Consider the vignette for chapter 2 and answer the following.
1. How might an understanding of the six models of literacy coaching (described in chapter 2), help Caitlin and her principal begin a productive dialogue?
2. Which of the six models do you think could prove the most useful for Caitlin?
3. Which of the six models most closely resembles the way literacy coaches or instructional leaders such as data coaches are used in your school?
Do you best to limit your post to 100 words.
I believe that by using the six models of literacy coaching, as found on pages 44 and 45 in our text, will allow Caitlin and Ed to find out and discuss what each of them thinks Cailtin's job should entail. From there, they can hammer out what her job title really is and where to go from there. With the information presented in the vignette, I suggest that the Informal Coaching Model would prove most useful for Caitlin (and Ed). She will be considered a resource for the teachers (which is what Ed wants), but not seen as a supervisor (which is what Caitlin wants). The Literacy Coach in our school would most resemble the Mixed Model/Elements of Informal and Formal Coaching.
ReplyDeleteAdrienne,
DeleteDoes the literacy coach at your school come into your classroom and observe? Our literacy coach has never done that and has never met with any teachers individually either.
Our coach spent about 2 months where she came into our rooms once or twice a week to observe. The problem I saw with how it was handled was that we NEVER received any feedback. It felt like she was there to "spy" and not help.
DeleteSarah,
DeleteAlthough she has never come into my classroom to observe, she will if you ask. She is well versed on literacy and acts as a coach, mentor, liason, etc. She is a valuable resource who is willing to help outside the classroom or inside the classroom. She even offers to lead a lesson, conference, etc. so that we can see it firsthand.
Adrienne
Adrienne,
DeleteYour literacy coach sounds a lot like mine. They are a wonderful resource and are always willing to help. A couple times throughout the year I will have her come in and lead a lesson so I can watch her work and get ideas for my own growth.
Erin,
DeleteYou and I seem to be lucky (as I read other posts). I have not utilized our Literacy Coach as often as I should. She is a valuable resource that I should not take for granted.
According to my school's literacy coach job description, they are supposed to go into the classrooms and be available to help whenever needed. However, our literacy coaches do clerical work and see students on a one-on-one basis, which is technically my job. (I am the reading resource or Remedial Reading teacher.) I, as well as many other teachers, feel that they are not being utilized correctly.
DeleteOur current literacy coach observes each teacher twice a year. Before the observation, she sits down with each teacher to set goals. After she observes, she then meets with the teacher again to give feedback. She will also come in and model lessons and start book clubs. It really is a valuable resource. It seems like this year she has had to do administrative work that shouldn't really be her responsibility.
DeleteKristen, Erin, and Adrienne: you should all feel privileged to have such wonderful assets working in your school. My reading coach does not have a job description that I know of. Our teachers have asked to see one for the past 2 years, and nothing has become of it. She never works with us or our children. She is often found drinking coffee in the office or teacher's lounge. I was not around when she obtained the position; however, I was told her position was eliminated and she was moved into reading coach.
DeleteJackie, we have had the same issues; although it was our "instructional coach" that asking for her job description. We have been told that she is called an "instructional coach" only because that is what the grant requires, but they are using her for admin. duties. Not that she was too awfully concerned about it -- she missed 26 days this year!
DeleteJackie and Jeanne,
DeleteI know I have it good, and I feel bad posting such rave reviews about her when I know people are facing different circumstances (much like yourselves). I talked to my Literacy Coach for about 20 minutes in the parking lot today. I told her about this class and that we were discussing Literacy Coaches this week. She was excited and wanted to know how she could help with this too. She did confirm that we still have 1 Literacy Coach per elementary school; she still focuses on our high school and two middle schools.
Our literacy coach is more involved with making sure our RTI kids are getting the services that are needed. We have to seek her out when we are needing help. Our Reading Specialists are more of the 'go-tos' at our school.
DeleteOur Literacy Coach is also only part-time which causes a problem. Does anyone else face that problem?
In our corporation the position of instructional coach has been a position where someone is placed after their usual position has been eliminated. Last year, the coach for the upper grades had been a counselor at the high school for nine or so years. I felt like I had to tell her how to do her job, such as how to create intervention groups. She talked about caring for our kids but her actions said otherwise.
DeleteI feel like most of you are lucky to have any access or interactions with a literacy coach. I have yet to hear or work with one directly after 14 years in the classroom.
DeleteI am so glad you are sharing your experiences. When you read about Caitlin, can you see how people might be given responsibilities that they are unclear about and that they don't know how to accomplish? Sometimes I think that upper administrators may seek to fill slots, and perhaps not prepare people for their jobs.
DeleteI wonder if this is how some of my students feel when they leave the classroom... are they unclear about the responsibilities that I have given them. I continually ask them if they have questions about the assignments; they say no, but the assignment is never completed.
DeleteAdrienne, I never thought if it that way. Many of our students may be confused about what their role is in the classroom. That is why it is important to set a purpose and at the beginning of the year demonstrate what is expected from students.
DeleteKristin,
DeleteI would love for our literacy coach to observe, set goals, and help me plan to reach those goals. Our coach (a new position this year) has been so busy this year with training all of the schools on the new literacy program that she has very little time. I feel bad asking for help when I know she is so busy.
Kristine,
DeleteThat would be really un-nerving to feel as if your literacy coach was there to "spy". I think that observations are only helpful if you receive feedback to work from.
Understanding the six models of literacy coaching could help Caitlin and her principal in many ways. She could show Ed the six models of literacy coaching and explain that although literacy coaches and reading specialists often work together, she is only ready to play the role of reading specialist for this school. Figure 2.2 on page 34 would be a useful tool for Ed and Caitlin to go over together as well. I feel that as suggested in Chapter 2, she needs to ask for a job description for her role at the school. The model that Caitlin would be happiest with would be the informal coaching model, but in order to meet some of her principal's wants and needs, the mixed model/elements may be the best model for the situation. The literacy coach at my school resembles the informal coaching model.
ReplyDeleteI would like to clarify that my school's literacy coach resembles the informal coaching model because she has never stepped into any of our classrooms. She comes only once a month or every few months and tells us how other schools are running their literacy programs. She has never offered to come into our rooms and she does not seem to understand that we are at a school that is 85% free and reduced lunches. Her other schools seem to have families with higher income levels. Honestly, we always feel like we are in trouble when she leaves or that we are doing a bad job.
DeleteSo Sarah, I'm guessing your reading coach isn't from your school? Do you know how she performs at her "other schools"?
DeleteSarah,
DeleteThat must be very frustrating. Literacy coaches are there to help out not make teachers feel like they are doing something wrong. How often is she at your building??
Sarah,
DeleteOur school corporation is extremely lucky. We have one Literacy Coach which is shared between the high school and two middle schools; each of our elementary schools has their own Literacy Coach (unless it has changed over the last year). Hopefully your Literacy Coach will become more of a resource for you in the future.
She is not from the local area. I actually know nothing about her other than her name. Once in a while she mentions one of the other schools she works with, but they are not familiar to us. Last year she came about once a month. This year we've only met with her three times. She comes in and does the talking and we listen. Anytime someone has asked questions or mentioned that our students are really struggling she gets aggravated and then tells us we just need to find a way to fix the problem. Now, noone bothers to ask questions. She has been this way with all grade levels in our building, as we don't all meet at the same time.
DeleteSarah,
DeleteThat is such a shame! There is nothing worse than having someone who gets aggravated and doesn't listen. It seems like someone needs to remind her that she should be helping or asking problem solving questions.
At our school, our literacy coach is wonderful. She is always offering her services at each grade level's weekly collaboration. She came into my room to help with literature circles. We spent a good 3 weeks together on this project.It was an amazing process. I'd keep her all the time but I do have to share!
Kelley, I hope to become a reading coach one day. Your reading coach sounds wonderful. What an experience to plan a project and implement it together!
DeleteMelissa,
DeleteMaybe you should apply for the job or open it up for discussion. There is a good chance that they may not know about this trend ...?
Jackie,our literacy coach is one of the reason I chose this masters program. She is very motivating! Apathy is not in her vocabulary. She is constantly trying to get teachers to stretch their knowledge of curriculum and stuents. She has been a great role model for me.
DeleteKelley,
DeleteI wish we had a literacy coach like yours. I am always open to improving my instruction in a manner that is not punitive. It seems as though we never have the option to work with anyone in this manner.
Sarah, I am not sure informal coaching, at its best, would seem like this. How does your school work as a team to help encourage teacher development?
DeleteKelly,
DeleteWe must be very fortunate to have the same experiences with our literacy coaches. My literacy coach is fantastic! Unfortunately, she is returning to the classroom.=( However, she will still be teaching in my building. So I can still use her expertise. I am sorry to others who are having a different experience with their literacy coaches. I hope after this class, you can help make a positive change in your schools.
Sarah,
DeleteI cannot imagine having a literacy coach that only stopped in once a month! I'm sure you feel as if you have many needs that aren't being met. Perhaps this is an area that you can approach your principal or school board about.
By understanding the six models of literacy coaching, it would help Caitlin and her boss decided their expectations for her role. Also, by both Caitlin and her boss understanding the six models, it could help Caitlin express her concerns she has when working with teachers. I think out of the six models, she would do best at Peer Coaching and Mentoring Model. In the tasks under this portion it says that she would observe lessons and provide feedback. My favorite part is where it states on page 45, “Maintain a nonjudgmental attitude.” (Vogt & Shearer,pg.45). My literacy coach takes on this role in my school.
ReplyDeleteBecky,
DeleteDo you think that teachers will still believe that your coach is maintaining a nonjudgmental attitude or is not in a supervisor role with the RISE model?
Kristine,
DeleteYou bring up an excellent point. I wonder how the Literacy Coach will feel about this too. Will there be reservations about visiting classrooms much like Caitlin had in the vignette?
couldn't agree more, I also loved that part, I feel for Caitlin, she is automatically going to be tabooed as being a "supervisory" role, just because she does some mentoring, leading of professional development and working closely with an assistant principal or principal. To make "stereotype" less of an affect, using the six models and clearly stating the role of a "Caitlin" will make the position a useful position all can benefit from.
DeleteYou all bring up interesting points about the effect of RISE. Our school piloted (lucky us) the new Indiana evaluation system this year. A lot of the teachers thought our literacy coach was "spying" on us when she made observations. It made her job much less enjoyable, and she is actually going back to the classroom next year.
DeleteBringing up RISE is a good point here. As part of the evaluation, "tattling" is encouraged. I think that the role of being a trusted colleague has to come into play even more as a reading coach. At our school, our teachers have agreed not to play into their form of evaluation. We have a technology instructor who often visits our room and helps facilitate instruction. She has made it abundantly clear that she is not there to evaluate.
DeleteAlthough there is a small part of me that thinks that RISE was probably created with some good intentions on a few people's parts -- I also think that there were several people who didn't consider ramifications like tattling, creating an environment that keeps collaboration from happening and teachers constantly on the defensive.... just to name a few negative possible outcomes.
