Collaborative coaching for disciplinary literacy: strategies to support teachers in grades 6-12 PDF
Preview Collaborative coaching for disciplinary literacy: strategies to support teachers in grades 6-12
ebook THE GUILFORD PRESS Collaborative CoaChing for DisCiplinary literaCy also available The Common Core Coaching Book: Strategies to Help Teachers Address the K–5 ELA Standards Laurie Elish-Piper and Susan K. L'Allier Collaborative Coaching for Disciplinary Literacy StrategieS to Support teacherS in gradeS 6–12 Laurie Elish-Piper Susan K. L’Allier Michael Manderino Paula Di Domenico THE GUILFORD PRESS New York London Copyright © 2016 The Guilford Press A Division of Guilford Publications, Inc. 370 Seventh Avenue, Suite 1200, New York, NY 10001 www.guilford.com All rights reserved Except as indicated, no part of this book may be reproduced, translated, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, microfilming, recording, or otherwise, without written permission from the publisher. Printed in the United States of America This book is printed on acid-free paper. Last digit is print number: 9 8 7 6 5 4 3 2 1 LIMITED DUPLICATION LICENSE These materials are intended for use only by qualified professionals. The publisher grants to individual purchasers of this book nonassignable permission to reproduce all materials for which permission is specifically granted in a footnote. This license is limited to you, the individual purchaser, for personal use or use with individual students. This license does not grant the right to reproduce these materials for resale, redistribution, electronic display, or any other purposes (including but not limited to books, pamphlets, articles, video- or audiotapes, blogs, file-sharing sites, Internet or intranet sites, and handouts or slides for lectures, workshops, or webinars, whether or not a fee is charged). Permission to reproduce these materials for these and any other purposes must be obtained in writing from the Permissions Department of Guilford Publications. Library of Congress Cataloging-in-Publication Data Names: Elish-Piper, Laurie, author. | L’Allier, Susan K., author. | Manderino, Michael, author. | Domenico, Paula Di, author. Title: Collaborative coaching for disciplinary literacy : strategies to support teachers in grades 6–12 / Laurie Elish-Piper, Susan K. L’Allier, Michael Manderino, Paula Di Domenico Description: New York : The Guilford Press, a division of Guilford Publications, Inc., [2016] | Includes bibliographical references and index. Identifiers: LCCN 2015032641 | ISBN 9781462524389 (acid-free paper) Subjects: LCSH: Language arts teachers—In-service training—United States | Language arts (Middle school)—United States. | Language arts (Secondary)—United States. | Language arts—Correlation with content subjects—United States. | Content area reading—United States. | Reading (Middle school)—United States. | Reading (Secondary)—United States. Classification: LCC LB2844.1.R4 E55 2016 | DDC 428.0071/2—dc23 LC record available at http://lccn.loc.gov/2015041548 About the Authors Laurie Elish-Piper, PhD, is Acting Dean of the College of Education at Northern Illinois University, where she also holds the titles of Distinguished Teaching Pro- fessor and Presidential Engagement Professor in the Department of Literacy and Elementary Education. Her research and teaching focus on literacy leadership and coaching, and she has published and presented widely on literacy coaching at the elementary, middle, and high school levels. Dr. Elish-Piper has worked extensively with school districts to develop and implement literacy coaching programs, and she teaches graduate courses related to literacy coaching and leadership. She has co authored eight books, including The Common Core Coaching Book (with Susan K. L’Allier). Formerly, she worked as a middle school reading and language arts teacher and as an educational therapist in a clinical setting. Susan K. L’Allier, EdD, is Associate Professor and Coordinator of the Reading Pro- gram in the Department of Literacy and Elementary Education at Northern Illinois University. She and Laurie Elish-Piper have conducted multiple research studies to examine the relationship between literacy coaching and student literacy achieve- ment. In addition to their journal articles, chapters, and presentations about literacy coaching, they have published a video “workshop in a box” titled The Literacy Coaching Series, which enables viewers to see and analyze interactions between lit- eracy coaches and teachers. Formerly, Dr. L’Allier worked as an elementary teacher, a lead teacher, and a principal. Michael Manderino, PhD, is Assistant Professor in the Department of Literacy and Elementary Education at Northern Illinois University. He has presented widely with Laurie Elish-Piper, Susan K. L’Allier, and Paula Di Domenico on disciplinary literacy coaching at the secondary level. He coauthored a book on content-area learning and has published articles on disciplinary literacy in leading journals. He received v About the Authors dissertation awards from the Literacy Research Association and the Association of Literacy Educators and Researchers. Dr. Manderino also works closely with school districts to implement disciplinary literacy in the curriculum and teaches under- graduate and graduate courses related to disciplinary literacy. Formerly, he was a high school history teacher and disciplinary literacy coach. Paula Di Domenico, EdD, is a secondary disciplinary literacy coach at Leyden High School District 212 in Franklin Park, Illinois, and serves as an adjunct instructor of graduate courses in literacy education at Northern Illinois University and at Lewis University in Romeoville, Illinois. Her research focuses on teachers’ disciplinary literacy knowledge and on secondary literacy coaching. Dr. Di Domenico has pre- sented on the topic of disciplinary literacy coaching with the other authors of this volume. Formerly, she was a high school English and developmental reading teacher. vi Preface F or the past several years, we have worked as a team with literacy coaches and teachers in secondary schools to address the teaching and learning demands associ- ated with the discipline-specific literacy instruction that is integral to today’s stan- dards. In this work, we were often met with comments such as “You should put these ideas into a book” or “Is this all written down somewhere so I can refer back to it?” This book is our attempt to share the insights, best practices, strategies, and words of wisdom that we’ve learned in our work coaching teachers in the disci- plines, supporting coaches in middle and high schools, and conducting research. It’s a well-known fact that today’s teachers are faced with increased demands to make sure their students are “college and career ready.” Traditional models of professional development simply are not sufficient to help these teachers update and enhance their practice. Although literacy coaching has been well documented in the professional literacy field and lots of “how-to” books are available for elementary literacy coaches, the notion of coaching teachers in the disciplines at the middle and high school levels is fairly new. Furthermore, disciplinary literacy coaching, although promising, is fraught with challenges that require new and different approaches to coaching that move beyond what has been done in elementary schools. This book is our attempt to address these issues and provide a readable research-based resource for literacy coaches and leaders in middle and high school settings. In addition, this book offers guidance for professionals who are studying or who aspire to take on literacy coaching responsibilities in middle and high schools. In this book, we propose a model of coaching that foregrounds the disciplines and helps teachers leverage the reading, writing, listening, speaking, and thinking skills needed to learn in their content areas. Furthermore, we demonstrate how a three-layered approach allows coaches to work efficiently and effectively with teach- ers in the disciplines of science, social studies, and English language arts. We pro- vide 17 practical coaching strategies that you can implement immediately with the vii Preface teachers in your school. We offer step-by-step instructions, as well as examples of real coaches and teachers implementing each of the strategies. We also provide pro- files of seven highly effective disciplinary literacy coaches to show how they have addressed (and overcome) some of the biggest and most common challenges they faced in their work. It is our sincere hope that you will find this book to be a useful road map and toolbox of resources to draw on as you continue or begin your journey in disciplin- ary literacy coaching. We also hope it offers you reassurance and encouragement, and helps you find patience and perseverance as you engage in the types of heavy coaching necessary to make sure students (and teachers) are ready to meet learning standards designed to prepare students for college and career. viii
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