Data Drive These Coaches: Literacy Project Merges School Goals with Teachers' Learning Needs

Autor/inn/en	Ittner, Anne; Helman, Lori; Burns, Matthew; McComas, Jennifer
Titel	Data Drive These Coaches: Literacy Project Merges School Goals with Teachers' Learning Needs
Quelle	In: Journal of Staff Development, 36 (2015) 2, S.20-22 (5 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0276-928X
Schlagwörter	Coaching (Performance); Organizational Objectives; Educational Needs; Teacher Education; Organizational Development; Educational Quality; Evidence; Best Practices; Faculty Development; Academic Support Services; Educational Planning; Trend Analysis; Communities of Practice; Individualized Programs; Educational Practices; Educational Change; Instructional Improvement; Capacity Building; Elementary School Teachers; Preschool Teachers; Emergent Literacy; Minnesota + Suchen Sie Ihr Suchwort? Business goal; Unternehmensziel; Educational need; Bildungsbedarf; Lehrerausbildung; Lehrerbildung; Organisationsentwicklung; Quality of education; Bildungsqualität; Evidenz; Bildungsplanung; Trendanalyse; Community; Individualisierte Ausbildung; Bildungspraxis; Bildungsreform; Unterrichtsqualität; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Frühleseunterricht
Abstract	Research highlights the importance of individualized approaches and coaching to ongoing professional learning (Darling-Hammond, Wei, Andree, Richardson, & Orphanos, 2009). The purpose of this article is to describe an initiative that set out to help all students become proficient readers by 3rd grade. It demonstrates how coaching can support both collective and individual learning. Literacy coaches in the project balanced the goals of the initiative with professional learning that addressed the varying needs and aspirations of individual teachers. The project was a three-year partnership among six schools (both public and charter schools), a research university, a nonprofit organization, and a private corporation in the Twin Cities metropolitan area of Minnesota. Four components bolstered the work: enacting quality core literacy instruction in all classrooms, using data-based instructional decision making, providing tiered supports for students who were not progressing well, and augmenting teacher learning through embedded professional learning (Burns et al., in press). Project-focused literacy coaches at each school site, guided by university faculty members and district leadership personnel, were key to the initiative's success. (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01