DeleteAll,
DeleteI know my team of teachers and I have collaborated often on the possible effects and ramifications (love that word) of the RISE model. Do you share, don't you share? Do you sit on the edge of your seat biting your nails the entire time just waiting for the hammer to fall? I would hope that as educators, we would all take the students' best interests at heart and do what we always have done ... collaborate and teach with passion. However, that is a lot easier said than done when you have big brother (and other 'siblings' watching your every move).
This line of comments strikes such a cord. I feel for all of you and for higher education also. I wasn't aware of the encouragement of tattling. Can anyone elaborate on that? Also, there is a link to RISE on this blog page for anyone who wants more information about it.
DeleteKristine, from my point of view I love our reading coach's input. I feel like I really benefit from her knowledge. Not only does she observe me in the classroom, but she also comes in and does lessons for me to watch her to get ideas. I have had teachers get upset when they didn't like what she had to say after a lesson, but I see it as a growing experience. Can't we all do better? I mean no one is perfect, right.
DeleteSorry, but I'm not familiar with the RISE program. We are doing TAP next year. Have you heard of this? We will be evaluated four times a year by a master or mentor teacher (which is a hired position and the principal) and then receive a score.
DeleteAll,
DeleteMy school is going to implement the RISE next year. I know some schools are doing TAP. Is anyone familiar with both and the know the differences/similarities?
In my district the RISE evaluation has been changed a little. 50% of the evaluation is observation of your teaching in the classroom. Once my staff heard this we felt much better about still sharing everything like we currently do.
DeleteAgain, I feel very fortunate. Our school administrators (building principals and Assistant Superintendent) worked closely with several members of each of our schools to come up with our own RISE model which has been approved (I believe) by the state. After all of the details were worked out (school member representatives would continually keep us privy to all the details and ask for comments and suggestions), it was presented to us by our Superintendent and Assistant Superintendent. We still, at that point, had to vote on it for it to be considered "our model." We needed 51% of the votes in order for it to pass. Eighty-four percent of our teachers voted; it passed at 100%. I believe that speaks volumes about our administrators, our staff, and the working relationships that we have.
DeleteAdrienne,
DeleteOur school administrators also worked very hard to come up with our own RISE model. There have been several meetings and emails about teacher opinions on what they think needs to be improved or most valued on the RISE model. I think it definitely speaks volume for the relationship a corporation has. Lots of changes are occurring in our corporation, so I am doing a lot of reflecting on the things people are doing to help our corporation stay afloat. We have had several principal changing buildings. Our principal is retiring, so we are getting a new one. We are also losing our Superintendent to retirement. He has been a huge advocate for supporting teachers and doing what is best for our students and as I said before, we are losing our literacy coach. I know big changes are on there way, so I am trying to stay positive.
Christina,
DeleteI understand your concerns. Things have been going well for you and your school, but one can never be sure what is around the corner when major staff changes are looming. Good luck to you. I hope that what your Superintendent and other administrators have started will continue.
My school is only using RISE. We attended 4 thirty minute meetings in which our Director of Primary Education came to tell us what it is. He would not answer questions, and was very "cocky" about it. He stated that it was impossible to get a highly effective rating. Therefore, our school system would not have to give out any pay compensations for the following year. Next year, we will have 4 evaluations done by people that our school has hired to come into the school to evaluate us. Other teachers may also report to the principal if they feel that you are not doing your job and that will be reflected in your evaluation as well. You must create student objectives (learning goals) at the beginning of the year. We are receiving little to no guidance on how to do this. I am very fearful for what the beginning of my year will look like next year. Be grateful that your administration worked with your teachers to formulate a new plan!
DeleteJackie,
DeleteI feel that my schools situation is very similar to yours. We were told that we are doing the RISE and are not able to make any changes and submit it to the state. We have also been told that there will be no highly effective teachers, that way the money can be split evenly to all teachers. Our Superintendent is also retiring so who knows what is going to happen next year. I'm trying to stay positive and give it a year just to see what happens. I hate not knowing....
Jackie, That sounds horrible and stressful! We are doing RISE but we have really only had two meetings about it (and I wasn't there for one of them). After the first meeting, we met as a grade level and wrote down all of our questions. Our grade level rep took those to the principal. At the next meeting, the principal tried to answer all of our questions and guide us through what next year would look like. It actually made me feel better (and as a first year teacher, that says a lot. I've been a hot mess all year!) Our principal has said that we do not need to worry and that we would be guided every step of the way. I look back 25 years ago when I dreamed of teaching and all that seemed to matter was that you were doing the best you could do. I didn't know what I was getting in to when I finally got my degree and began teaching. The stress really has been too much this year. I'm hoping next year will be better but it is so scary!
DeleteJackie,
DeleteAll I can say is "yikes!" I am stressed for you just reading your blog post. Keep the faith and know that you are making a difference in the lives of children.
My corporation is implementing RISE as it is. I wish they would have chosen like some of yours did to make changes! One of my "favorite" statements within RISE is that students must ALWAYS be engaged in meaningful work. In parenthesis it says "for example, during attendance." I can't help but wonder how some of the components truly have the students' best interests in mind. So much of the document, which includes statements such as these, leaves me as a teacher and a professional feeling insulted. It also makes me wonder how long it has been since many of the RISE authors have spent a day in a first, even fifth grade classroom. My principal will be conducting our evaluations; I'm so thankful it will be him and not someone hired from the outside. Even before RISE, there was barely a day when our principal didn't come into every classroom, at least for a few minutes. He already knows exactly what's going on inside our rooms. Our staff truly does act like "family," and I believe we will continue to share and keep the students best interest at heart. Adrienne, I think you hit home with what you said. We do need to keep faith, keep our heads up and remember why we chose to become teachers.
DeleteAs this is only my 4th year teaching, I do hear many teachers talk about how the pendulum always swings. They think RISE will not last because there is no way to fund it. Just like when I began teaching, the mentor program went to the wayside because it was too expensive to pay someone to sit downstate and evaluate all that mumbo-jumbo people were sending in. I'm trying not to stress over it. All I can do is my job to the best of my ability. I refuse to learn a rubric and teach to it, that would not be in the best interest of my students. I do find it funny though that our corporation is laying off people left and right, but found money to adapt a computer program to ease their job in evaluating us and found money to higher outside consultants to enter our rooms. Do they really think these expenditures are really in the best interest of kids?
DeleteThis next school year my corporation will be doing a trial run of the RISE. It happens to be my goals year so, lucky me, I will be one of the teachers evaluated. I am truly nervous especially since I am being moved to first grade after teaching 3rd or 4th the past five years.
DeleteI should clarify that the evaluation rubric that our system used this year was not actually RISE. Our district submitted their own that was approved by the state. By implementing it this year, we received grant money from the state. This money can be awarded to teachers that were evaluated as effective and highly effective.
DeleteJackie,
DeleteYour post really made me stop and think. I am horrified to hear that other teachers may report to the principal if they feel you are not doing your job and that is reflected in the report! Is this the "tattling" that others were referring to in this line of posts?
In order to have a productive conversation about what Caitlyn's job should entail, both Caitlyn and Ed need to have a working knowledge of the various coaching models. Knowing the specifics of the different coaching styles will help them and the teachers understand what is expected from Caitlyn. It seems like Caitlyn would be most comfortable with the informal coaching model as to not be seen as a supervisor/administrator. However, in order to accommodate Ed's wants, the best model would be the mixed model that includes elements of informal and formal literacy coaching. Honestly, I believe that the Literacy Coach at our school fits none of the models. Her job has changed over the year. She is not in my room and only discusses interventions or testing for the kids.
ReplyDeleteThe six models of literacy coaching could help Ed and Caitlin discuss their options for what her position entails. Ed and Caitlin need to understand each model to decide not only what would work best for Caitlin, but also the best fit for the school. For a first year teacher like Alex, I feel the most useful model would be the peer coaching and mentoring model. This collaborative teaching not only gives the teacher a great model, but it also gives would give Alex someone to bounce ideas off of rather than feeling judged. We do not have literacy or data coaches at our school. I have worked there for five years; the year before I arrived coaches were placed back into the classroom.
ReplyDeleteSo I guess you know the teachers that were coaches....based on that, do you think they were knowledgeable enough in the field of reading to be coaches? I have witnessed so many coaches that really don't know any more than I do about teaching reading and have had no additional training to be a coach. I just wonder if that is the norm, or if I'm just looking in the wrong places.
DeleteJeanne,
DeleteI have also experienced the same thing with literacy coaches. In the schools that I pre-student taught and student taught in the literacy coaches didn't seem very well informed.
Jeanne,
DeleteI understand how frustrating it can be when literacy coaches are no more educated or experienced than you. There was one literacy coach who worked for us, who was excellent, and still is a go to person. On the other hand, I know many teachers did not appreciate the other literacy coach. I believe it really comes down to whether or not the literacy coach is motivated and motivating.
Mrs. Millus,
DeleteWhat made your literacy coach excellent?
Mrs. Millus, that's sad to hear there is no literacy coach in your school. I have been fortunate enough to have a literacy coach in the last three schools I have taught at. I really value their time and expertise. I can see your point of view as well, if the teacher/literacy coach is motivated about their position then sadly they probably won't spend a lot of time helping. My literacy coaches have been great, I have been very blessed!
DeleteMy literacy coach was excellent because of the way she treated teachers. When she came to the room you never felt that you were being judged. She was there to help and guide you, but she was also there to learn from you. She knew that every teacher had a different way of teaching and she accepted that and worked off of your strengths. She always made you feel like you were making great choices and she was there to motivate you and let your creativity shine.
DeleteShe remains a great person to go to when you would like some great ideas for literacy lessons.
Mrs. Millus, I really like the description of your literacy coach. She sounds like an asset to have in your building.
DeleteIf Caitlin had an understanding of the six models of literacy coaching she could sit down and explain them to Ed. They could decide together what they envision for the school, students and teachers. By examining the needs of the school and teachers they could begin to look at which model would work best for their school. They could also use the models to create a literacy team, which would help with the work load since Caitlin is still teaching. As stated in Chapter 2, the six models could serve as job descriptions for team members.
ReplyDeleteOf the six models I think Mixed Model of Informal and Formal Literacy Coach would be a great option for Caitlin. Since she is still teaching, it would be hard for her to co-teach lessons as some of the other models suggest. I also think this model would help the other teachers know that Caitlin isn’t “out to get them”, however it also make Ed happy.
I like that you mentioned Ed and Caitlin need to work together to discuss and agree on what they envision for the teachers, students, and the school. It is always important to keep the main priority in mind when facing a problem or conflict that must be solved.
DeleteUnderstanding the six models of literacy coaching would provide Caitlin and her principal, Ed, with common language in which to communicate, and both would be able to point specifically to what their expectations of the job would entail. Caitlin would seem to benefit most from the Mixed Model, as this one includes helping teachers most of the time outside of class with some in-class observations, as her principal would like. Also, this model has her having the attitude of a knowledgeable co-learner with which she seems most comfortable. Our literacy teacher best fits the Informal Coaching Model, as she is available primarily for help outside of the classroom.
ReplyDeleteI agree with this wholeheartedly. I love these six models and will definitely be passing them on to our literacy coach in our building.
DeleteI too agree. I think these six models will be very helpful in my building.
