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Responses to What summer learning is renewing your commit as a coach for Fall 07?

1. Cassie O'Keefe says:
   October 4th, 2007 at 2:32 am
   I read Mosaic of Thought: The Power of Comprehension Strategy Instruction, second edition this summer. I liked the first Mosaic of Thought, but I think I was more ready for this one. It makes sense to me to teach the strategies across the day. It makes sense for our children and for our teachers. Teachers are looking for ways to make learning more powerful for students and this will make sense to them. In addition, this really helps link the entire curriculum together. I like the idea of thinking strategies being behind all of our instruction. I feel that the more I read, the more pieces of a puzzle are fitting together. This helps me as I work with teachers and helps me relay that information to them. Often they aren't as interested in professional reading or don't have the time to do it. The more I read, the more able I am to disseminate that information to teachers when it is relevant for them. I give them what they need, when they need it. This keeps them interested, but not overwhelmed.
2. kathy moffitt says:
   October 6th, 2007 at 10:36 pm
   I am working with 16 elementary literacy coaches. I too read a lot and try to disseminate informtion. We are just beginning as this is our first year. The information is overwhelming. Do you have ideas for sites of peer-reviewed materials? I have used several articles from this site, for both coaches and principals. I am also interested in ideas for professional development. We meet every Friday and I facilitate a day of PD for the coaches. Thanks.
3. Jan Burkins says:
   October 9th, 2007 at 1:22 pm
   CALL FOR SUBMISSIONS On behalf of The International Reading Association, I would like to invite you to submit to an important reference volume for literacy coaches. The working title is Working Toward Balance: A Collection of Tools for Literacy Coaches and Other Instructional Leaders. The deadline for submission is November 15, 2007. All submissions will go through the peer-review processes typical for edited volumes. We anticipate publication in the fall of 2008. For more information please visit http://workingtowardbalance.blogspot.com/.
4. Mary Conner says:
   October 14th, 2007 at 11:09 pm
   Can someone recommend an excellent resource for novice coaches?
5. Sandy Crockett says:
   October 19th, 2007 at 5:17 pm
   I am also a novice coach and would welcome more information about the model other people are following. We have 5 new teachers in our K-4 elementary school. They are the teachers I spend most of my time observing, modeling lessons, debriefing, and recommending resources. I also help other teachers locate resources and books. I confer with them regarding students and attend meetings with parents when asked, and overseeing the Title 1 program in the school.
6. Gale Keesee says:
   December 14th, 2007 at 2:13 am
   My fellow coaches and I attended a wonderful 2 day workshop in Portland, Maine, last summer. Jennifer Allen, author of "Becoming a Literacy Leader, Supporting Learning and Change" facilitated the workshop and we came home validated, refreshed, and loaded with all kind of coaching ideas and resources. It is one I would highly recommend to any person new to coaching. The workshops are located each summer at different times and different locations so if Maine is too far away there may be one closer. The website to check this out is www.choiceliteracy.com As of today, there is only one workshop up on the website, but keep checking back. Towards summer, more will be listed. She gave us ideas for creating a three year professional development program for new teachers, CD's that show how to conference with teachers, how to conduct team meetings, book studies, model lessons - even down to how your room should look. A wonderful resource.
7. Nancy Richmond says:
   December 20th, 2007 at 2:55 pm
   An excellent resource for a novice coach is The Reading Coach: A How-To Manual for Success by Jan Hasbrouck and Carolyn Denton. Enjoy.
8. Amy Davidson says:
   December 20th, 2007 at 7:19 pm
   My first guiding resource since every coaches job look different was: The Literacy Coach's Handbook: A Guide to Research -Based Practice by Sharon Walpole and Michael C. McKenna You can also learn more about Walpole and recent presentations on coaching @ http://copland.udel.edu/~swalpole/
9. Jan Hasbrouck says:
   December 20th, 2007 at 11:42 pm
   Thanks, Nancy Richmond for recommending The Reading Coach: A How-to Manual. We have used that manual to train hundreds of coaches around the country and have received many positive comments and reviews. I hope Mary and Sandy find it helpful! Kathy Moffitt asked about sources for peer reviewed information. Many coaches find the FCRR website http://www.fcrr.org/about/index.htm and the U of Oregon Big Ideas website http://reading.uoregon.edu/ valuable. I'm also a big fan of Kevin Feldman's (Sonoma County Office of Education) listserve and his very helpful literacy website: http://www.scoe.org/content.php?SubsiteId=10 Best of luck with your important work. Happy Holidays to all!
