An Implementation Model For Coaching and Mentoring

New Reading Professionals: A University-based Approach

Dorothy Leal, Susan Nolan, Carolyn Backus, Molly Mahoney & Kim York

Ohio University

Presented at the International Reading Association‘s Annual Conference, Toronto, Canada

May, 2007

Why Literacy Coaching?• There is a growing need for reading

professionals in today’s schools (Bean, 2004)

• Coaching with collaborative problem solving is a powerful way to increase teacher knowledge and improve practice (Cavanagh, 2005)

• Coaching encourages supportive relationships that nurture and sustain literacy learning for kids, teachers, coaches and community (Leal, 2007)

“Literacy coaching has the potential to become the most important step for increasing teacher effectiveness” (Shaw, 2006)

What is The Role of a Coach?

• “My job is to get men to do what they don’t want to do in order to achieve what they’ve always wanted to achieve.”- Tom Landry, Dallas Cowboys, on How

to Build a Winning Team

What is the Role of a Literacy Coach?

• To enable teachers to successfully use assessments, strategies and resources to make students successful

• To impact student and teacher learning and performance

• To become an instrument of change for teachers, for students, for families and beyond

Coaching: A Spiraling Instrument of Change

What the Literature Says

• Early on we knew that the teaching profession must be restructured in two directions (Darling-Hammond from the National Commission of Teaching and America’s Future, 1996):- Toward increasing teachers’ knowledge to

meet the demands of their roles- Toward redesigning schools to support

quality teaching and learning

What We Don’t Know About Restructuring and Coaching

“At this point we have absolutely no single piece of evidence that coaching is effective: no research studies, no published research, no randomized-control-style studies” (Kamil, 2006)

However, we do know that meaningful professional development for teachers translates into measurable student outcomes (National Reading Panel, 2000)

Key Issue #1: Lack of Research

• Lack of empirical research validating the effectiveness of coaching (Hasbrook and Denton, 2007)

• Coaching models must reflect research based approaches in order be measurable (Russo & Alexander, 2004; Walpole & McKenna, 2004)

• Absence of financial and administrative support for those expected to provide coaching programs with research (Walpole & McKenna, 2004)

Key Issue #2: Diversity of Roles

• Contextual influences determine the interpretation of coaching (Hall, 2004; Quatroche, Bean, Hamilton 2001)

• Multiple definitions feed into the problem of diversity and complexity of roles (Riddle-Buly, Coskie, Robinson & Egawa, 2006)

• Need for more job embedded professional development specific to the context (Neufeld & Roper, 2003)

Key Issue #3: Different Teacher Beliefs

• Different models of literacy coaching reflect different beliefs about teachers teaching and teacher change (Toll, 2004)

• Different teacher conceptions of reading and writing processes (Kamil, 2006; Lyons and Pinnell 2001)

• Conceptions about reading and writing processes need to be aligned (Rodgers and Pinnell,2002)

Key Issue #4: Need for a Coaching Credential

• Literacy coaches have varied professional experiences, certifications and training

• Qualifications for coaches need to be standardized

• The establishment of the Gold Standard

Bean & Frost, 2006

The Gold Standard

• Masters degree in literacy

• Additional coaching credential

• Successful teaching experience

• Experience working with teachers

• Excellent presenting skills

• Experience modeling lessons

• Experience observing in classrooms

Bean & Frost, 2006

Coaching in the Context of IRA Standards for Reading Professionals

1. Foundational Knowledge

2. Instructional Strategies and Curriculum Materials

3. Assessment, Diagnosis, and Evaluation

4. Creating a Literate Environment

5. Professional Development

Advantages of the University Structure and Setting

• Literacy coaching courses to mentor reading coaches

• Tutoring opportunities to practice student-focused coaching in the context of the Clinic Model

• IRA standards aligned in syllabi, course content, instructional assignments and rubrics

• Supportive learning community

• Tutors and coaches hear same messages, are on the same page

Limitations of the Current University Structure and Setting

• Minimal collecting, analyzing and using school-wide assessment data

• Minimal development and implementation of a school wide reading program

• Minimal communication with clinical specialists, school psychologists, or social workers

• Minimal communication to policymakers, public officials or community members

• Minimal evaluation-free coaching

Therefore, not all IRA standards are presently addressed

What The University Coaching Model Includes

• Coaching Responsibilities

• Professional Responsibilities

• Research Responsibilities

Coaching Responsibilities

• Observe/evaluate tutoring sessions twice a week: Goal of 4-6 tutors to one coach

• Evaluate and respond to student activity plans and tutoring logs

• “Alongside” demonstrations of best practice strategies for tutors

• Frequent communication with teachers, including phone, email, LiveText

• Weekly meetings with professor and other coaches

Professional Responsibilities

• Keep a reflective journal with Coach/professor documenting learning

• Maintain regular communication with teachers

• Prepare a cumulative evaluation of the coaching experience

• Attend and/or present at a professional reading conference

• Prepare and equip teachers in best literacy practices

Research Responsibilities

• Research topics of literacy coaching

• Keep a Learning Log on current research readings on coaching

• Co-author research and professional publications with other reading colleagues

Our Evolving Model

Once upon a time….. But now….

Short observation times, scattered locations

More focused time per tutor, centralized locations

Handwritten evaluations Evaluations via LiveText

Plans received at lesson time Plans received before lesson

No set time for collaboration Set time for collaboration

Feedback via email Feedback via LiveText and email

Coaches evaluate strategies Coaches model strategies

Coaches in a Clinic Model Listen

• To understand teacher concerns

• To affirm teacher success

• To build trusting relationships

• To support learning in the midst of evaluating learning

• To facilitate collaboration

Coaches in a Clinic Model Reflect and Respond

• Help teachers reflect on student strengths and weaknesses

• Help teachers reflect on personal strengths and weaknesses

• Help teachers reflect on the effectiveness of assessments and strategies

• Respond to teachers with feedback on Activity Plans

• Respond to teachers with reflections and applause via logs

• Respond to and communicate with course coach

Reading Coaches Also….• Identify and match instructional objectives with

remediation activities

• Collaborate jointly to solve problems

• Demonstrate effective strategies

• Suggest instructional resources to accomplish goals

• Intervene and model when tutoring isn’t going smoothly

Benefits and Barriers from the Teachers’ Perspective

Benefits Barriers

• Constant communication strengthen their methods and strategies

• Guidance and support with individual attention help overcome kids’ difficulties

• Coaches can relate and empathize with stresses

• Feedback comes from coaches’ honest and shared experiences

• Desire for more one-on-one meetings and more immediate feedback

• Limited observation time can be a constraint: don’t get to see everything

• More time needed for feedback and advice

Benefits and Barriers from the Coaches’ Perspective

Benefits Barriers

• Constant communication strengthens everyone’s knowledge and experience

• Working together toward common goals makes constructive criticism easier to give and receive

• Professional development yields new learning for both tutors and coaches

• Communication can be very time consuming

• Personality and philosophy conflicts can challenge outcomes

• Resistance to new learning can limit growth and create awkward situations

What We’ve Learned and Where We’re Headed Next

• Regular and sustained communication is key

• Electronic support facilitates communication

• Coach candidates should be experienced teachers

• Continue the coaching experience with another course to bridge coaches with the schools

• Collaboration builds community and releases creativity

• It’s OK to enable teachers do the hard things to really make a difference in the lives of children

Thank You for Coming and for Your Feedback and Help!

• A copy of our handout can be found on the IRA website.

• This is a work in progress. We value your collaboration and invite your questions, comments, concerns or input.

Dorothy Leal: leal@ohio.edu