get-good-replacement-battery
Most cracked
screen? https://flipsy.com/article/10/how-to-replace-a-cracked-cell-phone-screen
Agenda, Objectives
StructuresKnowing Yourself
Sources of Information
Coaching Delivery Models
Reality Checks
Staying the Course
To consider various data points
when designing your professional
plans.
To discuss the Pros and Hurdles
associated with a few coaching
delivery models.
To share tips about synthesizing all
of these ideas into a plan that you
CAN achieve.
cultofpedagogy.com
THINK
PAIR
SHARE
My Journey...And how this idea came to be
Your Journey...
https://www.flickr.com/photos/markjsebastian/13965306323
How do you deal with your many
hats?
What’s in a
Name?
What are you called at your school?
Know thyself.-Ancient Greek maxim
An unexamined life is not worth living. -Socrates
Sources of Information
● District Initiatives
○ What is going on now? What will be coming up in the next school year?
● School Contexts
○ Competing demands, test scores, school improvement plans
● Current Professional Learning Practices
● Current Instructional Practices
● Individual Teachers
● Teams
Literacy
Needs
Survey
Literacy Needs
Survey:
What to include
Current state of professional learning:
I am growing as a professional at
__ES.
I read for pleasure.
I write for pleasure.
Current instructional practices:
May be specific to an instructional practice
that has been studied as a team/school. I.e.
Focus Lessons
How long do your focus lesson
typically last?
My students do some guided practice
during my focus lesson
Looking ahead:
Personal interests in learning
Coaching Contexts & Delivery Methods
1. Brainstorm advantages/pros & hurdles.
2. Discuss ways to “coach into” these contexts.
3. Consider how each coaching method might
address a need you’ve identified.
Whole School
Big Picture
Data
Vertical
Articulation
Celebrations
Collaborative Learning Teams
Analyzing
Student
Work
Unpacking
Units of
Study
Mid-Unit
Teacher’s
Choice
Study Groups
Follow-Up
Coaching w/
Gradual
Release
Learning Lab
Visits Or
Labsites
Strategic
Partnering of
Teachers
Individuals
Co-TeachingStudent
Consultations
Planning &
Envisioning
Reality Checks
★Connect the Dots. Prioritize
★Write 3-4 goals.
★Consider how.
★Create actionable steps.
★Project your year.
Professional Goals for Year 1
● Start to build relationships of trust with teachers and students● Coach classroom teachers in grades 3-5 on aspects of reading workshop● Design professional development (PD) for “Writing About Reading” with
labsite AND 2-hour sessions on LA for grade-level plannings days AND CLTs as needed
● Fulfill Reading Teacher (RT) responsibilities along with C. (testing admin, book orders, etc)
Goal 1: Relationship Building with StaffPossible Action Steps:
➔ Send informal introduction video clip--explain role, hours, background
➔ Offer Read Aloud and WCC times to ALL or grade 3-5 teachers
➔ Act as a consultant (“extra set of eyes and ears”) to problem solve
individual students or small groups; teacher-initiated
➔ Work with B. to plan CLTs
Questions-What is my role during CLTs as “knowledge specialist?” What else
do I need to know about how LA/PYP CLTs work? How can I start contributing
to CLTs (work with B. and, team leaders)?
Goal 2: Coaching the RWPossible Action Steps:
➔ 3-week coaching cycle with grade 3-5 teachers; 45 minute INSTRUCTIONAL blocks for 3 days/week; 1
hour planning/week (morning or Mon/Tues or Wed/Thurs special blocks)
➔ Teachers select the aspect of RW: Focus lesson, small group (GR or BC), IRA with WCC (other options?)
➔ OR Ts select aspect of student work (i.e. WAR, writing drafts) to analyze during planning time
Question-What about teachers that might need more intensive coaching (i.e. new to FCPS, workshop models)?
Working with LA in afternoon and my schedule? What about writing workshop? What do I need to know about
teachers?
Goal 3: PD on Writing About Reading (WAR)
Possible Action Steps:
➔ Offer 2 days for PD on WAR: primary/upper (February 15 and ??)
➔ Alexa will start gathering professional readings, video clips, other
resources; reach out to Literacy Leaders at Willow Oaks
➔ Prior to Feb 15, select 1 classroom to co-teach unit with emphasis on
analyzing WAR practices (January-mid February)
Questions-will we offer primary/upper choice bc of # of ppl? Other BIG PD
happening this year?
Goal 4: Reading Teacher Responsibilities
Possible Action Steps:
➔ Book ordering (novel sets)
➔ Progress Monitoring Meetings--Dates?
➔ Assessment helper: DRA2, F&P, SOL
Questions-Other things that J. led in past years? Any other roles I need to
assume?
Goals for Reading Specialist 2016-17
1. Relationship building through humility and support
2. Interventions with the most at-risk readers and writers
3. Increase pedagogical content knowledge and decision-making
capital in Guided Reading
-
“Literacy coaching supports significant
instructional change and increased teacher reflection, which contributes to the
reshaping of school cultures.”
-Amy Boutilier, Literacy Coaching Clearinghouse 2009
1. Building relationships and trust
Humility
-Observing master teachers
-Facilitating observations of
master teachers
-Attending team meetings as
peer
Support
-Specifically ask new
teachers (side by side
modeling)
-Assessments
-Obtaining materials Coaching activities might change month to
month but will usually be informal.
2. Interventions● RTI team members:
○ Administering “extra” assessments to obtain more information about
students’ current strengths and needs
● Tier 3 teachers:
○ 3 groups
3. Coaching & PDWho? Teachers of guided reading
What? Choice of PD topic around GR (limited by coaches; e.g. Assessing,
Stages, Prompting, etc.)
How?
● Outside consultant visits
● Individual coaching cycle (pre, observe/model, post)
● Group coaching* (like labsites/learning labs)
● Wednesday learning cohorts, based on choice of topic
Reality Checks
● Connect the Dots.
● Write 3-4 goals.
● Consider How?
● Create Actionable Steps.
● Project your year.
Staying the
Course
Stick to your roadmap
Share with administration
and team
Post key words.
Revisit goals each quarter
with yourself and
administration to check on
progress.
Please fill
out your exit
slip!
Thank you
for
attending.
-Alexa