ERIC ED530354: Coaching Considerations: FAQs Useful in the Development of Literacy Coaching

2012·0.2 MB·English

by  ERIC

Coaching Considerations:

FAQs Useful in the Development of Literacy Coaching

Douglas Fisher, Professor, San Diego State University
The National Advisory Board for the Literacy Teachers expect and deserve to know about such efforts.
Coaching Clearinghouse have identified a number of Failure to involve classroom teachers in setting and
considerations that we believed needed further discussion communicating the purpose can lead to disagreements,
as schools, districts, and states embrace literacy disgruntled employees, and grievances. Similarly, failing
coaching. We negotiated and discussed a number of to communicate the expectations and purpose of a
issues surrounding coaching and agreed on 10 key ideas literacy coaching initiative with parents, administrators,
that should be part of the discussions educators have as school board members, or students is planning its failure.
they implement, revise, and operate literacy coaching As with nearly any change initiative, transparency and
initiatives. In this brief, we will focus on each of the communication are critical (Fullan, 1999).
considerations and explore the meaning behind them.
Consideration 2: What are the theoretical
Consideration 1: What are the intended purposes underpinnings and the research base of the literacy
of the literacy coaching program? How are they coaching program related to: literacy learning
made clear to everyone--including teachers, coaches, and development, adult learning, leadership, and
principals, district administrators, parents, students? professional development?
This first consideration is designed to ensure that Once the purpose has been established, those
there is transparency within the educational system responsible for the successful implementation of literacy
when it comes to school improvement efforts involving coaching must identify the theoretical foundations on
literacy coaching. When literacy coaching is funded, the which they will base their initiative. Being clear about
sponsors often have a clear idea of what they expect to beliefs, theories, and which research evidence is privileged
gain from their investment. As Toll (2005; 2007) notes, is a critical step in the successful implementation of literacy
there are a number of reasons that coaching programs are coaching. In part, a careful examination of core beliefs
initiated. These are not mutually exclusive categories, about teaching and learning allows for the development
but understanding the primary mission of those paying of a common language. This common language allows
the bill is important. Literacy coaching can be funded for successful communication between the coach and
to improve test scores, mentor new teachers, ensure that those being coached, as well as between coaches who
a new curriculum is understood and used, or to engage share their challenges and successes with other coaches
teachers in a professional learning community. or their administrators. It is also important for a coach and
Equally important are the ways in which the purposes administrators to share a common language and beliefs
are communicated within the educational community. about literacy in order to extend, rather than conflict, with
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each other’s work. skills. As Bean, Swan, and Knaub (2003) note, literacy
At the very least, four areas should be discussed. coaches and other reading specialists also need significant
First, teams should be clear about their beliefs related to leadership skills if they are to be effective.
literacy teaching and learning. Teams will ask themselves As literacy coaching initiatives are launched
about the definition of balanced literacy, when to use or revised, it seems prudent to identify the essential
direct instruction, the role of assessments, how basal qualifications of the coaches. These qualifications should
or core programs should be incorporated, the place of be directly related to the purpose of the coaching initiative.
literacy within content teaching, and many other topics. If the coach will be expected to provide professional
Being clear about these foundational beliefs adds to the development sessions, the qualifications should include
transparency discussed in consideration #1 and creates a public speaking and presentation skills. If the coach
constructive dialogue within the school system. will coordinate professional learning communities, the
In addition to beliefs about literacy teaching, teams qualifications should focus on interpersonal and leadership
should discuss adult learning, leadership, and professional skills. The most important factor is that the qualifications
development. The ideas, theories, and beliefs inherent in are consistent with the program purpose and how the
each of these topics vary widely. While one group might coach will spend his or her time. Additionally, IRA and
subscribe to the tenants of learning communities (DuFour, the Carnegie Foundation have recently developed a self-
2004), another might believe that individually guided assessment for middle and high school literacy coaches.
development or inquiry is critical (Sparks & Loucks- IRA and NCTE want to provide professional development
Horsley, 1989). opportunities that will allow middle and high school
The point is that these discussions should occur. literacy/instructional coaches to further develop their
Those developing and implementing literacy coaching skills.
should examine their beliefs, and they should reach some
agreements on the values and theoretical foundations
that will guide their school change and improvement. In Consideration 4: What are the ongoing
essence, the leadership team has already made a strategic professional learning opportunities for coaches,
decision by initiating literacy coaching. The team needs teachers, and administrators? What additional
to finish their work by identifying the guiding principles support do coaches receive from both district and
of their program. school-based administrators?
Once a highly qualified coach has been hired and
Consideration 3: What qualifications of literacy the program designed, the real work begins. Literacy
coaches will ensure that those hired are highly qualified coaches need a system of support if they are to be
in the areas of literacy learning and development, successful in creating change. While coaches know a great
leadership, adult learning, professional development, deal and are often among the most knowledgeable on the