DeleteOur school, technically has a literacy coach, however she is pretty much nonexistent. She is also our librarian, who is in the process fixing the library and recoding books according the lexile number for the core standards. She works with a couple of students once a week. She doesn’t come into the classroom, not because she doesn’t want to, but because she is pretty much in the same boat as Caitlin in the vignette. Our principal just assigned this to her this year and she hasn’t gotten any type of job detail. When she asks about it, our principal says they will talk later. I made a copy of the six models to give her this week; I think they will help her for next year. She is great at what she does, she just needs to know what to do.
ReplyDeleteKatrina - At my former school, the literacy coach was supposed to be helping the teachers. But that never happened! She never came into the classroom or offered advice. She was more the personal assistant to the principal. Whenever the principal had something that she didn't want to do, the literacy coach did it. The literacy coach organized the book room, printed out Reading A to Z books, etc. I felt so sorry for her! I may take your idea and send her the six models, too!
DeleteThat is EXACTLY what happened at my former schools! They never came to help and were always doing misc. odd jobs for the principal or at trainings. My thought was that the trainings could only be valuable if they actually put what they learned to work! But these literacy coaches were okay with it, because it was an easy job. I could have used the help since I had moved jobs and had the most at risk kids in the corp. I just hope they are learning their job is valuable and meaningful to others - teachers and students!
DeleteIt is very frustrating for her and the teachers. She just told me today that she requested to be the literacy coach full time and not a librarian. She wants to help us and the students more, she is just really strapped for time with both jobs.
DeleteThis whole literacy coach/librarian thing is completely new to me. At our school, we have just the opposite; our librarian (who has a teacher's license)will gladly work with kids during her break or if she has extra time.
DeleteIf I were her, I would ask for a copy of her job description or job posting. Maybe it is much like Ed and Caitlin's case ... they each have different views of what that job is specifically to entail.
DeleteHistorically, the role of librarian would be the purview of a media specialist or major. It is unusual for a person with a degree in that area to be assumed to be an expert in literacy instruction.
DeleteDr. Walker,
DeleteShe has a Reading Specialist degree, which is why she is so frustrated because she wants to do everything that she is supposed to. She was hired for the librarian position (crazy-I know) and then convinced the principal to allow to work with some students. Now, she is trying to go full-time. She would be great at it; she has wonderful ideas and tips. Our school really needs more support!
There seems to be so much grey area about what a literacy coach's job is. It kind of seems like people choose to stay uninformed about what the person's actual function is so they can use them for whatever they want!
DeleteKatrina,
DeleteI have never heard of having the same person serve as the librarian and literacy coach. I would think she would feel as if she did not have enough time to do both jobs effectively!
1. Caitlin needs to have an understanding of the six models to help her identify her own goals and thus work collaboratively with her principal to obtain them. As the book states, "keep your eye on the prize" (pg. 52) Caitlin needs to find the best way to make herself feel comfortable with her situation by having a clear understanding of what is expected and provide knowledge to her principal on how this can be handled. (This is where the "background in sales comes in handy) (pg. 46).
ReplyDelete2. If I were Caitlin, I would begin with peer coaching and mentor modeling. This would provide her the opportunity to observe what is going on, model lessons where needed and perhaps help Alex feel less threatened. I would then move to cognitive coaching to guide Alex through the process of reflection and improvement of instruction.
3. I have to say that within our building, our new literacy coach (officially instructional coach) is not working with students much. She is more of an administrator that "picks up" paper work and monitors instructional assistants engaged in interventions. She has had absolutely no training as a coach, reading specialist, not even a MA. If I think back to my previous reading coach, I must say that she used a lot of cognitive coaching; however, I can see her involved with all the other models, except for clinical.
My school is having a similar situation. The coaches are not really coaching. Instead, they are doing more clerical work, which is making teachers at my school upset. They are getting paid teacher salary to do, on some days, nothing. I think with a clearly defined model and job description, the literacy coaches could be a valuable tool.
DeleteI am very nervous for next year. Depending on how we do on I-STEP, our coach will be back in the classroom where she could possibly be my son's teacher. After seeing her work ethic the past couple of years, I am thinking of sending him to another school. My hopes are that the job of being a coach just wasn't her forte and that she will excel as a classroom teacher.
DeleteKristine,
DeleteDoes your principal let teachers pick their child's teacher??
We do have some say but my school is small and there is only one classroom at most grade levels.
DeleteIf Caitlin and her principal had a better understanding of the six models of literacy coaching, it would be beneficial for them. However, I know that when I was looking at the chart, I was a little confused because some of the tasks seemed relatively close to one another and I can see how the lines can be blurred a little. I think one thing that could help both Caitlin and her principal would be for them to sit down and each write down a list of the tasks that they feel Caitlin should be completing. Once they both have their separate lists, they can discuss and listen to one another and see if they are on a common ground or if they need to look at what should be occurring. Once they have a better understanding of where they are both coming from, I think they can easily figure out which type of literacy coaching Caitlin is going to do.
ReplyDeleteAfter reading about Caitlin, I think the model that would prove to be most useful is the Mixed Model/ Elements of Informal and Formal Literacy Coaching. I chose this model because after reading the vignette about Caitlin, she seemed a little unsure of herself. She might not feel unsure about her teaching abilities, but unsure about being the person who has to sit down and talk with other teachers. I liked this Mixed Model because it stated that they assist teachers in co-planning lessons or working with students and they assist teachers in using assessments to inform instruction. I think “assisting” is a friendly term that to me means helping but working together on a task, versus someone telling you what to do. I also liked that it said she would join or lead study groups and professional development workshops. This sounds like Caitlin would be a leader, however, she would also be an active part of the group, instead of always being in the front of the room. I think this idea of supporting the teachers, primarily outside of the classroom, can help Caitlin build the confidence in her abilities to sit down and talk with other teachers and will help her realize that she was probably put in this position because her principal knows that she is knowledgeable and a good resource for other teachers, especially young teachers like her colleague Alex.
I too had to reread the chart and then I had to go back through and really look for the distinguishing characteristics. Also, nice point about Caitlin being unsure of herself. Your plan of attack allow Caitlin some sort of contact with her comfort zone!
DeleteI agree with you that it sounds a lot less intimidating to have someone assisting you than watching you specifically to correct what you're doing wrong!
DeleteIn my building, I am considered the Reading teacher, so I found this chapter very interesting. I could relate to Caitlin’s story, because it is a situation that I have been in already during my two years as the Reading teacher. Before becoming the Reading teacher, I spent two years teaching 5th grade. I had a Reading endorsement and felt comfortable teaching a 90 minute reading block and using my data to help drive my instruction. However, most of my time during college and after college was spent in the intermediate grade levels (3rd-5th). When I was offered the position of the Title 1 Reading teacher, I was excited because teaching reading is a passion of mine, but was scared because I had never done a 90 minute reading block in a primary classroom! I started to worry about being a leader when I felt like I still had so much to learn! I chose to follow the lead of some of the veteran teachers within my building the first year I was here. I talked to them about the 90 minute reading block and what it should look like and to my surprise, it was very similar to my 5th grade block, but with different material! I read some professional development books and really felt like I could help someone if they needed my assistance. This year, I have been called on to do what Caitlin was asked to do within her building and I had the same reaction as Caitlin. I, too, have other colleagues that I can talk to about situations; much like Ann did for Caitlin. Sometimes, I do feel that I am being given tasks that in my opinion are the principal’s job, but I would say that my everyday duties fall under the Informal Coaching Model. Sometimes, I don’t think people realize how hard it can be to be a Reading teacher. I enjoy working with other teachers and collaborating with them. However, sometimes it is not fun to be in a leadership position. I found this especially hard when I am only in my 4th year of teaching, but I’m being asked to work with teachers who have been around for 40 years! It’s a hard line to walk on, trying to help and share ideas, without stepping on any toes! This chapter has really been an eye-opener for me and I feel like I learned a lot of information!
ReplyDeleteBTW: it is extremely hard to limit posts to 50 or 100 words when it’s such a big topic!
Wow!! I can see how being a relatively new teacher might be a little overwhelming when observing and working with older teachers. Your job sounds like fun! I would love to learn more about your 90 minute reading block. I am moving to first grade next year and need some input!
DeleteI applaud you for staying strong and sticking to your passion! It sounds like you have reached out and put in a lot of effort in learning more about the different grade levels and approaches. When our district hired literacy coaches three years ago, the applicants had to have a minimum of 8 years teaching. I am sure they did that to eliminate some "stepping on toes." I think going to the veteran teachers for advice definitely helps build respect and trust.
DeleteGood for you! I am finishing up my 4th year teaching, and understand the notion of stepping on toes. I love taking initiative, but still want to be respectful. This is the first year I really feel that I have taken on a big role for my school. My good friend, and fellow teacher, is moving to another grade next year and smiled at me the other day and said good luck. She was my co-leader in a lot of things we do. She's passing on her reins, so to speak. Luckily, the other 4 teachers I work with are open to change and love to hear my ideas and we work together to make it happen.
DeleteEven though this is my 12th year at my current school, I will be low man on the totem pole (or maybe 2nd lowest) this coming year. I still feel like I have to work at earning other teachers' respect. It is great that you have the confidence to let others know your ideas!
DeleteMy first year of teaching was in Florida and we used a megaphone to help with the 90 minute reading block. Katrina--I think you're in Florida, do you use this? The megaphone gradually built from starting the week with more whole group instruction to ending the week with independent activities. Indiana uses something similiar, just not in a megaphone presentation.
DeleteThe nice thing about my school is most of the teachers are open to ideas! They don't mind when I suggest something and they are willing to share ideas with me! We have been able to find a nice balance and a lot of times I worry for nothing! Sure, there will always been teachers who are set in their ways. But for the most part, most in my building are a lot of fun to work with! :)
DeleteNicole, I appreciate your candor in explaining your experiences. You certainly have had a lot of growth opportunities in a relatively short time frame!
DeleteNicole, thanks for sharing your experience. I commend you for sticking with it. I feel with all the changes in education, everyone feels like they are walking on eggshells. Continue to share your ideas. You are helping some teachers. Some teachers will listen and some won't.
DeleteNicole,
DeleteDo you mean the teachers actually use megaphones? Is this for effect or crowd control? I am not familiar with this method - could you please elaborate?
Adrienne--
DeleteNo, the teachers don't actually use a megaphone, although that would be interesting to see! The reading model that I learned in Florida is shaped like a megaphone, where it starts smaller at one end and get bigger at the other end. The smaller end is more whole group instruction and the bigger end is more independent work. I'll try to find a picture and see if I can post it!
Caitlin needs to understand the six models of literacy coaching herself in order to discuss with Ed what her role in the school will be. Understanding the model will help both Caitlin and Ed know what is expect of her. Once they have together decided what type of literacy coach the school needs, Caitlin will have a better understanding of her role.
ReplyDeleteI feel that peer coaching and mentoring model would be the best fit for Caitlin and Alex. Modeling lessons in the classroom will help Alex as a new teacher get a feel for things. Once Caitlin has modeled lesson Alex will have a better understanding. Catlin will then be able to observe the lessons and give feedback.
