Slide 1

Supporting, Nurturing, NudgingEmbracing the Role of a Reading Coach

Lora Darden, Ph.D.darden.lw@gmail.comGroup NormsTake care of yourself

Enjoy the moment & stay present

Place your cell phone in sleep mode

Say what youre thinking gently

Whats said here, stays here

Whats learned here, leaves here

12:30-12:35 Tricia12:35-1:30 Emily2Interchangeable VocabularyCollaborative Teachers

1:40-1:45 Tina3Interchangeable VocabularyCoaches

Tina4Interchangeable VocabularyStaff Developers

Tina5Interchangeable VocabularyChange Agents

Tina6What weve discovered

You Wear Many Hats

Staying Close to the Teacher by Jonathan G. Silin and Fran Schwartz (2003) Teachers College RecordTina 2:15-2:20 (Lora will scribe)7SoWhat does research tell us about effective professional development and coaching?Coaching ModelsStrategistTranslatorAdvocateShows teachers how new practices and strategies espoused by a program or philosophy can directly impact and enhance practices the classroom teacher already believes in.2:20-2:30 Tina (Hard Hat build on to what teachers already know)Silin, J.G. & Schwartz, F., (2003). Staying close to the teacher. Teachers College Record, 105(8), 1586-1605. 9Coaching ModelsStrategistTranslatorAdvocateShows teachers how new practices and strategies espoused by a program or philosophy can directly impact and enhance practices the classroom teacher already believes in.Clarifies and filters district mandates for teachers. Translators bring new information to teachers about policies and procedures, and also provide critical background ideas.10Coaching ModelsStrategistTranslatorAdvocateShows teachers how new practices and strategies espoused by a program or philosophy can directly impact and enhance practices the classroom teacher already believes in.Clarifies and filters district mandates for teachers. Translators bring new information to teachers about policies and procedures, and also provide critical background ideas.Represents teachers professional interests with administrators and others outside of the classroom. This is a coordinating role between teachers, campus administrators, and district personnel.Advocate take care of each of the parties11Change Agents

Tina12Effective Change AgentsCollaborative School Communities that Support Teaching and Learningby Judith W. Irwin & William Farr (2004) Reading & Writing QuarterlyEmpower people to have a voice in decisions that affect them

Tricia 2:30-2:4513Effective Change AgentsCollaborative School Communities that Support Teaching and Learningby Judith W. Irwin & William Farr (2004) Reading & Writing QuarterlyEmpower people to have a voice in decisions that affect them

Encourage supportive relationships sharing

Effective Change AgentsCollaborative School Communities that Support Teaching and Learningby Judith W. Irwin & William Farr (2004) Reading & Writing QuarterlyCelebrate diversity and honor autonomy

Different styles & preferences

Ultimately its the teachers classroomExperiences? Questions? Wonderings?

Reflective Coaching

SupportiveReflective Coaching

vs.SupportiveEvaluatoryAdd the universal sign for no to evaluatory18Reflective Coaching

Reflective Coaching

Classroom teacher driven Student focusedReflective Coaching

Reflective Coaching

No praise language is involved

Stop and Review

22Reflective Coaching

Reflective CoachingFocuses on the number of opportunities students have to engage in something

Description of student behaviors

Reflective Coaching

Reflective CoachingReflectionThe MAGIC happens hereThe GREATEST potentialIn writing, both people do this26

Reflective CoachingReflective CoachingExplain the cycle before you engage

Debbie Carnley piece botched observation and lack of understanding28Find a buddy try it out

Focus on StudentsTo Gain Trust & Meet the Needs of the TeachersReflective CoachingWrite out debriefing script in partners. Try out the debriefing process. Fish bowl for feedback.Reflective Coaching2:45-3:00 Lora32Pre-planning Words to useThank you for taking the time to meet.

What is the academic goal for the lesson/for your students?

What outcomes/student behaviors would you like for me to watch for?

Are there particular students you would like me to focus on?

Reflective CoachingReflective CoachingReflection hintsWords to use Teacher Talk Thank you for inviting me to watch your students in action.Tell me about the lesson.What did you notice about your students?What outcomes/student behaviors were you pleased with?Was there anything that surprised you?What surprised you about the students?Reflection CAUTIONRemember to stick with the agree-upon Look For items picking up on other themes that were not an agreed upon part of coaching is dangerous ground

Reflective CoachingThe power of Shhhhhh

JavierEnglish Language Learner

Goal: Creating greater independence in the classroom

Improve his ability to problem solve in text

Fish Bowl

Experiences? Questions? Wonderings?

Collaboration & Conflict Strange, but necessary, bedfellowsConflict? What do you mean conflict?

1:35-1:40 Tina44Conflict Amid CommunityAchinstein, BettyTeachers College RecordApril 2002

Transparency: You need it!

The Conduit Clandinin & Connelly (1995)Theoretical FrameworkTheoretical framework heres how Im thinking about how teachers tell stories and how people collaborate48Clandinin & Connelly (1995)The LonerI had to include all three groupings Roma, Sein, and Foi because the 3 together show the ranges of what collaboration means. Other studies that examine coaching and professional development models do not take into consideration the social aspects very real and present implications50Bolstered by DifferencesI had to include all three groupings Roma, Sein, and Foi because the 3 together show the ranges of what collaboration means. Other studies that examine coaching and professional development models do not take into consideration the social aspects very real and present implications51Inclusivity I had to include all three groupings Roma, Sein, and Foi because the 3 together show the ranges of what collaboration means. Other studies that examine coaching and professional development models do not take into consideration the social aspects very real and present implications52Group FindingsPhilosophical alignmentEach otherReading initiativeCoachAdministrative decisionsSocial dramaExacerbated differencesContributing factors teachers as curriculum makers (filter group filter)

Group findings allow you to think across the teachers and through chapter 5. Were primed through the individual teachers, so do them first.

These groups were made distinctive because of power and administrative issues. Group Sein limited by IRA I would still have more of a voice in that group if I was cleaner in terms of social doing.

Sein and Rohl there were plenty of things to change but not the opportunity to do so they closed up and decided how to do things.

Think about Barbara and Renee allowing me to give them feedback go back to the e-mail I sent Beth with the points 53Defines a common identity in some respects teachers as learners and experimenters

Bolsters confidence when others share similar beliefs

Creates a space for change

Creates tension when different versions of training application existKey FindingsNeed for transparency with processesIRACoachingAdministrative decision making

Need for climate that honors differences in Pedagogical styles Beliefs about students

Key FindingsThe nature of secret stories figures heavily into Who people collaborate withPractices they take up

Theoretical ImplicationPeople who have similar secret stories tend to gravitate towards one another to collaborate

Practical ImplicationThe background and philosophies should be carefully considered when forming teacher groupsKey FindingsConflict among team members was due to vastly different notions of what counted as literacy

Theoretical ImplicationsInequities in power exacerbate differences that are already in existence among members of a team, leading to conflict & an overt attempt to create a separate identity

Practical ImplicationsSystems of collaboration should be constructed so that they allow for differences among members and provide for the formation of sub-groupsFeed Yourself

Effective Teaching StrategiesBest for Some - not Best for All