assessment, curriculum development, and technology? school staff, these individuals also need professional
Are the expectations for expertise clear and evaluated development. The ongoing support that the literacy coach
fairly and effectively as part of the hiring and ongoing receives is one of the factors that distinguishes successful
evaluation processes? initiatives (Blachowicz, Obrochta, & Fogelberg, 2005).
Providing support and guidance for literacy
Once the literacy coaching program has been coaches is often done by administrators at the site or
developed, identifying coaches becomes a priority. An district level (Moxley & Taylor, 2006). To be effective,
effective literacy coach has to know a lot. As expressed these individuals must understand the need for life-
in the consideration, literacy coaches must understand long learning opportunities and create opportunities for
literacy development as well as how adults learn. They coaches to engage in their own professional development.
also must have strong interpersonal and communication The models that different programs use to provide
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this “coaching of coaches” vary. Some provide time administrators cannot interfere with the development
for coaches to meet and discuss their experiences and of collegial relationships between the teachers and the
approaches. Others hire “expert consultants” to meet with coach.
the coaches and engage them in professional development Nevertheless, it is important to note that
opportunities. Still others use “ride alongs” of coaching accountability for professional development and for
events in which the coach is observed doing his or her student achievement is a reasonable expectation of
job and then discusses the experience with the observer administrators (e.g., Kinnucan-Welsch, Rosemary, &
(Lapp, Fisher, Flood, & Frey, 2003). Regardless of the Grogan, 2006). Literacy coaches can, and should, be part
system of professional development provided for coaches, of the overall professional development model for which
it is critical that site and district administrators understand teachers are accountable. They just cannot be part of the
the need for this professional development and that all accountability system.
coaches participate. In addition to being a good habit,
professional development ensures that coaches practice
what they preach, experience information as learners, and Consideration 6: Where do the topics/issues for
are rejuvenated with new ideas on a regular basis. literacy coaching come from?
Deciding how coaching topics are identified
Consideration 5: What is the nature of the is messy. In general, it seems reasonable to suggest
relationship between a literacy coach and the teachers that the topics are based on the purpose of the literacy
with whom he/she works? How do administrators help coaching initiative. It seems logical to suggest that the
to support this relationship? literacy coaching initiative be focused on an instructional
framework—general beliefs about teaching and learning
Casey (2006) describes her work as a literacy coach held by a group of educators—that was developed by a
working with teachers. In her words, “I coach teachers cross-sectional group of teachers and administrators (e.g.,
in their classrooms, demonstrating lessons, working Fisher & Frey, in press). Using this system, there might be
alongside teachers as they teach, problem solving together a range of topics from which the teacher and coach could
how to better meet the needs of their students” (p. 1). The select a focus. Together then, the coach and teacher would
coaching relationship must be collegial and supportive, develop a plan for such a focus. The plan might include
not evaluative. Teachers should view the coach as a demonstration lessons, classroom observations, shared
resource, someone who has ideas and time to reflect and readings and discussion, other targeted professional
to discuss those ideas with teachers. development, and so on.
The danger comes when the coach is seen as The However, this model does not always work. There are
Expert. When teachers view the coach in this way, they are times at which the topics simply are not the most important
likely to become critical and evaluative of everything the thing happening in a classroom. For example, should a
coach does. As we know, every instructional event can be teacher who needs help with classroom management be
improved. When the coach is seen as The Expert, teachers denied that help because the literacy coaching is focused
evaluate the coach against an impossible criterion – the on shared reading? It is hard to imagine that shared
perfect lesson delivered by the perfect educator. reading will be effective when the teacher needs to know
Instead, the coach needs to be seen a supportive about student engagement. Strong literacy coaching
resource for teachers. To support the coach as a resource, programs do have a focus, yet the administrators of these
knowledgeable other, and ally, administrators cannot ask initiatives trust teachers and coaches enough to know that
the coach about an individual teacher’s performance. sometimes they have to build background knowledge and
If coaching is to be accepted as a school improvement experiences before turning their attention to the topics
initiative, administrators cannot assign coaches to at hand. Frequent communication and feedback—either
teachers who have experienced trouble or difficulty. And written or oral—help to assure that coaching topics are
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meeting teachers’ needs. to the program are considered. In systems where literacy
coaching is tied to a specific individual, teachers are
pleased when funds are cut.
Consideration 7: What are both the predicted and
intended outcomes of the literacy coaching program
for teachers, coaches, administrators, and students? Consideration 9: How do literacy coaches gather
What might be other potential outcomes? evidence of their effectiveness and become self-
reflective and proactive in making improvements to
Change should be the outcome of coaching. That the coaching program?
change might be defined in terms of teacher behaviors
or student learning or both. Of course, schooling is Coaches need to receive feedback on the work that
about student learning. However, those who implement they do; such feedback can come from a knowledgeable
coaching programs might be wise to accept some surrogate administrator. Coaches can also seek feedback from
measures of student learning, such as increased student the teachers they serve, and certainly, coaches need to
