This document outlines the agenda for Seminar #2 of the LCRT 6910 & 6911 course. It includes instructions for students to log into the course Canvas site and review discussions on coaching and contexts. The agenda covers discussing literacy goals and classroom observations, an overview of lesson reports and choice book groups, and selecting a peer coaching partner. Students are asked to submit literacy goals, classroom context narratives, and peer coaching preferences before leaving.

1. Welcome back to
LCRT 6910 & 6911
SEMINAR #2

2. Please sit in grade similar groups
grades k-5 and grades 6-12
AND TAKE TIME TO…….
Log-on to CANVAS.
Review the Whole-class discussion &
documents about: Coaching, being coached, &
your context.
What TRENDS do you notice in the
responses?

3. TONIGHT’S AGENDA
 Discuss & share
contexts and literacy
goals
 What focus will you
provide the literacy
coach when she
observes in YOUR
classroom? What are
your goals?
 What are you trying to
accomplish in each
lesson? And during this
semester?
 Overview classroom
observations,
coachingS & template
 Overview Lesson
Report & Analysis
 Choice Book Groups
meet!
 Submit your
preferences for a
peer coaching
partner

4. What TRENDS do you notice in your
& your classmates’ responses?
being coached (why?)
 coaching,
your current contexts,
being a literacy leader,
Other?

5. What did you observe & learn about
the work of the literacy coach & the
reading specialist in:
Elementary Schools?
(L’Allier & Elish-Piper)
Secondary schools?
(Ippolito & Lieberman)

6. Literacy Coach
Reading Specialist
What do the International Reading
Association standards indicate?
What are your discovering to be your
interests:
 Working with students who struggle? As specialist? In
the classroom?
 Supporting teacher learners?
 Both?

7. LCRT 6910, LCRT 6911
and LCRT 6915
These 3 courses offer you a supervised
practicum experience working with:
(a) Students who struggle with reading and writing;
(b) Collaborative and coaching experiences with teachers.

8. CANVAS:
COURSE SHELL
Take a quick look!

9. What questions
do you have so
far?

10. Share video clips &
narratives

11. Share video clips &
narratives
1. Sit with one
classmate & watch
each other’s video.
2. Share each other’s
literacy goals. How do
these align with
Knight’s big 4 (p. 141)?
3. Skim each other’s
classroom narrative.
4. What focus do you
want the literacy coach
to take re: instruction,
curriculum & assessment
when she observes in
your context?

12. Change partners
1. Sit with another
classmate & watch
each other’s video.
2. Share each other’s
literacy goals. How do
these align with
Knight’s big 4 (p. 141)?
3. Skim each other’s
classroom narrative.
4. What focus do you
want the literacy coach
to take re: instruction,
curriculum & assessment
when she observes in
your context?
5. Time for 1 more!?!

13. Where do YOU
begin?
Being coached!

14. Where do YOU begin?
Being coached
Consider a starting point:
 Where & how do you want to grow professionally
this year?
 Consider your students, context, challenges,
initiatives….. What are your 3 LITERACY GOALS?
 Remember, you direct the focus of the
observation & coaching; What info will be useful
to your advancement of the literacy goals & to
your professional development?

15. What are you trying
to accomplish?
What type of information will
be useful to you? What info
could the coach provide?

16. USE YOUR
RESOURCES:
LCRT 6910 & 6911
READINGS

17. As you prepare to be coached, review
Knight’s chapter 7 as you determine the
specific coaching focus & your 3 literacy
goals
THE BIG 4:
Behavior
Content Knowledge
Direct Instruction
Formative Assessment

18. As you prepare to be
coached, review …..
 The assigned chapters about teacher
leaders and literacy coach/reading
specialist (in Bean’s edited book – on
CANVAS);
 Educational Leadership article (Hansen);
 Other pertinent resources of your own or
from your district.

19. The classroom-based
observations & coaching
assignment
Why? What? Where? When? How often? How many?
What’s the purpose?

20. The classroom-based
observations & coaching
assignment
PURPOSE: Provide experienced classroom teachers
with the opportunity to:
 apply their new understandings about literacy instruction,
curriculum and assessment gained in the LLCRT MA course work.
 receive formative feedback from a peer and faculty member
relevant to their literacy goals being put into place.
 reflect on their literacy and language instruction, curriculum, and
assessment practices.
 observe a seminar colleague and be exposed to literacy
instruction, curriculum and assessments used outside of their own
contexts.

21. Classroom-based observations
& coaching assignment
 Preparing for the classroom-based
observations and coachings
(handout)
 Observation-coaching template
(complete one for each face-to-face session)

22. The classroom-based
observations & coaching
assignment: HANDOUT
Before in-class observation/coaching session:
Teacher’s and Coach’s responsibilities
After in-class observation/coaching session:
Teacher’s and Coach’s responsibilities
The day before
On the day of the observation/coaching session
After the observation/coaching session

23. 4 classroom-based
observations & coachings
1. One face-to-face observation/coaching session in YOUR
context, completed by a seminar peer;
2. One face-to-face observation/coaching session in a
seminar classmate’s context completed by you;
3. One face-to-face observation/coaching session in YOUR
classroom completed by Dr. Taylor or Dr. Rickert;
4. One digitally recorded observation of your
instruction shared in seminar with coach.

24. Classroom observations &
coaching sessions
Getting started!
WHEN? The month of October
HOW LONG? Plan a 30 to 45 minute literacy lesson or
content lesson with reading or writing emphasized for
accessing the content.
HOW MUCH TIME? To observe & have the coaching
conversation face-to-face, plan on 2 hours (& remember to
allow for driving time).
HOW OFTEN: Evenly distribute the sessions during the
month; Do not schedule all 3 in one week.

25. Selecting a
coaching partner
 Considerations: Similar grade level,
different district, similar literacy goals.
 Paired partners (not a group of 3).
 Submit 2 preferences for a peer coach
with a 1-2 sentence rationale before you
leave tonight.
 Individual issues or questions??? – See
Sherry during break or after class.

26. TAKE a BREAK
During the break:
 Talk with potential coaching partners
 Discuss in-depth your literacy goals &
interests for your literacy instruction,
curriculum and assessment this year
 Gather the names of 2 potential coaching
partners

27. Discussion of
LESSON REPORT & ANALYSIS

28. Choice Book Groups Meet
DISCUSS:
 Why are you interested in this book?
 Explain how you hope the books supports the 3
literacy goals you identified re: instruction,
curriculum & assessment
 Make a plan: What parts/pages will group have
read & tried out by SEMINAR 3, Sept. 30th
Notetaker: Send book title, member names &
informal responses to bulleted prompts to Sherry
via email by Sept. 20th (Friday)

29. Looking ahead
HANDOUT

30. Before you leave tonight…..
SUBMIT
 Reader response form on
assigned readings (see
Canvas)
 Draft of your three literacy
goals (paper copy)
 2 paper copies of Classroom
Context Narrative
EXIT SLIP: List 2-3 print
and 2-3 online literacy
resources you regularly use.
Also, state the grade level(s)
you teach or support.
PEER COACHES
 Submit 2 preferences for
peer-coach with 1-2
sentence rationale.
 You will get an email from
Dr. Taylor about peer
coaches by September
24th. After this, please
start to schedule
observation-coaching
sessions for October.
 Dr. Taylor & Dr. Rickert
will emailyou with dates &
will confirm with you in
Seminar #3 (Sept. 30th).

31. Your individual
questions