10. Adrienne Wilburn says:
    January 13th, 2008 at 7:10 pm
    A website that I have found most resourceful as a literacy coach is http://curry.edschool.virginia.edu/reading/projects/garf/CoachingArticles.htm. The articles found here apply to coaches in the elementary, middle, and high school setting. You will even find a link to literacy coaching standards proposed by the IRA and NCTE, amongst other organizations, which I did not know existed until I visited the site. The information is helpful for both novice and more experienced coaches. You will furthermore find an article by Sharon Walpole, who is referenced by Amy above. Speaking of Sharon Walpole, she and Michael McKenna are the architects of the Reading First professional development in Georgia. All literacy coaches in Georgia are currently reading the book Differentiated Reading Instruction, written by Walpole and McKenna. The book does a thorough job of explaining the five dimensions of reading and provides small group instruction ideas for the research driven classroom. The book also details how to go about forming small, needs-based groups to maximize student reading achievement. All Georgia Reading First literacy coaches are using this text to guide professional development delivery. I hope this information helps!
11. Rebecca Glass says:
    January 17th, 2008 at 5:00 pm
    I appreciated the website submitted by Adrienne. As an elementary teacher who is very new to the literacy coaching experience, it is helpful to be supplied with so many links concerning best practices and advice for literacy coaches. Even though I am nearing the end of my program in Reading, Language and Literacy, I feel very much on unstable ground when I think of actually becoming a school’s reading specialist. It is the same sensation I underwent when exiting from my early childhood education program at my undergraduate university. You feel so incompetent until you are finally on your own, in your own classroom with no one holding your hand. It is at that point that you realize that you are well-trained and you do have the skills necessary to be the best teacher you can be for your students. However, as we have all discovered, the learning process never ends, and the most successful teacher becomes the life-long student always open to new practices and differing ideas. I explored one link in particular on Adrienne’s website. Just because I have never taught above the fifth grade, I was intrigued by the link that took me to the Standards for Middle and High School Literacy Coaches provided by the International Reading Association. The three major components that define the most effective middle/high school literacy coaching were inquiry driven practices; sharing of ideas among teachers and colleagues; and sustained, ongoing development. How interesting to find that the same concepts that would make an elementary literacy coaching program effective are the same ones that should guide secondary literacy coaching. The term inquiry was new to me until last semester. As a teacher and a student who functions best with strict and detailed requirements, I felt uncomfortable at first just researching whatever literacy topic I desired in whatever way I felt the most suitable. The freedom this provided was difficult for me to adjust to in the beginning, but this particular learning process benefited me in such a variety of ways. It is imperative that I keep this inquiry mindset as I continue in my literacy program and especially when I enter the world of literacy coaching.
12. Gail Koch says:
    January 18th, 2008 at 6:17 pm
    As a (very) new school literacy consultant/coach at an Ohio middle school, I was pleased to find this site. I am planning to attend the 2008 National Reading Recovery & K-6 CLASSROOM LITERACY CONFERENCE on Feb. 9-12 in Columbus, Ohio. Some of the Literacy Coaching strands include "Keys to Effective Coaching" (Fountas and Pinnell), "What Works for Middle-School Literacy Coaches" (Hopkins), and "Literacy Coaching on a Continuum"(Puig) among many other tantalizing offerings. Is anyone else attending this conference?