In my building the literacy coach is using mixed modeling/ elements of informal and formal coaching. We have two literacy coaches in the building because we are a title one school. One works mainly with 1st grade and the other works with 2nd and a bit 3rd. The literacy coaches work primary outside classroom, but also some in class work.
We are a title school as well and our reading specialists work primarily with students in small groups and with testing. They certainly will try to help if we go to them but it is definitely not part of their defined roles.
DeleteIf both Caitlin and her principal understand the six models of literacy coaching then Caitlin can bring up the idea of finding which one is best going to fit the needs of the school. If they can work together to pick a model that they both agree on, it will help them to best work together in her new position. It will also give them a clear idea of what her role will be.
ReplyDeleteI think that Peer Coaching and Mentoring Model would be a good model for Caitlin to pick. It seems that she doesn’t want to overstep her boundaries with the teachers and she still wants to keep their respect. I think that this model would be a lot of working with the teachers to help them in the areas that they need help with. It wouldn’t feel as formal and hopefully the teachers would see her as a great asset and not a person just giving information to the principal. She could help teachers plan their lessons so they don’t feel like she just tells them the things they do wrong; instead she is helping them find ways to improve before they even teach a lesson.
In my own school we have both literacy coaches and reading specialist teachers. The reading specialist teachers work primarily with our students who need extra help. They also meet with teachers to discuss these lower students and to help us with new ideas in teaching our small group instruction and our Response to Intervention groups. The reading specialist most closely takes the model of Informal Coaching Model. We also discuss ways to assess the students and how to use that assessment to help drive our focus with each child. Then we have our school Reading Coach. She most closely takes the Peer Coaching and Mentoring Model. She works with new teachers to help them learn how to use Reader’s Workshop. She meets with individuals or grade levels to help plan or improve lessons and units of study. She models lessons often throughout the school and she is just generally around whenever we need help.
It's so nice to hear about coaches that take their jobs seriously. I wonder if it is because their position has been defined for them or if they truly have a passion for what they do?
DeleteThis is a good model for you to be experiencing as a teacher.
DeleteCaitlin needs to tread lightly when she approaches her principal. She must decide exactly which role she would like to play as a reading specialist. Is she the developmental reading specialist? Is she the diagnostic remedial specialist? The reading consultant and remedial specialists work more as coordinators with the teachers as support staff, rather than as a facilitator of reading instruction. The reading professor is self explanatory. She wants to work with children and help struggling students.
ReplyDeleteI believe Caitlin's best role would be as a school-site literacy coach. In this role she will facilitate reading instruction, and remediation for struggling readers, as well as help to implement coaching to staff in their teaching methods and approaches to teaching readers at various levels. This role will pleas her and satisfy her principals needs for the school. She will report directly to the building principal therefore allowing her to keep those relationships with peers.
In my building the reading coach serves as a reading specialist that reports directly to our building principal. She pulls students that are struggling in reading out of class during their specials twice a week for intensive skill specific remediation. She also visits my classroom and takes notes on my reading instruction, offering feedback and suggestions for improvement. She also visits the classroom once a month to help with literacy centers and witness my guided reading sessions.
I would like to hear a little more about why Caitlin should tread lightly with her principal.
DeleteCaitlin's story reminds me a lot of what happened in our school this year. With the implementation of the 90 minute reading block and required literacy stations in each elementary classroom, our district hired a reading implementation specialist. I happen to be good friends with her, and I remember when they gave her the title last summer, she was confused as to what it meant and what this year was going to look like. She has done a phenomenal job this year, and has the position again for the 2012-2013 school year. She is our only specialist for the district, and I know that she is hoping that others can be added on in schools to help eventually. She would fall into the mixed model of the six literacy coaching models. She supports all teachers by conducting professional development sessions in the summer and all throughout the year on certain comprehension strategies that should be taught and also ways to become a better reading teacher. I have grown so much this year because of her sessions. She also confers with all teachers and has even volunteered to model lessons in classrooms, even though I know that falls in the peer coaching model.
ReplyDeleteJust like Caitlin should do, our specialist went and met with our superintendent (since she works for the whole district) to talk about her job title and what her own goals were for the year. I think this is exactly what Caitlin should do. Taking the six literacy coaching models with her would be a great resource to go off of, and would set some clear expectations. I think she would be considered for the informal coaching model because she gets to have the best of both worlds. Furthermore, she can be considered a "go-to" person or a resource for teachers and at the same time, be considered more of a supervisor from her principal's point of view. From the reading in the chapter, her personality and ideas of what she wants to do go best with that model, especially for the first year. Over time, her role could always change and grow within the six models.
Your reading specialist sounds a lot like the two we have in our school. They do a wonderful job with the students, teachers, and resources.
DeleteI'm in Danville too and I really think Renee has done a great job. I wish we could clone her because there just isn't enough of her to go around. She has done a great job with the professional development meetings and I too have learned so much from her this year. I think now that we have had the training this year, she will be able to spend more time in the classrooms. I would love the opportunity to really sit and plan out some lessons with Renee. She is awesome!
DeleteDebbie, what a small world! She is awesome, and I have become good friends with her. She is such an asset to our schools, and I'm so glad that they kept her position for next year, and hopefully many more to come! I often pick her brain for ideas, and hope that she can spend more time in our classrooms, too!
DeleteThe models of leadership will help Caitlin and her principal begin a productive dialogue. The principal and the literacy coach will be able to explain his/her vision for the school and the role of the literacy coach. Together, they will be able to collaborate and clarify the literacy coach's roles and responsibilities. From there,the principal and literacy coach will be able to disseminate the job description to the staff. Teachers will understand the literacy coach's purpose, roles, and responsibilities. Also, teachers will have a clear idea of what is expected of them as a professional when collaborating with the literacy coach.
ReplyDeleteThe model that I would choose for Caitlin and her principal would be the Peer Coaching and mentoring model. I choose this model because it will allow Caitlin to assist teachers in and out of the classroom. Also, it seems less intimidating and threatening to teachers who need to improve. The literacy coach will be seen as a knowledgeable partner who will listen and assist, problem solve with you, provide feedback in a nonjudgemental way.
At our school, the literacy coach follows the Cognitive Coaching model. This model was chosen by the district when hiring the 14 literacy coaches for the elementary schools. The district wanted someone who collaborates, offers "guided" feedback and suggestions, and provides professional development to the staff on our school's/districts literacy goals. The literacy coaches main goal was to lead and assist teachers with the new guided reading and writing initiative. This was the district's way to aligning all the elementary schools. Sadly, our literacy coach days are over in my district. Since the onset of new laws and budget cuts, literacy coaches are no longer feasible for us. It will be interesting to see what happens next year.
We will be losing our instructional coach as well. She will return to a classroom. The only reason we were able to have the position last year was because of our improvement plan. Since we have made AYP we no longer "qualify". The interesting thing is that last year we had 2 coaches (one primary and one intermediate) but neither one had the skills necessary. One of them had previously been a guidance counselor in the high school. They got the jobs because they had been RIFed and were called back when these two positions became available.
DeleteI find the fact that you only had a Literacy Coach because you did not meet AYP interesting ... most if not all of our schools continually make AYP, and we still have our Literacy Coaches. Our Literacy Coaches had to receive additional training (reading licenses) in addition to their teaching license in order to obtain the job.
DeleteIt's good to hear that some school corporation see the importance of a literacy coach...that it is not just a "dumping ground" position.
DeleteI find it interesting that school corparoations just place anyone in the literacy coach position. It is such an important position. When our school system started hiring for the position, the director required the coaches to attend training. Even though the official training is over, the coaches have a monthly book club and keep a reflective journal on professional development. (They have to turn in their journals to the director, too.)
DeleteLove the book club idea! Definitely keeps them accountable. If I were a coach, I would enjoy that part of the job! :)
DeleteI'm so glad that we were able to keep our coach for the year and only hope that our district adds to that instead of taking away any positions!
Great discussion about how decisions are made.
DeleteI believe that once Caitlin has reviewed the six coaching models, she can then explain and discuss them with her principal. This will allow for the two of them to decide what her role will be for the school year. It also allows them to discuss what model will work best for their school and how it will work. After reading about the six models, I think that the mixed model of informal and formal coaching would work best for Caitlin and her principal. It supports the teacher which is want Caitlin wants and has some in-class observation which is what her principal would like. Our school does not have a literacy coach. Our school corporation does but the title 1 director has decided that she would be used best in the resource room. We have three elementary schools and the resource room is housed at one of them. As you can see, this is a problem. My building never sees the literacy coach unless she's at our school testing students or we go to the resource room to check out items. The literacy coach is very helpful if you need anything from the room but I feel like she is not being used correctly in our district. It is frustrating to all of us.
ReplyDeleteAs an instructional coach, I can't imagine working in multiple schools. I'm sad for you that you don't have the resources you need all the time. Unfortunately, districts use funding in ways we don't understand and having a coach sounds good for the district, but if they aren't being utilized in the best way, its not as beneficial as it sounds. Hopefully things change for you!
DeleteCaitlin and her principal, Ed, are approaching her new role from opposing angles. By having an understanding about the six models of literacy coaching, both of them should be able to identify and communicate their positions. This will allow for them to dialogue to come to a shared viewpoint of expectations. I think Caitlin would best fit into the mixed model. She can observe and provide feedback, guide him as he sets goals, and lead him to focus on his needs. I have had a wonderful literacy coach for many years that predominately follows the mixed model. But as I read the description of all of them, I can tell that over the years, she’s tried out quite a few of them. I can see how she uses various aspects from most of them!
ReplyDeleteI agree that the six models provide a way of negotiating her responsibilities.
DeleteIt's interesting how you say your literacy coach has tried different models of coaching throughout the years. I think it is important for a literacy coach and staff to change as the staff and students change each year. The need of the school in general changes and it's great that your literacy coach was able to transform to doing different roles. Sounds like you are lucky to have a great coach!
DeleteBy understanding the six models, Caitlin can better understand the variety of roles that she can take on and perhaps lead a conversation that could be a fair combination between the two ideals.
ReplyDeleteIt seems the mixed model of informal and formal literacy coaching model would work best because Caitlin would have the opportunity to work with students through co-teaching practices, but also be in a position of mentoring and supporting the teachers.
Our school follows the mixed model. Our literacy coach will complete observations, but for the sole purpose of supporting and not formally for the administration. She does not do much co-teaching, but she does support teachers through a variety of teaching strategies and professional development meetings.
When they sit down to discuss their ideas of Caitlin’s new role as literacy coach, I believe they will be able to make a list of what they each feel is important that she accomplish and is most important for the other teachers. I believe they both have ideas of what her new job should and should not entail, it is just a matter of establishing those ideas on paper and making sure everyone is on the same page.
ReplyDeleteI have chosen the Peer Coaching and Mentoring Model for several reasons. I believe she does not want to be viewed as a ‘supervisor’ and this allows her to act as the experienced educator and collaborate with other teachers. I’m sure she would want others to share resources and information if they studied a topic in greater depth; this is just her chance to do so. I also feel it fits the principal’s idea of what a literacy coach should be perfectly; she will assist and mentor new teachers and observe lessons while providing feedback. I believe it will also meet both their ideas of a literacy coach in the fact that she will be focusing on improving instruction and she will be helping to meet school wide goals. Caitlin will not have to feel like she is being pressured into being a supervisor but she will be able to share her vast knowledge which is extremely important for new teachers. I feel this model perfectly fits both their ideas of a literacy coach.
