Considering Literacy Coaching Responsibilities in Terms of Teacher Change

Autor/in	Smith, Antony T.
Institution	Literacy Coaching Clearinghouse (LCC)
Titel	Considering Literacy Coaching Responsibilities in Terms of Teacher Change
Quelle	(2009), (5 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Study Guides; Professional Development; Mentors; Teacher Responsibility; Guidance Programs; Literacy; Instructional Improvement; Best Practices; Coaching (Performance); Change Strategies; Teacher Improvement + Suchen Sie Ihr Suchwort? Studienberater; Studienführer; Lehrverpflichtung; Alphabetisierung; Schreib- und Lesefähigkeit; Unterrichtsqualität; Lösungsstrategie
Abstract	The complexity of literacy coaching can be daunting. Coaches face a huge set of responsibilities as they work with teachers to improve practice and increase student learning. From mentoring new teachers to conducting demonstration lessons to facilitating professional development meetings, coaches get pulled in many directions at once. This complexity may fragment the coaching process, reducing the impact of the coach on classroom practice and student learning. What is needed, to keep all of the pieces together, is a conceptual framework to help organize the array of coaching responsibilities and to consider them in relation to the process of teacher change. This brief describes a conceptual framework that situates a three-level trajectory of instructional coaching within a recursive process of teacher change. Coaches and others involved in coaching are encouraged to use this framework to discuss current work and to identify next steps in the process. With this purpose in mind, the framework is presented as a discussion guide, complete with a grid for jotting down notes on current coaching work and ideas for moving forward with the coaching process. Questions for study group discussions are also suggested. In addition to the study guide, this brief provides an overview of the conceptual framework as well as specific examples of framework elements in practice drawn from work with three middle level literacy coaches. The goal is to help coaches and others engaged in coaching to consider the complexity of the coaching process in a cohesive way and to help achieve balance between the many responsibilities that pull literacy coaches in different directions. (Contains 2 figures.) (ERIC).
Anmerkungen	Literacy Coaching Clearinghouse. National Council of Teachers of English 1111 West Kenyon Road, Urbana, IL 61801. Tel: 877-369-6283; Tel: 217-328-3870; Fax: 217-328-9645; Web site: http://www.literacycoachingonline.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10