13. Maureen Michael says:
    January 21st, 2008 at 1:32 am
    I work with a program called Getting it Right Secondary Literacy in Western Australia;we are just starting our third year of operation. Specialist teachers work in high schools with teachers in a similar way to literacy coaches. Just wondering if anyone has discovered ways of engaging content area teachers with literacy? I'm also interested in hearing about experiences in high schools.:)
14. Eudes Aoulou says:
    January 24th, 2008 at 10:03 pm
    I like all these nice discussions about literacy coaching. For me, the area is a totally new. However, I am eager to learn. Maureen raised an important question, that is, "how to engage content area teachers with literacy?"I think you are not the only person to ask that question.I know that we have gurus in the field that can shed light on the question.However,I want to risk some answers here.I think that the first thing to do is not how to engage content area teachers with literacy. But rather, "how can we challenge their beliefs about reading in content areas?" The majority of content area teachers do not believe that it is their business to teach or to enhance their students' reading abilities or strategies for a better processing of the subject matter. So I think that the literacy coach needs to work with school administrators in order to challenge the deeply held beliefs by the content area teachers. This can be through the organization of seminars, workshops, debates, etc. Once these beliefs have been challenged and revised,the subsequent work of engaging them with approapriate literacy materials can begin. These materials need to be content-oriented so as to make them meaningful. Their interest can especially be captured or activated if they are modeled a certain number of reading strategies along with relevant materials that can help build the necessary vocabulary or background knowledge before the beginning of a (thematic) unit, which might have the effect to free up the working memory of their students to process upcoming intensive information.
15. Brian Dorman says:
    January 26th, 2008 at 9:29 pm
    My approach has been to change the question. Instead of asking how content areas can improve their students' reading abilities, I have asked how content areas can help their students better understand and master the material they are teaching. By turning it around a little, I have been able to get more buy-in from those teachers who initially did not want to be involved in the literacy initiatives. It is worth considering the approach coaches take when working with content area teachers and those resistant to change.
16. Kristen Salsameda says:
    February 2nd, 2008 at 10:01 pm
    One resource that I find extremely helpful is When Kids Can't Read by Kylene Beers. This book is incredible and full of practical ideas. I teach high school reading, so some ideas would have to be modified for younger readers. In response to Maureen's question about engaging content area teachers, I think that part of it depends on your role in the school. There was a time in my school where I was given time to model lessons in other classrooms so that the teachers could see examples. Now, my information comes to them through any staff development or one-on-one conversations that we have. One idea that works well with my reading students is reading in the contents homework. I take whatever strategy that we are working on in class and have the students complete that strategy in their other class. They need to get that teacher to sign the homework paper to show that the topic written about is really what the class talked about that day. For example, if we are working on summarizing in class, the students will need to summarize what they did that day in science and turn it in to me with the science teacher's signature on it. This encourages the students to realize that all the clasess are connected and that reading doesn't end when the bell rings but continues all day through each class.
17. Jessie Sears says:
    February 4th, 2008 at 1:44 am
    I am a "coach in training" as I finish my Master's in Reading, Language, and Literacy at GSU. I have to say that the resource that I have found most useful and inspiring is Becoming a Literacy Leader by Jennifer Allen. I am nervous about entering a school as the literacy coach and having the staff members unsure of my role. Allen does a wonderful job of giving coaches ideas on how to build a relationship with the staff. Because of the way that she approaches her position, I can see how the staff would respond positively to her and trust would be established, which is of the utmost importance. I think that it is essential that the literacy coach establishes her/himself as a resource for teachers and remains so throughout the year. I have seen coaches that say they will help, but it takes them over a week to get the supplies to the teacher, or they get distracted by other responsibilities. Speaking of other responsibilities, coaches are often asked to be a substitute teacher, assistant principal, planner, etc. I realize that it is important for literacy coaches to state their role and stick to it. My question is how do you say no to a principal who needs your help in another area? It seems as though resistance to help would put a strain on the relationship. Another source that I have found useful on the read to becoming a literacy coach is Cathy Toll's The Literacy Coach's Survival Guide. Toll gives the background of being a literacy coach but also gives advice on how to deal with real issues that arise in schools. She answers key questions that coaches would have.