Currently, I have no model of Literacy Coach in my building. We have twenty-five teachers who range in grades from kindergarten to 12 and four administrators. We basically have two ‘vice principals’ for the primary school while the vice principal and principal oversee everything but are in the upper grade level building. We are observed bi- yearly and can seek advice if we choose, but other than that we are left on our own. This is mainly because my school is rural and has only been established for about ten years. I see changes coming all the time, like the addition of professional development, but I do not foresee a literacy coach for at least a few years.
1. A clearer understanding of the six models will help by defining expectations so that both the teacher and principal are on the same page about how the reading professional will be interacting with the staff.
ReplyDelete2. Because Caitlin indicates an uncertainty and level of discomfort with being an actual evaluator of her peers, I think it's best they steer away from the Clinical Supervision Model. It sounds like Ed would like for her to use the Cognitive Coaching Model so that she's observing what is going on in classrooms and can give some formative feedback to teachers. This also might be a useful model since she's only working with 4 teachers, rather than the entire faculty of teachers.
3. I loved this chapter because my school is in a bit of a transitional time in our approach to reading instruction. I was hired two years ago to replace a reading specialist who had held the position for 26 years! She perfectly fit the traditional expectations for a reading specialist- she ran small reading groups for grades 1-3 with students who needed remediation. Since coming on board, the position is evolving and I find myself being encouraged by my administrator to do much more literacy coaching so that more professional development needs are met in the area of language arts instruction. I find myself enjoying the coaching part as much, if not more, than my student groups. In fact, next year I'm planning to incorporate a flex day into my week where rather than holding groups, I can be in classrooms or creating professional development opportunities for faculty. Currently, I would say my job fits under the Informal Coaching Model or Mixed Model of literacy coaching. I think these models best suit my own personal strengths, as like Caitlin, I think I would be reluctant to be an evaluator of my peers.
Glad to hear you enjoy your job Katie! I respect and appreciate your thought that you would be reluctant to evaluate your peers. I always felt like part of being a "peer" is being considered in the "same group", sort of equal to each other. If you are evaluating someone, doesn't it seem like you are somehow at a "higher level", not just a peer? I just think people in evaluative positions should be more qualified and more of an expert than the people they are evaluating.
DeleteThe Six Literacy Coaching Model is a snapshot of the responsibilities of a reading coach. Caitlin's principal can use this chart to clarify his vision. Caitlin can use it to share her ideal role as a Literacy coach. Caitlin would prefer the Mixed Model because she assists the new teachers outside the classroom, making it less awkward for her. She has the option to observe in the classroom once a working relationship is formed. The Peer Coaching and Mentoring Model is used at my school. Our coach is very involved with both lesson planning and classroom instruction whether that's conferring or modeling lessons. She is always helping us find better ways to meet our students' needs.
ReplyDeleteAn understanding of the six literacy coaching models or a joint exploration of the models together by both Caitlin and her principal would bring to light the variety of directions in which Caitlin’s job description could entail. Exploration of the models could be the driving force to determine specific job responsibilities and expectations for the whole of Caitlin’s position.
ReplyDeleteI have mixed feeling on which model would be best suited to fit Caitlin’s needs. She seems to have quite a bit on her plate as far as individually working with students as a reading specialist and being called upon to provide literacy coaching. I think based on the principal’s request the Peer Coaching Model and Mentoring Model might be the best approach for her to work with the four new teachers, especially Alex. This model I believe keeps Caitlin’s position as a colleague instead of a potential administrator or “enemy”. Caitlin’s interactions will focus on improving instructions, helping with problems solving while still maintaining a non-judgmental presence.
I hate to sound like I am passing the buck, but as a secondary teacher I am not privy much of the interworking of literacy coaches. We do have instructional coaches. I believe most of our coaches adhere to the Cognitive Coaching model. They are often in charge of leading and guiding study groups. They provide suggestions regularly to teachers on how to improve instruction. As I said these people are focused on instruction not necessarily literacy, more recently moving all curriculum to problem based learning. One of the major issues I have with our instructional coach at the high school is her experience level. She has taught for five years. Five years in my mind does not make her a master teacher. I believe a master teacher should be our literacy or instructional coach.
I have to recall your postings from our earlier discussions about your "interventions" -- there might be a reason you (and probably the rest of your colleagues) aren't "privy" to the "interworking". What do you think??
DeleteI started serving as the Title I reading specialist after 4 years in the classroom and I was on the other end of the 'not a master teacher, not having enough experience' umbrella you refer to. I didn't have my masters in reading (obviously, that's what I'm doing now) but I had experience and data to prove at the time, I was able to improve students ability to read - through data and growth my kids showed each year I was in the classroom. did I have a lot to learn, oh yeah, do I still 6 years later, of course. But I spent a lot of time and still do spend time continuing my growth through district professional developments, my own research and learning from others. As the instructional coach (my job title has changed from reading specialist, to literacy coach to instructional coach) I'm still younger than a lot of the staff members I work with, but I have knowledge about best practices and can help teachers decide what is best for them. And I don't always believe that master teachers offer the best supports. If some of the master teachers that I have in my school were coaches, they may have a hard time working with teachers because their views on literacy aren't always what the district supports or is best for kids.
DeleteT, I think you should keep an open mind and be willing to hear other's ideas and give them a try. Invite your coach to your classroom and allow them to see your class in action! The learning never stops in this profession. In the end though, you know your student's best and have the say in how they learn best.
DeleteIf Caitlin was familiar with the 6 models, she would have a jumping off point to begin discussing her new title with her principal. It would be helpful if she had an idea of which model she could see herself using, but that could be discussed with the principal. I think the mixed model/elements of informal and formal coaching would benefit Caitlin starting out. She doesn't want to be overwhelming to the teachers or snuff great teaching relationships, and I think this models lends itself nicely to balance- she can help teachers as much as they would like, offering suggestions and approach the situation from a "I'm learning along with you" type of attitude. We don't really have literacy coaches, but maybe our title program- they have very little interaction with us in the classroom- we started a pull out program a few years ago, and many teachers tend to be unhappy with this decision, but we would maybe be considered to be using the informal coaching model- very optional, and only used when teachers request help or ideas.
ReplyDeleteI believe if Caitlin and her principal want to have a clear understanding of her job description then the six models of literacy coaching would be incredibly helpful. Caitlin and her principal need to be on the same page as to what her literacy role at the school should be. If they sit down together and look at the six models, then they can discuss which model will best create the most successful school, teachers, and students. After they decide on Caitlin's role, I then think that they should share it with the other teachers in the school. This way the teachers have a clear understanding of how Caitlin will be interacting with them.
ReplyDeleteI think the best literacy model for Caitlin and her school would be the Peer Coaching and Mentoring model. This approach would allow Caitlin to act more as a team member with her fellow teachers. Alex will be less intimidated if he knows that Caitlin is not trying to judge him or "FIX" his reading instruction, but instead she will be supporting and assisting him during reading instruction. Teachers are a lot less intimidated and much more open to learning and changing if they know that they have a coach that is truly there to work with them and help them meet goals rather than just to observe and critique.
At West Noble Elementary we do have a litearcy coach. I believe she follows more of the peer coaching and mentoring model. She spends her days not only running our title 1 program, but helping teachers any way she can. She will model lessons for us, team teach, help us with our lesson plans, or assist us in any other way she can. Like our text describes, she acts in a collaborative role, but as an experienced educator. She provides us with new or helpful information that she comes across and even sets up book clubs where teachers can learn and discuss a text about literacy together.
Caitlin and Ed should work together to understand her role as a literacy coach. The six roles can guide them in clearly defining her role. This way both of them, and the staff can be on the same page. Before the meeting she should have a clear outline of what she thinks her role should be.
ReplyDeleteSince Ed wants Caitlin to help guide his new teachers, I think the role of Peer Coaching and Mentoring Model would work best. This way she can work with the new teachers to obtain their goals. I think that this model would also work with all teachers. Yes, you would have to modify and differneitiate between teachers, but isn't that what a good teacher does? This way, the entire school can become familiar with Caitlin in her new role, she can establish a non-threatening role, and ensure that everyone is on a researched-based bath towards literacy.
Unforntunely, at my school my reading coach does not meet any of this criteria. She does not meet with teachers or students. There is no job desciription for her, and when asked to help in the classroom, she presented teachers with a mound of paper for them to read through to help us reach our goal. However, our reading specialist is wonderful. After reading this chapter, I'm realizing she has taken on some of the reading coaches job. Not only does she meet with our students and helps us use data, she also has set up professional development for us on the 90 minute reading block. She is who I go to for literacy support.
Its interesting that you have a reading coach and a reading specialist. How do they work together/collaborate? Are they both at your school full time?
DeleteTheir rooms are next door to each other. Our reading specialist is wonderful, she shares a room with the ENL teacher, and 3 title one aids. They all work together. The reading coach has her own classroom, she just started seeing a few kids a day this year. She offers no support to teachers. I think the reading specialist runs things by the reading coach out of respect. The reading coach has been in the school forever and is close with the principal. Otherwise, I feel that the reading specialist could handle the whole job. And yes, they are both full time at just our school.
DeleteUnderstanding the six models would help Caitlin and her principal decide specific expectations and guidelines for her teaching position, as well as help with goal setting, collaboration, and continued progress.
ReplyDeleteI believe that the Informal Coaching Model would be most useful to Caitlin. This would help her to assume a resource role to assist her team members and colleagues. She would provide support when needed without taking on too much of an authoritative role. This would appease Ed because she would be providing support to her fellow teachers, but would also alleviate any pressure to be a “supervisor.”
The data coaches in my school follow the Informal Coaching Model. Data is analyzed by the coaches and is then used to assist the teachers in planning lessons and setting goals. The data coaches also provide material supports and professional development opportunities, whether given by them or by bringing in someone to conduct them.
I think that it is very beneficial that your school has data coaches. How many of them does your school have and is this their only job? What types of data do they analyaze....acuity? ISTEP? NWEA? I could definitely see how data coaches could keep your school very student-centered and help you focus your instruction more.
DeleteBy understanding the six models of literacy coaching, Caitlyn and Ed would be able to gain a common ground in the various models and work together to find the best model for their building. In addition, Caitlyn would have been able to present her opinions of the best approach from the teacher's perspective. In order to develop a positive working relationship, I feel that Katie needs to first use the informal coaching approach and then work her way into the classroom by co-planning once a mutual respect is gained between the teacher and coach. Due to budget cuts, our school district does not currently have any literacy coaches. We have a few Title I buildings who have Reading Specialists who spend the majority of their time working with small groups of students in need of reading intervention.
ReplyDeleteI agree that it may be better to build the mutual respect before Caitlin just jumps in there. Some educators are open to having someone work with them, others are not.
