The document discusses the role of literacy coaches and facilitators in developing teachers. It describes three main roles: interventionist, literacy coach, and professional developer. It also outlines the cycle of literacy coaching which involves pre-conferences, classroom observations, and post-conferences between the coach and teacher. The purpose is to jointly analyze teaching and identify improvements to better engage students. Creating professional learning communities is presented as an effective model for ongoing, collaborative professional development.

1. DIAGNOSIS AND CORRECTION OF READING DIFFICULTIES, LEVEL II CIRG 654 Holly Miles and Tarabeth Brumfield

2. Group Brainstorm What issues might you face as a Literacy Coach/Facilitator by using various assessment and selecting appropriate materials?

3. Agenda The Role of the Literacy Facilitator Interventionist Literacy Coach Professional Developer (Learning Community) Habitats – A Case Study on Leadership

4. Chapter 10 : Literacy Coaching and Teacher Development Read the introductory paragraph on page 161. Be prepared to discuss a community of practice .

5. The Role of the Literacy Facilitator Interventionist Literacy Coach Professional Developer aka Leader of Learning Communities

6. Interventionist

7. The Role of the Literacy Facilitator Interventionist Literacy Coach Professional Developer aka Leader of Learning Communities

8. The Cycle of Literacy Coaching

9. Preconference Involves the literacy coach and the classroom teacher. Discuss student learning and collected assessment data. Collaboratively plan a lesson for the session.

10. Event Classroom Teacher implements agreed upon techniques (discussed in preconference) After lesson, teacher jots down thoughts and observations. Literacy Coach observes classroom interactions and student learning collection observational data to analyze

11. Post Conference Involves the literacy coach and the classroom teacher. Discuss student learning and teacher behaviors.

12. Why Use this Model? The Literacy Coach and the Classroom Teacher take part in joint analysis and problem solving strategies to figure out what instructional adjustments would further enhance student engagement and subsequent learning. It is a means for continuous teacher development that results in student learning!

13. The Role of the Literacy Facilitator Interventionist Literacy Coach Professional Developer aka Leader of Learning Communities

14. Professional Development One Path Engage in Summer In-service “ Sit and Get” “ Make and Take” Many Paths Relevant Summer Professional Development supported during the school year Engage in Learning Communities 20 th Century Practice 21 st Century Practice

15. Why create a professional learning community? Shared Leadership High Quality Professional Development Improved Student Learning WHY?

16. Framework for Shared Leadership Skim the article by Linda Lambert (pp. 1-2) Note ideas and quotes that surprised you or affirmed your beliefs about school culture Share with your partner.

17. The nature of the relationships among the adults who inhabit a school has more to do with the school's quality and character, and with the accomplishment of its pupils than any other factor. Roland S. Barth

18. “ The least common form of relationship among adults in schools and universities is one that is collegial, cooperative, and interdependent.”

19. Heart By-pass Death Rate Drops 25% When Surgeons Share Know-How Twenty-three practicing surgeons and their staffs in three New England states observed one another in the operating room and shared their know-how "We didn't invent anything new; we got better at doing the things we already do." Seventy-four patients who were expected to die did not. Researchers believe the methods could be applied in other fields. Research conducted at Dartmouth Medical School, Lebanon, NH; March, 1996

20. Collegiality is the presence of four specific behaviors: Adults in schools talk about the practice of teaching and learning frequently. They work on the curriculum together by planning, designing, researching, and evaluating it. They observe each other teaching and administrating. They teach each other what they know about teaching, learning, and leading.

21. A Research-Based Staff Development Model Ensuring Implementation

22. What do you mean . . . a professional learning community?

23. Cycle of Interactions

24. In Conclusion… Quality Teacher Development: Is grounded in inquiry, reflection, and experimentation, Is collaborative involving a sharing of knowledge and focuses on teachers’ community of practice rather than individual teachers, Is sustained, on-going, intensive and supported by the literacy coach, Is coupled with and resulting from teachers work with their students, Occurs in a community of practice.

25. What issues will I have to face as literacy coach and professional developer? Being a Leader

26. “ Habitats” A case study discussing leadership

27. Outline of Study Time to read (15 min) Understanding different perspectives (45 min) Written Reflection (15 min)

28. Number off in threes 1 = Gina 2 = Pat 3 = Maureen Move to “expert” groups to consider questions for your character Divide into smaller groups Appoint a recorder Use the questions to try to understand the perspective of your character – record your analysis to share with the whole group. Understanding Perspectives

29. Guiding Questions: Gina’s Perspective How would Gina explain her coaching role to another teacher? Cite the evidence from the case on which you base your answer. What adjectives would you use to describe Gina’s approach to her role as coach to Pat? What seems to be most challenging about the coaching role for Gina?

30. Guiding Questions: Pat’s Perspective What does Pat believe Gina’s role as her coach to be? What evidence illustrates these beliefs? What adjectives would you use to describe Pat’s view of being coached by Gina? What are Pat’s concerns about the coaching relationship?

31. Guiding Questions: Maureen’s Perspective Put yourself in Maureen’s place and look at the coaching relationship between Gina and Pat. What are Maureen’s beliefs about the coaching relationship? What evidence of those beliefs do you find in the text?

32. Final Reflection: Consider at least one of the first three questions below and then respond to the final question. In this situation, imagine that you are Gina. What would you be thinking or feeling about your coaching relationship with Pat? What would your intention or goal be in coaching Pat? Has a colleague ever coached you? What did that colleague say to you? What was his or her intention? How did that feel to you? Reflect on an experience in which you acted as a coach or imagine a situation in which you could possibly be a coach. Describe that situation. What did (would) you do as a coach? Look back over your response(s). How would you characterize your own beliefs and expectations about coaching a colleague?