18. Heeryong Roach says:
    February 4th, 2008 at 4:14 am
    Reading is fun?! I am very excited to join this blog to add my voice about reading. I would like to introduce myself before sharing my experience in teaching ESOL reading at a suburban Atlanta high school. My daily life is extremely busy with teaching, studying, and raising children, including my one-year-old baby. Whenever I stop and think about my life, I am very often amazed at where I am and what I am doing; I live in America, I study in a graduate program, and I teach reading to ESOL students. I am originally from South Korea, and never dreamed of living in the United States until I married my husband, who is American, back in Korea. Even after moving to the States, I never considered going back to school to get a master’s degree, especially one in reading. I had always been a diligent student, but I have never been a reader. I read for a purpose, not for enjoyment. Even though my home was quite a literature-rich environment, I don’t think I was ever shown or taught how to read for fun. Since I began teaching reading to high school ESOL students, I have felt that I am not really knowledgeable in this field, and have wanted to learn more about teaching reading. Since taking my first graduate school course, I know now how to approach reading and how to help my students to approach reading. I found so many of my ESOL students think reading is boring or work rather than fun as I used to think so. My view has changed a lot from exposure to different ideas, professional books, teachers, and literature-loving experts. At the beginning of the 2008 spring semester, I read Becoming a Literacy Leader by Jennifer Allen. I was shocked at how passionate and thoughtful she is. The book was an excellent resource for me to understand the role of literacy coaches and the positive change that they can make. My goal as a high school ESOL reading teacher is to changing my students’ attitude towards reading—they should be aware that reading can be fun. As I learn new strategies and ideas, I implement them right away in my classroom. I have already seen a huge change in my students. Some request more reading time, some appear more engaged in reading, and others ask me to recommend good titles to them. I see how influential my attitude toward reading is to my students. Since I myself am an English language learner, I would like to research more about teaching reading to older English learners.
19. Joshua Cuevas says:
    February 6th, 2008 at 3:43 am
    Because my major is educational psychology, I tend to read empirical studies. However, there are not many studies that deal with the students I teach- high school. Most studies are on young children, who are learning the basics of literacy, or college undergraduates, who have well developed literacy skills. I have found the most relevant studies to be ones on older adults with limited literacy skills. But I tend to harbor some hesitation about the literature from both the language and literacy perspective and the educational psychology perspective. As a student of psychology with a background in state and national assessments, I find the language and literacy books to be highly anecdotal. Yes, they are written by experts, but I generally want hard numerical data. I want to see quantitative data on what is working for large numbers of students across large swaths of society. I usually don’t see that in the language and literacy literature, which leans more towards theory and sociology. And considering the direction that education will take in the future in regard to educational grants, research, and policy, this is not completely adequate. However, as a language arts teacher, I also have reservations about a lot of psychological studies. While they do provide the quantitative support and usually employ rigid scientific standards, in order to achieve those standards they must test such a miniscule, precise function of the mind that they have very limited use in practical application. The studies can tell us some very interesting things about how the brain functions during language processing, but seldom do they tell us exactly how students learn those processes or how to teach them. They rarely produce a result that a practitioner can take to a classroom and immediately put into effect. But lately I have been tying the two together in an attempt to achieve harder science than language and literacy normally produces, but a softer, more practical approach than psychology usually employs. I’ve been attempting to link the theoretical perspectives of Mental Discipline Theory, Association, Constructivism, and Vygotsky’s scaffolding from his zone of proximal development with empirically tested cognitive tools, inferencing, learner control, advance organizers, and probe words. Whether this can be done successfully, I do not know at this point. I don’t think the two perspectives must be mutually exclusive. So ultimately, I find myself digging into both the theoretical and the empirical.
20. Betsy Glisson says:
    February 6th, 2008 at 3:03 pm
    WOW! There are many great strategies shared concerning helping children learn to read. This is a subject near and dear to my heart. I am currently teaching undergraduate early childhood majors. As early childhood educators, we are aware that as children learn, they need to aquire a set of skills and strategies that will help them reach the ultimate goal associated with learning to read. By realizing that everyone in the school setting is a literacy coach of some fashion, it is imperative that each person read quality literature and learn as much as possible about how children learn reading skills. There are many great books available for professional learning. Here is one website that has a list of many resources for literacy coaches and teachers of reading. http://www.ncte.org/collections/literacycoach/resources/118040.htm We all know the primary ingredient in the recipe for every child's reading success is a classroom teacher with the expertise to support the teaching of reading. The combination of a knowledgeable classroom teacher and a literacy coach with the expertise of specific reading strategies is a direct link to success in reading and writing. There is a multitude of research to back this strong combination of knowledge and skills that ultimately result in higher student achievement. I really want my undergraduates to understand the importance of the literacy coach's job in the schools. The literature I have been reading, Becoming a Literacy Leader by Jennifer Allen and Cathy Toll's Guide to Survival Guide for Literacy Coaches, have really opened my eyes to the importance of having trained specialist in the schools in the area of reading. What a valuable resource for classroom teachers to have a "built in" professional development expert in the area of reading! I really liked Kristen's thoughts on the students seeing reading as a subject that is woven throughout the subjects. I found another website that is a Powerpoint presentation of the roles and responsibilities of a reading coach. This was a fantastic overview and includes tons of research to prove that reading/literacy coaches are essential in the reading team! I hope you find it useful! http://www.k12.wa.us/curriculuminstruct/reading/readingfirst/pubdocs/trainings/October2005HasbrouckCoaching.ppt Today's teachers are expected to do so much more than teachers at any other time in our history. Our classrooms are filled with more diveristy that sis not seem to exist iin the past. Teachers and Coaches must come together to implement knowledge related to language development, children's literature, curriculum standards, classroom management, and learning. They must assess student's strengths and needs, plan effective instruction and ensure every child make adrquate yearly progress so that no child is left behind. WOW, what a BIG task! Do we need to "read up", "team up" and become knowledgeable? If not, our students will suffer!