engagement, change in teaching repertoires, and the like, be self-reflective. Districts with literacy coaching may
as evidence of their impact. Regardless, the coaching want their coaches to devise a rubric that can be used
program should include goals that are measurable. These for assessing each coach’s strengths and possible areas
goals will further the purpose and communication needs for improvement. Such a system should be used for
as discussed in consideration #1 as well as provide some developing on-going learning opportunities for coaches.
accountability for the program itself. Without clear In addition, coaches and directors of coaching
goals, and the resulting accountability these goals entail, programs should plan their data collection efforts in
coaching programs are at risk of the political whims of the advance. Every coaching program will be asked, at some
leadership (superintendents, school boards, unions) and point, to evaluate its effectiveness. If data are collected
may not be able to continue, much less achieve optimal on a regular basis (and even analyzed by the district’s
effectiveness. research office), coaching programs can determine their
effectiveness as well as areas in which they could become
increasingly effective.
Consideration 8: What are important components In developing an evaluation system, coaching
of the program implementation? How will the coaching programs may want to consider the Content, Input,
program be funded? How will capacity be developed Process, Product (CIPP) evaluation scheme presented by
and sustained? Stufflebeam (1971). According to Stufflebeam, evaluation
is “the process of delineating, obtaining, and providing
Sustainability is key to successful literacy coaching useful information for judging decision alternatives.”
initiatives. In too many places, coaching is initiated CIPP evaluation provides the necessary information for
without a plan for continued funding and support. As four types of decisions to be made in evaluation. These
such, coaching programs reinforce a prevalent notion are:
in school professional development —“this, too, shall 1. Planning decisions pertaining to the selection of
pass.” The sustainability plan should include the essential objectives;
components of the coaching plan, the funding mechanisms 2. Structuring decisions involving the selection
required for the plan, as well as the capacity needed to or preparation of materials, procedures, and activities to
continue the initiative. Literacy coaching should not achieve the objectives;
be tied to a specific individual, but should be a cultural 3. Implementing decisions referring to the procedures
change within a school such that it is “no longer business used to install and monitor the materials, procedures, and
as usual.” In systems where literacy coaching has become activities selected or developed;
part of the culture, teachers protest loudly when any cuts 4. Recycling decisions concerning the judgment of
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the effectiveness of products and programs developed in References
seeking the stated objectives. Bean, R. M., Swan, A. L., & Knaub, R. (2003). Reading
For each type of the four decisions, there is a specialists in schools with exemplary reading
corresponding evaluation procedure that is used and programs: Functional, versatile, and prepared. The
documented in project reports. Briefly, these are: 1) Reading Teacher, 56, 446-455.
content evaluation which serves planning decisions Blachowicz, C. L. Z., Obrochta, C., & Fogelberg, E.
by identifying unmet needs, unused opportunities, and (2005). Literacy coaching for change. Educational
underlying problems which prevent the meeting of Leadership, 62(6), 55-58.
needs or use of opportunities; 2) input evaluation which Casey, K. (2006). Literacy coaching: The essentials.
serves structuring decisions by projecting and analyzing Portsmouth, NH: Heinemann.
alternative procedural designs; 3) process evaluation DuFour, R. (2004). Schools as learning communities.
which serves implementing decisions by monitoring Educational Leadership, 61(8), 6-11.
project operations; and 4) product evaluation which Fisher, D., & Frey, N. (in press). Implementing a
serves recycling decisions by determining the degree to schoolwide literacy framework: Improving
which objectives have been achieved and by determining achievement in an urban elementary school. The
the cause of obtained results. Reading Teacher.
Fullan, M. (1999). Change forces: The sequel. London:
Falmer.
Consideration 10: How might the literacy Kinnucan-Welsch, K., Rosemary, C. A., & Grogan, P.
coaching program share learning with others? R. (2006). Accountability by design in literacy
professional development. The Reading Teacher,
The ultimate literacy coaching program is one that 59, 426-435.
shares—coaches—other programs. They are also sure Lapp, D., Fisher, D., Flood, J., & Frey, N. (2003). Dual
to share with other schools in their own district. Most role of the urban reading specialist. Journal of Staff
schools and school systems do not believe that it is their Development, 24(2), 33-36.
responsibility to provide technical assistance to peer Moxley, D. E., & Taylor, R. T. (2006). Literacy
school systems. Imagine what would happen if they did. coaching: A handbook for school leaders.
School systems spend significant amounts of time and Thousand Oaks, CA: Corwin.
money reinventing the wheel. Some schools implement Sparks, D., & Loucks-Horsley, S. (1989). Five models
models that have failed elsewhere. Other school of staff development for teachers. Journal of Staff
systems develop “new models” that have already been Development, 10(4), 40-57.
implemented successfully elsewhere. When developing Stufflebeam, D. L. (1971). The relevance of the CIPP
a literacy coaching program, the leadership team should evaluation model for educational accountability.
look to others for guidance and support. One way of Journal of Research and Development in
doing so is through the Literacy Coaching Clearinghouse Education, 5(1), 19-25.
(http://www.literacycoachingonline.org). Please consider Toll, C.A. (2005). The literacy coach’s survival guide:
entering your school or district literacy coaching program Essential questions and practical answers. Newark,
into the LCC data base. You can also examine the DE: International Reading Association.
programs already entered to start or revise your literacy Toll, C.A. (2007). Lenses on literacy coaching:
coaching program. Conceptualizations, functions, and outcomes.
Norwood, MA: Christopher-Gordon Publishers,
Inc.
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