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A Framework for Literacy Coaching - EduGains

A Framework forLiteracy CoachesAssumptions about coaching• There is a growing body ofprofessional knowledge aboutcoaching and the impact it has onprofessional growth and studentlearning.• Coaching is based onrelationships of trust; theserelationships are encouraged andinvitational rather than forced andmandated.• Coaching supports job-embeddedprofessional learning whichresearch shows is an effectiveform of professional development.• The professional learning ofcoaches and teachers is ongoing,and is most successfulwhen it is pursued in collaborationwith colleagues.• Coaching is most effective when itis authentic and takes intoaccount situation and context.Building Supporting Connecting LeadingBuildingand Developing RelationshipsThe coach strives to foster genuine, trusting relationshipswith colleagues and students, guided by a sense ofmutual respect.PPrraacct ti iicceessThe coach▪ establishes and maintains non-evaluative, nonjudgementalworking relationships with colleagues▪ promotes fair, respectful, and productive relationshipsamong colleagues/teams▪ encourages colleagues to take intellectual risks in asafe learning environment▪ supports individuals through the change process▪ acknowledges and celebrates the achievements ofindividuals and teams▪ promotes networking among colleagues▪ leads by example▪ maintains high visibility and is accessible tocolleaguesCCoomppeet teenncci iieessSupportingAdult Learning and Professional GrowthThe coach is a guide, facilitator, and co-learner who supportscollaborative cultures to attain professional learning goals.PPrraacct ti iicceessThe coach▪ ensures the coaching partnership is clearly articulated andunderstood▪ challenges thinking and learning of colleagues to furtherprofessional growth▪ uses questioning for a variety of purposes to evoke andexpose thinking and promote reflection▪ engages colleagues in a coaching cycle (e.g., coplanning,co-teaching, co-reflecting)▪ sets learning goals and identifies success criteria▪ supports professional learning through inquiry (e.g.,lesson study, collaborative inquiry, professional learningcommunities)▪ promotes shared knowledge and builds a collaborativelearning culture▪ supports access to resources▪ uses diverse models for learning (e.g., one-on-one; oneon-some)based on situations and needs▪ models learning and teachingCCoomppeet teenncci iieessConnectingwith Improvement PlanningThe coach helps bridge individual professional learninggoals with school and board plans for improvement.PPrraacct ti iicceessThe coach▪ develops professional learning communities tosupport school improvement based on studentlearning needs▪ connects with various plans for improvement (e.g.,Annual Learning Plans, School EffectivenessFramework, School Improvement Plan)▪ collaborates with other school leaders to determine afocus that aligns with school and board improvementgoals▪ supports data-driven decision making to improvelearning▪ supports implementation over time and integratesMinistry and board initiatives (e.g., Growing Success,Learning for All, Differentiated Instruction, curriculumpolicy documents)CCoomppeet teenncci iieessLeadingInstructional PracticeThe coach draws on a repertoire of instruction andassessment practices to support adolescent literacylearning.PPrraacct ti iicceessThe coach▪ supports the adolescent learner by staying currentwith research affirmed literacy practices▪ interprets assessment data and evidence of studentlearning to guide instruction and learning▪ assists teachers in all subject areas in selecting andimplementing appropriate instructional andassessment strategies▪ assists in identifying and addressing learning goalsand success criteria; and in creating quality tasks▪ identifies rationale for and purpose of instructionaland assessment strategies▪ models instructional strategies and guides the use ofscaffolding for gradual release▪ guides metacognitive thinking▪ incorporates student experience, prior knowledgeand student voice in learningCCoomppeet teenncci iieessSkills Skills Skills SkillsThe coach is able toThe coach is able toThe coach is able toThe coach is able to▪ listen actively and respond appropriately according ▪ motivate, develop and empower adult learners▪ collaborate and network with principals, teachers, ▪ use assessment data to inform instructionalto learning needs, situations, and contexts▪ differentiate based on learning preferences and needs and coachesdecisions▪ communicate effectively▪ build collaborative teams▪ foster a culture of co-learning▪ identify key components of content area literacy▪ manage conflict effectively, respectfully, sensitively ▪ build collective capacity▪ foster a culture of change▪ demonstrate implementation of research-based▪ assess the readiness of adult learners▪ access and use a variety of data sources to identify strategies▪ develop individualized learning goals, co-constructstrengths and areas of focus for learning▪ use assessment for and as learning to guidesuccess criteria and plans of action with adult learners ▪ align research affirmed instructional approachesinstruction and promote independent learning▪ use descriptive feedback to promote learningwith improvement plans▪ model the use of descriptive feedback to improve▪ monitor effectiveness of plansstudent learning▪ model authentic uses of technologiesKnowledge Knowledge Knowledge KnowledgeThe coach has knowledge and understanding ofThe coach has knowledge and understanding ofThe coach has knowledge and understanding ofThe coach has knowledge and understanding of▪ issues of confidentiality and professionalism▪ adult learning and models of professional learning (e.g., ▪ the impact and process of changing school culture ▪ research-affirmed instructional practices▪ the significance of interpersonal relationshipscollaborative inquiry process, coaching cycles)▪ the relationship between student, teacher and ▪ adolescent literacy emphases: critical literacy,▪ impact of change on individuals and systems ▪ different learning preferencescurriculum and how this aligns with school, board, metacognition, questioning, strategies, structures,▪ the relationships, organization, and materials ▪ group norms and protocols which promoteand Ministry initiativesstudent voicemanagement involved in maintaining a positivecommunication, sharing and collaboration▪ a variety of assessment tools and information for ▪ the organization, relationships, and materialsclassroom environment▪ the change process and how change challenges thelearner’s beliefsdata analysismanagement involved in maintaining positiveclassroom dynamics▪ resources which support literacy for learning,including Literacy GAINS resources▪ the importance of emerging technologies and theirrelevance to adolescents▪ in- and out-of-school literacy practices ofadolescentsAttitudes Attitudes Attitudes AttitudesThe coach demonstratesThe coach demonstratesThe coach demonstratesThe coach demonstrates▪ commitment to positive relationships▪ ethical behaviour▪ commitment to individual, team, and whole-school ▪ a belief that all students and teachers can learn▪ commitment to shared leadership and effective ▪ commitment to setting goals that are not only ambitious growth▪ commitment to lifelong learningteamworkand challenging, but also realistic and achievable▪ commitment to long term planning and continuous ▪ a belief that literacy competence influences student▪ confidence, optimism, empathy and integrity ▪ that professional learning is embedded in daily practice improvementengagement, motivation, and success▪ belief in the power of collective capacity to▪ commitment to personal self-reflectionaccomplish extraordinary thingsGAINS Framework for Literacy Coaches version December 17, 2010