21. sarah schofield says:
    February 7th, 2008 at 2:49 am
    As a graduate student who is not currently in the classroom, I am finding my colleagues to be my most valuable resource. They are doing the real work day in and day out and they provide the voice of experience-one that is a mixture of frustration, intrigue, disillusionment, and hope. So often the reading that I do fails to capture the true conflict that arises in the mind and the classroom of a thoughtful teacher. My classmates, however, present their struggles alongside somewhat pie-in-the-sky readings and for me that is where the truth lies-in between the readings and the reality. I am also enjoying thinking about what it means to work with adult learners and the "tricky" role of literacy coach. It has made me reflect a great deal on my feelings about the "specialist teachers" and the adminstrators that were "coaching" me when I was a classroom teacher. It makes me smile to imagine them reading some book over the summer and then coming to school in August and trying the strategies from the book out on me :) I am pretty convinced that went on quite a bit at my former job. I am glad to know about this website; it is another place where people and pedagogy converge.
22. Joseph Mills says:
    February 7th, 2008 at 7:39 pm
    In reading the postings here, I am struck by the similarities between postings related to reading in the content areas and issues I struggle with in my teaching. I teach Literature for Young Children and Creative Activities for Young Children to undergraduate teacher candidates at Columbus State University. An important aspect of the Creative course is having the candidates design and implement lessons in Pre-K through 5th grade public school classrooms. I see a natural connection between creating these lessons and the wide reading of children's literature that candidates do in the literature course (they read a minimum of 200 picture books in the course, many of which are non-fiction trade books). However, I find myself very often having to make the suggestion that a piece of literature would be a great companion to the math, science and social studies lessons I am reviewing. I had a hard time understanding this at first. In my own classroom teaching experience, I integrated everything and almost everything we did was in some way related to the reading we were doing. However, as I spend more time in a wide range of classrooms, I see that my students are following what they are observing in these classrooms. Many teachers in early childhood classrooms still teach each content area as a separate entity. Science happens at science time, reading and language arts at their appointed times, and so on. I think one of the challenges literacy coaches face is getting every teacher to see himself as a reading teacher and to get teachers to integrate reading and language arts into every subject. There are excellent strategies for doing just this found at NCTE’s website: http://ncteinbox.blogspot.com/search/label/Content%20Areas One barrier to implementing this idea might be the relative scarcity of high-quality, non-fiction trade books at most schools. I can remember, as a classroom teacher, having to write grants to build grade-level libraries of non-fiction books related to the various themes that we taught. Finding ways to provide the resources would be a great way for literacy coaches to encourage the integration of reading into the content areas!
23. Rebecca Glass says:
    February 7th, 2008 at 8:05 pm
    Sarah and Joshua made such a true statement, but in different ways. We usually find the most truth in the middle somewhere between two extremes. Joshua mentioned that strictly quantitative studies, while adhering to scientific research standards, tempt us to forget the reality and existence of those students that were included in the study as well as their classrooms. However, the more anecdotal research berefts us of the numbers and hard statistics required in order to apply the research summary to a larger group. Thus, we need to be able to pull from both bodies of research in order to see the big picture. I loved Sarah's words, "That is where the truth lies - in between the readings and the reality." As teachers, we know that best teaching practices call upon accurate research and the latest articles in peer-reviewd journals. So often, though, the researchers and professors behind these writings are far removed from the desks with gum stuck to the bottom, hands grimy from marker and glue, and young minds struggling in different ways to grasp what is being taught to them. For all teachers everywhere, regardless of grade or content area, that is where our reality is - in a confined world of four walls where students look to us each day for support and consistency. I can read all the textbooks in my graduate classes and pore over journal article after journal article; but none of it means anything if I am unable to apply what I have read, and Tommy still hates to read by the end of the year and Jill still cannot differentiate between the short vowels. This is where I come in as the teacher - the mediator between the numbers in the research summary and the student stuck on a word during read aloud time. It is here that I pull on the ideas gleaned from my readings and apply it as I think best for this particular student who is unique and unlike any other student past or present.