DeleteI second the notion building mutual respect between coworkers is a good starting point. I am not sure if I am the only one but I tend to be suspicious of anyone coming into my classroom to observe. Our current administration seems to see evaluations as the opportunity to exploit ones weaknesses instead of taking the time to provide constructive suggestions on improving suggestions.
DeleteI agree that it is important for Caitlin to build a respect with Alex and the other staff members before really jumping into giving directions and suggestions about his classroom. I think it would be a more positive atmosphere in the classroom for both teachers if they started the year this way.
DeleteBy understanding the six models of literacy coaching, Caitlyn and Ed could work together to help her understand her role and what she should be doing in the school. She could then take the new, more formal role, to better help the staff and students. It would also make the staff feel more comfortable with what they could ask her for help with in and out of the classroom.
ReplyDeleteI feel that the Mised Model would be beneficial for Caitlin. She could still lead groups and work with kids, but provide teachers assistance and some guidance. I think this would help her to still stay connected to students while she is helping to mentor other teachers.
Our school's Literacy Coach is only part time and serves more in the Informal Coaching Model. She does not work with students individually, but is in charge of all of the interventions and making sure students are making growth. She helps provide teachers with goals for the students and recently helped with making sure our curriculum aligns with the Common Core Standards.
Our Reading Teachers, on the other hand, work more in the Peer Coaching model. These teachers provide interventions for students but also provide services for the teachers both in and out of the classroom. They have helped me by modeling guided reading lesson when I first started 1st grade and providing me with resources to best differentiate my instruction.
Caitlyn and Ed need to evaluate the six models of literacy coaching and together decide what is best for their school. Decisions should be based on student need, teacher need, and administrative need. Stating what their intention is together will help them create a description that will be easy for everyone to understand the role that Caitlyn will serve.
ReplyDeleteI would choose the peer coaching and mentoring model mixed with the cognitive coaching model for Caitlyn. She will be able to plan with teachers, which is essential, use problem solving rather than telling people what to do, and focus on improving instruction. I think this would be good for Caitlyn because observations and evaluations aren't the way to get teachers to 'buy in' to what is being suggested for changes in instruction.
As the instructional coach in my building (over the last 6 years we've transitioned from title I reading specialists to literacy coaches to instructional coaches), I follow the Cognitive Coaching model with a little of the peer coaching and mentoring model. I have found that giving teachers ownership over their decisions through our cognitive coaching helps them see that changes can be made and they are in control. The planning conference, observation (which is typically modeling or co-teaching, sometimes observation) and reflecting has been very beneficial. Teachers like the planning and discussions we have and appreciate the feedback. Sometimes when teachers aren't willing to 'think on their own' and what to be 'told what to do' I find the peer coaching and mentoring to be more helpful. They are able to ask questions and I provide suggestions but conversations are more focused on what they can do. I feel like a balance is key in the success of our school - each teacher needs to be treated as an individual and their coaching needs are all a little different - differentiation for teachers is the same as differentiating for our kids!
It sounds as though Ed and Caitlin need to have an open dialog about Caitlin’s new role. Since Caitlin was provided with a copy of the six roles of literacy coaching literature, she may want to share this information with Ed, that way they are on the same page and using the same language in conversations about Caitlin’s new role.
ReplyDeleteI think the Mixed Model/Elements of Informal and Formal Literacy Coaching model would help Caitlin share suggestions and lessons with Alex. This model is supportive outside the classroom by focusing on areas of need and goal setting. This model allows for co-planning and working with groups of students. Caitlin and Alex could work together using this model to focus on the language arts core curriculum then target specific students for more intensive or supplemental instruction. If this model does not work well with the needs of Alex and his students, then I would suggest the Peer Coaching and Mentoring Model. This would allow Caitlin and Alex the ability to work together in a co-teaching environment within his classroom.
My school is starting a co-teaching model next year between the special education and general education teachers. Although, this model does not directly follow one of the six models of literacy coaching it is probably most similar to the Peer Coaching and Mentoring Model.
I like your idea with how Caitlin could work together with Alex. I think it is so important for teachers to have the resource of the Literacy Coach, but not feel like they are being judged in all areas. I think it would be more beneficial for Alex to have her as a tool to help plan and work on interventions for struggling students.
DeleteUnderstanding the six models of literacy coaching could greatly benefit both Caitlin and her principal. Both parties would have a clear definition of what is expected. From the reading, I think that Caitlin would benefit from the Mixed Model/Elements of Informal and Formal Literacy Coaching. Since Caitlin is still serving as the Reading specialist, she still has those responsibilities. This model provides support for the teacher outside of the classroom setting, which would allow Caitlin to talk more freely with teachers. Caitlin would feel less like the principal's spy and more like a resource. My literacy coaches are supposed to be following the Peer Coaching and Mentoring Model, but they do not go into the classroom and are not the most approachable teachers. We have had instances where our coaches have gone to the principal to report or “tattle” on teachers, so it has created a very unproductive environment.
ReplyDeleteLeanne,
DeleteThat is a shame that there is an unproductive environment because of the coaches reporting to the principal. I understand there is a need to address certain issues if a teacher is not performing how he or she is expected to, but it creates a very uncomfortable situation every time a coach comes into a classroom. The teachers feel like they are constantly being watched and criticized.
I agree that sometimes Literacy Coaches can be perceived as spies. I think it is important for Literacy Coaches to remain as a peer colleague and make sure they do not sound like the expert (even though they very well might be!) Caitlin could also ask Alex if he wouldn't mind letting her teach a lesson to his students so that she could get practice with her co-teaching skills. He may be more open to having someone come into his classroom if she approaches it from this angle.
DeleteBefore Caitlin introduces the six roles of literacy to Ed, I think they should sit down with each other and discuss what each one expects to achieve with a literacy coach. It is never easy to guess what another person is thinking and this could prevent misunderstandings in the future. Ed and Caitlin need to consider the staff, students, and the resources available to the school. Then as a team, they can look at the six models of literacy and chose a model that is appropriate. Caitlin is lucky to have a friend like Ann, who is able and willing to provide her with great resources.
ReplyDeleteBeing very leery of being perceived as a "supervisor", I think the Peer Coaching Model would be most beneficial for Caitlin's role. She will be able to help teachers like Alex without having an administrative role. It would also give her the ability to plan and teach. I have always enjoyed watching different teachers model lessons. It was especially helpful to see guided reading groups taught when I was a first year teacher.
Our literacy coach's role most closely resembles the Formal Literacy Coaching Model. She devotes two weeks to each classroom teacher a year. At the beginning of the week, she meets with each teacher to go over personal literacy goals. Then she observes reading instruction. At the end of the week, she gives feedback and suggestions to help us achieve our goals. She has also organized book studies, professional development, and the district reading specialists are in charge of new teacher orientation that takes place all year. With our school piloting the new RISE evaluations, it was obvious that she took on a lot more administrative roles than before. This was because all our principal did all year was plan the evaluation rubric and then evaluate, evaluate. Fortunately our district has hired part-time assistant principals next year to help with the evaluation process. Overall, I have found her to be a beneficial resource. Next year she is going back to the classroom. She will actually be my teaching partner, which is exciting. I guess this is another example of how legislation impacts reading instruction.
Do you mind sharing what city or town you are located in?
DeleteI teach in Noblesville, IN.
DeleteIn order to help Caitlin and her principal begin a productive dialogue they need to face the six models of literacy coaching and decide what is expected of each individual. Some elements may be suitable for Caitlin and some for the principal, or vise versa. However, I do believe it is the principal’s responsibility to set those standards with his staff members so there is no confusion. In addition, I believe that the mixed model of informal and formal literacy coach would be the best fit for Caitlin. She is still teaching a class and would have more of a role of a “helper” so other teachers are threatened by her. The mix model would also make Ed happy since he would like Caitlin to help other teachers outside of class. Unfortunately, my school does not have any leaders or coaches. This is a tough subject in my school. A lady joined our team this year and was previously a literacy coach in another district. She came in with great ideas…those ideas were scary at first, but I took the opportunity to observe her and LOVE how she teaches and have really grown this year with her help and guidance. There are other staff members who look at her as a threat. Since this lady has previously been a literacy coach she is constantly looking for ways to help other staff members, which some don’t like…which then causes unfortunate conflicts. I really do wish our school had a literacy coach to observe and learn from. I am so thankful I am open to change.
ReplyDeleteI believe as educators we must be open to change. A reading coach can provide a clear view of the things we are doing right and the things we can improve upon in our reading instruction. It is great that you are open to this change and constructive criticism that can only provide you opportunity to grow.
DeleteCaitlin should have the “Formal Literacy Coaching Model in mind as she begins her meeting with her principal. This will help her formulate her own goals as well as hear her principal’s goals for her position. This model involves both observing and helping teachers reflect on their own teaching through a variety of avenues such as: study groups, professional development, co-teaching, and goal setting. Both Caitlin and her principal can then create a list of responsibilities that accomplishes their goals.
ReplyDeleteIn years past, our Literacy Coach position would have looked a lot like Peer Coaching and Mentoring Model. I have been very grateful for this approach to the literacy coach position due to the supportive and interactive nature of Peer Coaching. I grew a lot through our planning and discussion time, and often left our conversations with a new, positive outlook on my instruction. I felt supported in a nonjudgmental way, whenever we sat down to discuss goals, strategies, etc. My own interest and abilities in Literacy has grown perfectly through these focused discussions. This year was a transition year, since my Literacy Coach/Assistant Principal is now my Principal with the same Literacy Coach responsibilities.
Michelle,
DeleteI also feel supported in a nonjudgmental way when I meet with my building's instructional coach. It is a great feeling to know you have the support of another professional besides your grade level team or administrator.
Elizabeth,
DeleteFeeling supported in a nonjudgmental way is such a nice feeling. I used to feel that same way with our previous reading coach. She really wanted what was best for kids and didn't mind standing up for them.
Caitlin and Ed should have a thorough understanding of the six models of literacy coaching so they can discuss and decide the roles and tasks that Caitlin will have. Caitlin needs to express what tasks she is comfortable performing if she does not want to be perceived as a supervisor. Ed should establish clear expectations so there is no misunderstanding on Caitlin’s part. They could complete a checklist of the tasks for each model to narrow down the best model of literacy coaching for Caitlin’s situation.
ReplyDeleteI think the Mixed Model/Elements of Informal and Formal Literacy Coaching would be most useful for Caitlin because I feel there are an even amount of tasks that Caitlin feels comfortable with and Ed wants to her to perform. Caitlin can still keep her positive relationships with the teachers while observing, planning, and helping them. She can also have the opportunity to work with students.
The Peer Coaching and Mentoring Model most clearly represents the way our instructional coach is used at our school. Her main role is to help teachers and students by improving instruction. She will model lessons typically in reading and writing and plan with teachers inside and outside of the classroom. She constantly sends teachers new ideas and strategies that can be used in the classroom immediately.
I like the idea of completing a checklist to narrow down the options, however I also agree that I think the mixed model would be better for both of them. Your instructional coach sounds awesome!!
DeleteI like your idea of the checklist, and they can even use the six models as a starting point to create a new model that embodies tasks that they both can agree on and be comfortable with.