A Framework for Literacy CoachesThere is a growing body of professional knowledge on the impact coaching has onprofessional growth. Coaching supports job-embedded professional learning. Whenprofessional learning is embedded, it builds classroomOne of the most importantways in whichinstructional coaches canlead is by shaping thekinds of conversationsthat take place in schools.Knight, 2007practice and a school culture that improves studentachievement. Sturevant & Linek (2007) found thatteachers became more metacognitive and reportedusing literacy strategies in the classroom on a regularbasis, as a result of being involved in the coachingprocess.The Literacy GAINS Framework for Literacy Coachesdescribes the practices, skills, knowledge and attitudes ofcoaches. This coaching framework represents an ideal,and recognizes that coaches with various experiences will be involved in on-goinglearning as they are developing these competencies as coaches.A Literacy Coaching CycleThe literacy coaching cycle is a process of assessing learner needs, co-planning,co-teaching, and co-reflecting, and this work is supported by coaching practices andcompetencies.Through the coaching cycle, teachers deepen their professional knowledge andpractice, thereby improving the achievement and learning of the students in theirclass.ResourcesDrago-Severson, Eleanor. (2009)Leading adult learning: supportingadult development in our schools.Thousand Oaks, CA: Corwin &NSDC.Hall, Pete & Simeral, Alisa. (2008)Building teachers’ capacity forsuccess. Alexandria: ASCD.Hord, Shirley M., Roussin, James L.,& Sommers, William A. (2010)Guiding professional learningcommunities: inspiration, challenge,surprise, and meaning. ThousandOaks, CA: Corwin Press.International Reading Association.(2006). Standards for middle andhigh school literacy coaches.Newark, DE: Author.Knight, Jim (editor). (2009) Coaching:approaches and perspectives.Thousand Oaks, CA: Corwin Press.Knight, Jim. (2007) Instructionalcoaching: a partnership approach toimproving instruction. ThousandOaks, CA: Corwin Press.A Framework forLiteracy CoachesToll, Cathy A. (2006) The literacycoach’s desk reference. Urbana, IL:NCTE.Professional development,delivered as sustained, jobembeddedcoaching, maximizesthe likelihood that teachers willtranslate newly learned skills andstrategies into practice.Joyce and Showers, Neufeld and Roperas quoted in Standards for Middle andHigh School Literacy Coaches, 2006www.edugains.caGAINS Framework for Literacy Coaches version December 17, 2010

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