24. Sue Moskowitz says:
    February 8th, 2008 at 8:43 am
    Thank you so much for all your good advice. I am starting off a Literacy coach in Melbourne Australia and your notes are invaluable. I watched Jan Hasbrouck's powerpoint and it was fantastic. The sequencing and the information are put so clearly but with high level content. It was excellent. I will follow through some more tips.
25. Sue Moskowitz says:
    February 8th, 2008 at 9:14 am
    Jan, thank you for sharing your great powerpoint and i have just bought your book. I can't wait to get it.
26. Jan Hasbrouck says:
    February 13th, 2008 at 10:56 pm
    Sue-- how nice to log in to this wonderful on-going chat among literacy coaches and to read your comments about my work! I'm always happy to hear that a coach has found our efforts to be helpful. If you have time, I'd be honored if you (or any participants in this discussion) could get in touch with me via my website www.jhasbrouck.com. Best of luck with your work as a literacy coach in Melbourne. Jan
27. Angela Miller says:
    February 14th, 2008 at 2:11 am
    I am so glad that I made some time to read my new copy of READING TODAY to learn about this site. :o) I am currently a literacy coach for 39 teachers in grades K-3 between two buildings. I am finishing up my Master's degree in literacy through the University of Missouri this semester. My action research involves a group of teachers who volunteered to participate in a literacy study group. We are currently using the new edition of MOSAIC OF THOUGHT (Keene & Zimmermann, 2007) as a discussion guide for our meetings. For this project, I have been reading several other things about literacy coaching. Some that I have found to be helpful include: THE LITERACY COACH'S SURVIVAL GUIDE (Toll, 2005); RESPONSIVE LITERACY COACHING (Dozier, 2006); COACHING FOR BALANCE (Burkins, 2007); and TEACHERS AS READERS (Commeyras, Bisplinghoff, & Olson (eds.), 2003). I plan on investigating the suggestions that I found this evening as well. Thanks for the great ideas. Angela
28. Kathy Boyer says:
    March 16th, 2008 at 9:59 pm
    In response to Maureen Michael's blog about engaging content area teachers with literacy- In my graduate studies in reading, language, and literacy I have read two books that offer information, insight, and suggestions in content area literacy. I recommend them as a place to start. The first is Content Area Reading and Literacy by Donna Alvermann, Stephen Phelps, and Victoria Ridgeway. Chapter 10 - Writing across the Curriculum, chapter 12 - Developing Lifetime Readers:Literature in Content Area Classes, and chapter 13 - Literacy Coaches: A Sign of the Times might be particularly helpful. The Appendices in the back of the book give suggested titles for word lover's, read-alouds for content areas, and trade books for science, math, and social studies. The other book is Strategies That Work by Stephanie Harvey and Anne Goudvis. This text is about teaching comprehension and has 4 chapters that address comprehension across the curriculum. Appendix A in this book gives titles of "Great Books for Teaching Content in History, Social Studies, Science, Music, Art, and Literacy". Hope these suggestions help. Kathy
29. Jennifer Duckett says:
    April 2nd, 2008 at 8:57 pm
    My first experiences with Literacy Coaching have been provided through my Master's program at the University of Colorado. The school where I previously taught was just beginning to dip their toes into the literacy coaching pool. Therefore, the experiences I had with a literacy coach were limited and rather vague. I recently read Literacy Coaching: The Essentials, written by Katherine Casey. The book really helped me get my head around the expectations and role of a literacy coach. While I currently have no real desire to BE a literacy coach, I look forward to having more meaningful experiences WITH a literacy coach. My few literacy coach mentoring experiences, allowed me to get a glimpse into both sides of a literacy coaching experience.