DeleteKatrina,
DeleteMy instructional coach is awesome. She used to be an elementary teacher, and she has wonderful ideas. Her energy and willingness to help is amazing. I am never afraid to go to her for help or advice. She has been with our school for two years. My only question is why haven't we had her sooner? I think every school would benefit from some sort of instructional coach.
These six models can give Caitlin and her principal a place to start their discussion of exactly what he means by "get in there". Does he want her to get in there an teach lessons to Ed's class, or does he just want her in there to observe and give feedback? I would say that the Peer Coaching and Mentoring Model would be the best one for this situation. It sounds like the principal is really worried about Ed's teaching of reading. I think Caitlin needs to get in there and model some lessons, do some co-teaching, and mentor Ed as he teaches lessons of his own. I work in a high school and the only thing we have is Clinical Supervision. Observations are done by our administrators and we then sit down and go over our evaluation sheet.
ReplyDeleteZins it sounds like your high school experience mirrors mine. Little interaction or assistance from any literacy coach. Punitive assessments from administrators. It makes the work environment very trying.
DeleteThere is so much more that could be helpful for middle and secondary teachers.
DeleteHaving an understanding about the six models will help both of them see where she would be most useful AND most comfortable. On that note if Caitlin is not comfortable with everything the position might require she may need to look at taking a different position in the school!
ReplyDeleteI think that she would be most comfortable with is Informal Coaching. It sounded like she was uncomfortable with doing any observations, however I think she would be okay with doing conferences to help educated teachers how to help themselves.
First off I would like to say that Nicole Walters who is also in this class and had a lot to say about this subject is our Title I teacher! HOW LUCKY AM I! I agree with Nicole that we do the Informal Coaching Model, she does formally come in a observe us. She is very helpful when it comes to talking to us about the best ways to work with our students.
By utilizing the six models of literacy coaching (Fig. 2.5, p 44-45), Caitlin and Ed would be able to have more productive communication about Caitlin’s job description. Each would be able to emphasize the duties that they perceive to be most important and the degree to which these duties are done, such as whether Caitlin’s literacy coaching is conducted inside or outside of the classroom and how much support she provides with lesson planning and instruction. Because Caitlin is new to this position and is fearful of stepping on the toes of others, I feel as though either the Mixed Model or the Peer Coaching and Mentoring Model would be most beneficial. Starting with one of these two models would not only allow for Caitlin to gain confidence in her own abilities as a literacy coach, but also allow her to build positive relationships with the teaching staff and allow them to feel at ease with her input. In my own school, the Informal Coaching Model is primarily used; however, within our district we have other coaches who follow more of the Peer Coaching and Mentoring Model. I have found this coaching and mentoring to be extremely beneficial to my own instruction since I have only been teaching for three years.
ReplyDeleteI had a teacher who was a mentor to me when I first started, and I thought it was wonderful to have some feedback from a veteran teacher. It was literacy coaching, but the same idea of the peer and mentor model was applied. I chose the peer/mentor model for Caitlin as well because I thought that model appeared to be less offensive to other teachers and was a concern for Caitlin.
DeleteI too feel that I have grown due to the guidance and professional development provided by my reading coach. She continues to be an inspiration to me and a "sounding board" for many of my ideas.
DeleteMelissa,
ReplyDeleteMy school is very similar to yours in the sense that we only have a Title I coordinator. I often look to her as a literacy coach and she always has excellent suggestions. However, after looking at the six models and reviewing the ways a they could be utilized, it definitely makes me wish we had literacy coach on staff.
Melissa,
ReplyDeleteAfter reading the posts, I think many of our "reading coaches" are doing exactly what your Title 1 person does. If nothing else, I think we all see that when our text discusses the fog that seems to be around the actual job descriptions with these positions, it's clear that they're correct. All of our schools seem to mirror that idea.
Having an understanding of the six models of literacy coaching will give Caitlin and her principal specific areas/common ground they need to address when opening a dialogue about her title and what is expected of her. First of all, I think they need to set some goals. What do they want to see happen short-term and long-term in their school regarding reading? Having an understanding of the six models of literacy coaching would give them some direction in deciding which model would be most helpful in getting to their long-term and short-term goals. As far as which model would be most useful to Caitlin, I think the peer coaching and mentor modeling would be most useful in her particular situation. Her principal wants Alex to receive some direction, but Caitlin is worried about the working relationships she has with her co-workers. It sounds to me like she doesn’t want to be a person telling them what to do, but rather, she would like to be more proactive in helping them. With the peer coaching and mentor modeling, she can model lessons that could be beneficial to them, work with them in a co-teaching style, work with them before they plan lessons, and give feedback to the instruction. To me, with this model, she is being proactive and helpful to the teacher rather than sitting back observing and telling them what to change. Lastly, unfortunately, after reviewing the six models of literacy coaching, I’m sad to say I don’t feel as if we have anyone in our middle school who resembles or meets any of the six models. I would say we have some informal coaching if any. I have gone to conferences over reading and writing content and that has been the extent of literacy direction in my school setting. Before I left, I was pushing for some kind of remedial reading at the middle school level, and I think with my undergraduate endorsement in reading and working toward a master’s degree with a reading specialist certificate, I think they saw me as the leader in literacy. However, that was not my title, and I was not approached about being a leader of literacy.
ReplyDelete1. An understanding of the 6 models of literacy coaching will help Caitlin and her principal begin a productive dialogue because it will give Caitlin and her principal ideas of what they want the roles and responsibilities to be for Caitlin. She will also have an understanding of the tasks for each role and can openly discuss with her principal what she feels comfortable doing. Together they can decide her role and the tasks she will be doing.
ReplyDelete2. I think the peer coaching mentoring model will be most useful for Caitlin. Especially in the case with Alex. She could support in a mentoring role, engage in co-teaching, and confer with him in pre-lesson planning. I think this will feel nonthreatening to Alex. He will see her as more of a support.
3. The model that closely resembles the way my literacy coach is used in my school is the peer coaching and mentoring model. She mentors new teachers, leads study groups, observes lessons(if a teacher chooses to have her come in), provides feedback,and sends emails with web addresses that could help us develop professionally or sites we can use in our classroom with students.
I think this is a great model to have. It is very non-threatening and gives teachers the opportunity to reach out and say I'd like some help or would like to learn more about how to meet my student's literacy needs. Too often I think teachers feel threatened or inadequate if they ask for help. Having an on-site resource would be so wonderful.
DeleteErica,
DeleteI like your use of the phrase, 'NON-THREATENING'. It is a good way to describe this model and it does seem like it would help Caitlin be the best she can be with her personality.
As I read about Caitlin, I noticed that one thing she worried about was how her peers would re-act to her. In looking at the Six Literacy Coach Models, the Peer Coaching and Mentoring Model includes "maintaining a nonjudgmental attitude" and really focuses on modeling, training, co-teaching, and assisting teachers. I think this would be great for Caitlin. She would have the opportunity to work with the teachers and help them to develop a plan, yet be the expert with the nonjudgmental attitude. This would be less threatening to the teachers and they would be able to learn from her expertise. I feel that our literacy coach is more the Informal Model. I think she would like to be more involved in the classroom and working closely with the teachers but she does not have time. She is working at 4 different schools and training everyone on the new literacy program. I think next year she will have more time. She has basically done our professional development and trained us this year. She has never been in my classroom, but she did offer. I was not able to find a time for her to come in at the time she was available. I would like to take advantage of all she has to offer. She is a wonderful teacher!!
ReplyDeleteI should clarify, my coach did come in and look at stations and talk to the kids. It was just a quick walk through but she has been in my room :)
DeleteMy district I was in last year sounds a lot like yours. Our Literacy Coach was used for the district and you had to really contact her to get her help. She was amazing when she came in and offered great suggestions, but was pulled in so many directions that she was never able to really get to know the kids other than their test scores.
Delete1.Caitlin needs to have an understanding of the six models of literacy coaching because it will be helpful for her to recognize what her role as a literacy coach could be. Caitlin can use the tasks from the models to help her decide which she believes are her responsibilities and take those ideas to her principal. She could also use the models as a guide for the type of coaching she should be doing based on the expectations of her principal. It definitely gives her knowledge about what different types literacy coaches do so she will have an idea of where to start.
ReplyDelete2. I think that the model that best fits what Caitlin should be doing as a literacy coach in her school is the Peer Coaching and Mentoring Model. In the end, Ed wanted Caitlin to help Alex be a reflective practitioner. He wanted her to help him analyze his lessons and decide on how to make his instruction even better. Ed wanted Caitlin to serve as a resource for Alex to help him learn more about the reading process and reading instruction.
3. I don’t feel that any one of the models specifically described what our literacy coach’s role is in our school. There are bits and pieces from several of the models that our literacy coach does. If I had to choose one that fit her position the best, it would be Peer Coaching and Mentoring Model. She is available to teach lessons, and oftentimes volunteers to teach a series of lessons on a specific skill. To me it seems that it is more of an “as needed” basis. If a teacher requests help, she is more than willing to help out by teaching, or providing information on how to approach the teaching of certain skills. She is involved in helping to create curriculum and is in charge of scheduling all of our reading staff. She also keeps and organizes all of the data on benchmarks and other testing that involves reading.
Our reading made a point of stating that it is important to define the roles and responsibilities of the reading coach and to make those known. Many of our staff members can tell you the roles and responsibilities of our reading coach because they work closely with her, but there are still others that just can't figure out what she does all day. I can understand how posting the job description and an outline of roles and responsibilities would help all members of the staff understand the position of literacy coach, especially if you are working with a coach who doesn't fit into one specific model.
DeleteThe 6 models of literacy coaching will help Caitlin and Ed know the expectations of her role in the school/classroom. By going over the expectations and objectives for her job, this will allow clarification to Caitlin and also allow her to fully express her thoughts and feelings of her work load. When reading the different models I feel that Caitlin could fit into the Mixed Model or Peer Coaching and Mentoring Model. Since Caitlin's main concern is teaching children she may not have the time or coverage to be able to model lessons within the classroom, therefore most of her work would be working with teachers before or after school. To be able to help the classroom teachers Caitlin could video their lessons and meet with the teacher afterwards for discussion. In my school we do not have any literacy coaches or anyone with leadership roles except the principal. The last two years we did have an assistant principal who was very knowledgeable in literacy and went above and beyond to get our reading curriculum consistent K-6. Unfortunately, due to budget cuts we lost her. Our principal was previously an industrial arts teacher and has little to no experience with literacy at the elementary level. I have never been in a school that has someone with leadership in literacy. I am jealous of all of you who have great leadership within your schools!
ReplyDeleteThis comment has been removed by the author.
DeleteI am sorry to hear that you lost your assistant principal with the knowledgeable literacy background. It must be difficult for your staff have a consistent vision for your literacy program without someone to guide you. I can imagine that you will soon be the literacy "go-to" person, if you are not already.
DeleteThis comment has been removed by the author.
