Table of Contents
Acknowledgments xi
About the Authors xiii
Preface xv
Chapter 1 Remodeling Schools for Effective Literacy Learning: The Case for Coaching 1
Basic Beliefs About Coaching 2
Pathways Into Coaching 4
What Is Coaching and How Does It Support High-Quality Literacy Instruction? 5
Framework for Thinking and Working Like a Coach 6
Major Assumptions About Coaching 13
Summary 17
Activities 17
Chapter 2 Cultivating Coaching Mindsets: Ways of Thinking and Working Like a Coach 19
Frame 1 Thinking Like a Leader; Authentic Leadership and Leading Adult Learning 20
Frame 2 Thinking Like a Facilitator; Coaching Roles, Stances, and Positionality 26
Frame 3 Thinking Like a Designer; Considering Form and Function 29
Frame 4 Thinking Like an Advocate; Standing for Something 31
Summary 36
Activities 36
Chapter 3 Coaching for Student Success: What 21st Century Literacy Leaders Need to Know 37
Standards as the Driver for Developing Curriculum That Meets High Expectations 38
Major Shifts: How Now Is Different From Then 40
Marrying the Content and Processes of Effective Literacy Instruction 44
Technology as a Tool to Support Teacher and Student Learning 51
Thinking Ahead to School-Wide Literacy Programming 54
Summary 55
Activities 55
Chapter 4 Analyzing and Shaping School Culture: All Systems Got 57
School Culture: How Important Is It? 59
Creating Change at the Organizational Level: Improving Literacy Instruction 62
Diversity: Human Capital 64
The Principal and Coaching 67
Working With Other Specialized Professionals 71
Example of a School Change Initiative: The Importance of System-Wide Change 72
Summary 73
Activities 73
Chapter 5 Overview: Ways of Working With Teachers 75
The Power of Language: Talking With Individuals and Groups of Teachers 76
The Power of Discussion-Based Protocols 79
Coaching Activities for Developing Relationships With Individuals and Groups of Teachers 83
Summary 90
Activities 90
Chapter 6 Working With Individual Teachers to Analyze and Transform Instruction Practices 91
Modeling 93
Co-Teaching 95
Observing 97
The Observation Cycle 99
Summary 111
Activities 111
Chapter 7 Working With Groups to Establish Schools as Places of Learning 113
Why Coaches Work With Groups 114
General Guidelines for Working With Groups of All Sizes 116
Small-Group Coaching 119
Other Strategies for Facilitating Small Groups 122
Large-Group Presentations 126
Ideas for Follow-Up 128
Group Activities That Support the Development of Professional Learning Communities 128
Summary 132
Activities 132
Chapter 8 Assessment as a Guide for Student Literacy Learning and School Improvement 135
Assessment of Student Learning: What and Why 136
Large-Scale, High-Stakes Measures: Potential and Pitfalls 138
Ideas for Literacy Leaders: Using Data to Improve Classroom Instruction 141
Teach Students to Self-Assess and Set Their Own Learning Goals 146
Using Data for School and District Improvement 147
Summary 151
Activities 151
Chapter 9 Developing, Implementing, and Sustaining School Wide Literacy Programs 153
The Role of Literacy Leaders in Improving School-Wide Literacy 154
Establishing a Literacy Leadership Team 156
The Needs-Assessment Process 159
The Comprehensive Literacy Plan: Planning for Action 162
Implementation and Sustainability: Keys to Change 164
Developing or Selecting Materials for the Literacy Program 168
Maintaining the Dual Focus on Individuals and the System 170
Summary 171
Activities 172
Chapter 10 Working With Families and Communities 173
The Importance of Engaging Families and Community 174
Ideas for Developing a School Culture That Understands, Values, and Celebrates the Diversity of Its Communities 175
Build Two-Way Communication Channels to Enhance Family Understanding and Involvement 178
Capitalizing on Community Resources by Establishing Relationships 181
Summary 186
Activities 186
Chapter 11 The Literacy leader as Lifelong Learner 187
A Quick Caveat About "Expertise" 188
Knowledge That Supports Literacy Leadership Work 190
Self-Assessments: Possibilities and Pitfalls 197
A Quick Reminder About the Many Pathways to Becoming an Effective Coach 203
A Final Note About Our Own Coaching Habits of Mind 204
Summary 204
Activities 204
Chapter 12 Coaching Cases: Stories of Coaches and Coaching 207
Case 1 The Evolution of a Coach 208
Case 2 Learning, Leading Learning, and Enacting Disciplinary Literacy at Brookline High School 212
Case 3 Conducting a Needs Assessment: An Example of the CALS in Action 218
Case 4 Pennsylvania Institute for Instructional Coaching (PIIC) 220
Appendix A Ways of Thinking and Working Like a Coach Framework 225
Appendix B For Further Study: Resources for Literacy Leaders 231
Appendix C Note-Taking Organizer When Coach Is Modeling Instruction 239
Appendix D Observation Protocol for Content-Area Instruction 241
Appendix E Lesson Analysis Guide for the Post-Observation Conversation 245
Appendix F Developing a Comprehensive Assessment System 247
Appendix G Sample Assessment-Focused Professional Learning Experiences 251
The Large-Group Meeting 251
Follow-Up Questions for the Grade-Level or Academic Team 252
Implementation 252
Individual Support and Feedback 252
Appendix H Developing a Comprehensive Reading Plan: Questions to Consider 253
Curriculum Questions 253
Instruction Questions 254
Assessment Questions 254
Process-for-Change Questions 255
Appendix I Action-Planning Guide 257
Appendix J An Adapted Data-Driven Dialogue Protocol From Hudson High School 261
Phase I Predictions-5 Minutes-On Your Own 261
Phase II Observations-15 Minutes-On Your Own 262
Phase III Sharing Observations-15 Minutes-In Small Groups 262
Phase IV Inferences Dialogue-15 Minutes-In Small Groups 262
Phase V Whole-Team Inference Dialogue-20 Minutes-As a Whole Team 262
References 265
Index 281