ReplyDeleteIt's important for Caitlin and her principal to understand the different models of literacy Coaching, so that they can come to a comfortable agreement on how to best meet their school's needs. With the principal being the sole administrator because of the school's size it will be important for Caitlin to serve in a role where she is both a peer coach and mentoring model for the teachers, but also have an observational piece in order to ensure that teachers are on target. The model that best reflects this would be the peer coaching and mentoring model. Caitlin will be tasked with supporting her teachers in a mentoring fashion, where teachers will feel comfortable collaborating and listening to her constructive feedback from observations.
DeleteIn my most recent experience at a new charter school in North Carolina we did not have a literacy coach or specialist. We hired a curriculum director in our third year as a school that was tasked with making sure all teachers were teaching with "best practice models" and trying to overhaul those who weren't. She served as a cognitive coaching model and was not well received by most teachers. Teachers felt intimidated and were not always willing to collaborate and conform to some of her "new methods" of teaching reading and writing. Overall there wasn't enough peer coaching and mentoring going on before the observations and reflecting pieces were enacted, which instilled a very low morale.
1. Once Caitlin and her principal understand the six models, they will have a starting point and guidelines to use as they create her job description. Without guidelines, it would be very easy for the principal to hand over all needs he sees in the school that relate to reading to Caitlin. Talk about overwhelming!
ReplyDelete2. While I think the Formal Literacy Coaching Model or the Peer Coaching Model would be great for teachers like Alex, so that he can see Caitlin model and co-teach lessons, I think it would be best for Caitlin to first take the "Mixed Model" approach. Before moving onto a model that includes entering classrooms for the purposes of modeling and co-teaching, I think it would be wise for Caitlin to begin by looking at areas of need in the school. After assessing the needs and working with students, Caitlin could lead professional development workshops that are targeted at the needs she sees in classrooms. Finally, she would need to discuss goal setting with teachers and helping them figure out a plan of action (which may include co-planning).
3. My school is fairly small, and our staff consists of grade level teachers, a special education teacher, and our principal (plus IA's). Our principal is our instructional leader and leads us in all of our data analysis. Since his is an administrative role, the model he follows most closely is the "Clinical Supervision Model." Throughout the school year, he leads us in professional development during which we analyze student data for strengths and weaknesses. He provides formal and written feedback after conducting classroom evaluations and is in charge of coordinating schoolwide assessment. Our principal is an excellent leader, and I don't expect him to follow the "Informal Coaching Model" or the "Mixed Model." That's not his role. I sometimes wish we did have a literacy coach on staff who could fill the role in a way that helped our staff continually develop and grow in specific ways as reading teachers.
Our text this week made it clear to me that there are a lot of different reading specialist/litercy coach jobs that are often thought of in an interchangable way. I think that knowing the six literacy coaching models will help Caitlin and her principal figure out exactly what kind of role they want her to have and what responsibilities it would entail. It gives them a good jumping off place for creating a job descrition and letting everyone else know the expectations they should have of the position. I think in this case, the Peer Coaching and Mentoring model could work really well. Caitlin would still be in classrooms working with kids and she would also fulfill her principals expectation of working with teachers to help them teach reading better. My school doesn't really use any of these models. We don't have a specific reading specialist or literacy coach. We only have Title I teachers that do small group instruction outside of the classroom.
ReplyDeleteThe reading emphasized the need to define the roles and responsibilities of a literacy specialist/coach. Understanding the 6 models of literacy coaching would help Caitlin and her principal begin to define her roles and responsibilities while addressing the needs of Caitlin, her principal, the staff, and the students. They could find commonalities in their visions and work to build them to better define her position. Given the view of the administration and the role Caitlin believed she would have, I believe the Mixed Model would fit their needs the best. Caitlin would work with children to improve literacy skills. She would also work with teachers to improve literacy instruction in a non-judgmental way.
ReplyDeleteOur literacy coach has worked with our staff for 6 years. When she began her role, she would have fallen into the Mixed Model category. She worked in small groups, helped to establish intervention programs, occasionally observed teachers, and provided some professional development. She would now fall within the Formal Model. She observes frequently, provides feedback and sets goals, plans with grade level teams, analyzes grade level and school wide literacy data, and provides professional development. She has stepped back from her role of working with children, but before she stepped back, she helped to enable others to effectively carry out that role.
ReplyDelete1. I think if Caitlin knew about the 6 models of literacy coaching, she would be so much more productive and less overwhelmed. She could easily look through the 6 models (I thought the chart on page 44 really helped break the models down into understandable language) and see what model would work best for her. If I were her, I would go to my principal and suggest a meeting where this exact chart was brought to the meeting. I would give him the chart before the meeting so that he could look at the chart and come to a decision on what his ideas are for her job description.
ReplyDelete2. I would suggest the peer coaching model and mentoring model for Caitlin. She seemed overwhelmed by helping coach, plus she thought she would be working with students and with this model, she will be able to co-teach and/or model, which will meet both of those criteria. SHe can can model lessons to help the students and help the teachers. This model also involves mentoring, which would help her reach that goal as well.
3. In my school, we are swimming with responsibilities and are currently looking for a different principal because we had no leadership with the old principal. I am hoping that the new year provides me with the same opportunity 'Caitlin' had by being able to sit and discuss the different models of reading professionals. Right now, I just work with students and I try my best to offer advice or give information on best practices, but with 2 of the 4 teachers, I am completely ignored. If I were to say which model I would prefer to use, it would be the mixeed model. I really enjoy working with the students and do not have the type of personality to be 'leading' them or in charge of their reading teaching responsibilties. I prefer the assisting method, which seems to be the most prevalent in the mixed model.
I hope that you can get a new principal with strong leadership skills. A principal's role in a school is so critical and can really affect the entire environment. Hopefully those two teachers will realize what a valuable resource you are.
DeleteWith the knowledge of the six models of literacy coaching, Caitlin and her principal, Ed, can work together to begin developing the perception of a literacy coach being more of a “mentor” and “supporter” rather than an “administrator”. With the various roles and responsibilities of each of the six models- Caitlin’s role as a literacy coach could look different to the staff members she currently had relationships with- but doesn’t necessarily have to. For example, if Caitlin doesn’t want to be seen as an “administrator”, she and her principal may decide to follow the Peer Coaching and Mentor Model- she would be co-teaching, modeling, conferring with learners, and providing focused feedback and suggestions. Here, she is more of a “coach” which is more of the role she wants to take on.
ReplyDeleteAnother model Caitlin could follow would be the Informal Coaching Model. Here, Caitlin would be a supportive team member via helping with goal setting, planning, development of lessons and materials. In this role, Caitlin would not be “formally evaluating” any of her mentees- but rather providing them with guidance that would help them to become a better literacy teacher. This approach would allow Caitlin to continue working with children and staff members in “coaching” role.
ReplyDeleteWith the conversation Ed and Caitlin would have, I think that a better understanding of Caitlin and Ed’s feelings about her role would be. From reading the vignette, I would gather that Caitlin would not want to take on the Cognitive Coaching Model or the Clinical Supervision Model. Depending on the goals that are set by both staff members, I think that any of the four remaining models (or combining roles/responsibilities of the four) would be a good fit for Caitlin. If I had to select a model best suited for Caitlin, though, I would select the Peer Coaching and Mentor Model due to its focus on co-teaching, planning, and collaborative nature.
ReplyDeleteIn my school building, our literacy coach is just that- a “coach”. While she conducts walkthroughs with our administrator- those notes are simply meant for myself and her to look through. Our literacy coach is always available to come in and observe and provide feedback, co-teach, confer with readers, plan lessons, etc. She also leads our school wide study groups. With this role, I would say that our literacy instructor follows the Peer Coaching and Mentoring Model. I find that she is a great resource to all staff members but is non-judgmental in my approach to teaching literacy.
ReplyDeleteIf there had been a better understanding not only by the principal, but by Caitlin as well, they would have known what duties were expected of her since she is the reading specialist and how they should be performed. I really liked the part in Chapter 2 about how the Reading Specialist/Literacy Coach needs to be prepared before they meet with their administrator to determine what responsibilities and goals they will be working towards. I also liked how the second part of that section gives an example of an appropriate response when having this meeting. I think this information would have helped Caitlin a great deal when it came time to discuss her coaching the new teacher. I think the Formal Literacy Coaching Model would help Caitlin the most. She would be providing specific feedback on the way the new teacher was approaching his reading lessons and help him to figure out what his goals should be and how he would reach them throughout the year. She would also not only observe and provide feedback, but model the proper way lessons should be implemented. Since I am just substituting right now, so I asked my older brother, who is a 3rd grade teacher in Bloomington about his literacy coach and from the information he provided me, I believe they use the Formal Literacy Coaching Model. Each elementary school in Bloomington has a literacy coach, who serves as the principal’s “right hand man.” They are constantly working together on the goals for the school and sending reports to the state showing their school’s progress. She also goes to the classroom to model lessons for the teachers and provides many resources which the teachers can freely obtain from her room. She tracks the children’s progress and gives assessments to them using AIMSweb. She also attends PLC meetings for each grade and provides input. She continually attends workshops and shares her knowledge with the principal and teachers. Her main focus is on K-3rd grade because of the IREAD3 right now, but she does also work with the 4-6th graders.
ReplyDeleteSince there are so many different roles that a literacy coach may play, it’s important for Caitlin and her principal to discuss what they both envision her role being in the school. I think a useful model for Caitlin would be the Peer Coaching and Mentoring Model. I chose this model because Caitlin would act in a more collaborative role rather than that of a supervisor. I think this would be an easier role for her since she already has a history of working with these teachers and feels uncomfortable acting as a supervisor. My school corporation does not currently use any type of literacy coach. However, during my student teaching experience with kindergarten, we had monthly meetings with a literacy coach for the corporation. The literacy coach followed the informal coaching model. We mostly had conferences in which she offered ideas and resources to use in the classroom.
ReplyDeleteIf Caitlin and her principal look at the models of leadership together they will be able to discover which model best suits their school goals. In addition they’ll create a job description which will provide clarity on Caitlin’s role for the entire staff. I feel that Caitlin should adopt the Mixed Model of Literacy Coaching where she can help with setting and pursuing goals in addition to supporting Alex with his teaching. My school has also adopted the Mixed Model. Our Literacy Coach assists with goals, co-plans, leads study groups, assists with assessments, and adopts the attitude of a co-learner.
ReplyDeleteAn understanding of the six models would allow Caitlin and her principal to discuss what is expected of her in this position and would also give the principal a clearer understanding of her role in the school. Hopefully then he would not ask Caitlin to perform tasks that will hurt her relationship with the staff and take time away from her other duties.
ReplyDeleteBased on all the information we obtain from the vignette, I think Caitlin would be using the Peer Coaching and Mentoring Model. With this model she would be able to work with students in the classroom (which she wants to do) and she supports teachers in a nonjudgmental role so that she can maintain the open, trusting relationships she has created with the staff. She would also be mentoring new teachers specifically, which is what the principal desires her to do.
In my school we have literacy aides that work with students in a small-group setting. They come closest to the Mixed Model/Elements of Informal and Formal Literacy Coaching. These ladies are the ones that perform our DIBELS testing and discuss these scores with the teachers regularly. The aides and teachers go over the strengths and weaknesses of the students, discuss future lessons, and help set student goals. They are definitely seen as knowledgeable assets.