Abstract
The development of a job description for the literacy
coach involves much more than just jotting down the requirements and
qualifications. Deep consideration of
the schools vision, and goals for
literacy becomes the vital piece for the schools
literacy program. These vital program pieces lay the groundwork for the
development of the duties and requirements for the literacy program.
When considering hiring a
literacy coach within a school setting there are many things to consider before
advertising for employment. Perhaps, at this point, it is best to step back
from this discussions of the
responsibilities and qualifications and consider the roles they might fill to
defining effective literacy coaching specific to the school culture. A major
starting point would involve a consideration of the schools intention for the
literacy program, the coach and the responsibilities and qualifications he or
she will fill within the school system. The development of a vision for the
literacy program assists in the major
workings of the job description inclusive of, the major responsibilities and
qualifications for the literacy coach.
The Vision for
Literacy Coach and Major Responsibilities
Shankling (2006) makes note of The Advisory Board of the
Literacy Coaching Clearinghouse’s pertinence of
the development of a school vision for literacy which is site-based and makes a
link to district goals (Shankling, 2006,
p. 3). In an era of accountability and data-driven
decisions involving school-programing, Bean & DeFord (2006), says an important
duty of the literacy coach is to let the data lead and document your work. Furthermore, Bean & DeFord (2006), says a
program, involves working with the principals to promote a school-wide focus on
goals for reading achievement and to oversee the school’s assessment procedure,
training, data collection and collaborate to complete dissemination reports. To
reinforce this, Burkins (2007) says to manage and analyze test data, organize
data for presentation to faculty, and develop action plans on data (p. 32).
Once hired, as noted by Shankling (2006) The literacy coach
plays a very important role in realizing the literacy vision and goals of a
school through its actual implementation in classrooms and is characterized by
data-oriented student and teacher learning (p.3). Burkins (2007) makes note of the importance
of giving teachers knowledge of the reading process that “supersedes”
particular programs of the school and
plays upon the need for teachers to become comfortable with literacy materials
which the school requires them to use (p. 11).
In relation, Burkins (2007) prescribes
providing teachers differentiated, classroom-based support in alignment with the
school's comprehensive literacy program. This
becomes inclusive of the literacy coach modeling best teaching practices. In
unity, modified from The Consortium of Reading Excellence Inc., the following vision and the duties are prescribed for the
employment of the schools literacy coach:
Vision: The Reading Coach will support all staff in the
implementation of the site reading plan and program while enhancing teachers’
ability to provide instruction that builds students’ sense of engagement in the
ownership of their learning.
Responsibilities and Goals:
·
Work with the principal(s) within the school to
create a school-wide
focus on the literacy programs vision, and goals for reading achievement.
·
Oversee the school’s assessment procedure,
training, data collection and collaborate with the principal to complete
reports due.
·
Guide teachers to collect and analyze data and
develop action plans in
response to determined student needs.
·
Provide individualized, classroom-based support
to implement the
comprehensive program, which will include modeling of best teaching
practices.
·
Complete monthly status reports for the district
administrators.
·
Participate fully in professional development
opportunities and professional research and reading.
The Qualifications
for The Schools Literacy Coach
Due to the relative newness of literacy coaching, “The
result has been literacy coaches with varied professional experiences,
certifications, and training serving as catalysts for implementing a model of
professional development in schools” (Bean & Frost, 2006, p. 1). The International Reading Association (IRA) as
cited by Bean & Frost (2006), recommend
that schools seek out individuals who are successful teachers at the grade
levels in which they are expected to coach. They must have thorough knowledge of literacy, the acquisition,
assessment, and instruction. They have experience working with teachers, pedagogically
through observation, instructional modeling, and then providing teacher
feedback. Burkins (2007) reinforces these recommendations by proclaiming that
literacy coaches know much about the pedagogy of literacy, are knowledgeable in
adult learning theories and obtained success in teaching both children and
adults (p. 34). The IRA’s “Roles and
Qualifications” recommends the potential literacy coach have a reading
specialist certificate and if not, that they obtain this certification within a
three-year period of becoming a literacy
coach. Modified from The Consortium of Reading Excellence Inc., the following
qualifications are prescribed for the employment of the schools literacy coach:
·
5+ years elementary classroom experience
recommended, 3+ years accepted.
·
Reading Specialist Certificate recommended, knowledge
of reading, writing and literacy development for teachers accepted.
·
Outstanding presentation and facilitation skills.
·
Interpersonal skills (communication, problem solving, conflict management,
collaboration) to share research based
instructional approaches with teachers and administrators and provide advice
while mentoring and coaching.
·
Strong organizational skills.
With this the
development of a job description for the literacy coach involves much more than
just jotting down the requirements and qualifications. Deep consideration of the schools vision, and goals for literacy becomes the
vital piece for the schools literacy
program. These vital program pieces lay the groundwork for the development of
the duties and requirements for the literacy program. Once hired, Bean &
DeFord point out important rules to abide by making the coaching experience successful within schools. The literacy coach is not to evaluate
teachers or to fall into the trap of acting like the expert. According to
Burkins (2007) experience as a literacy coach such actions might strain the
relationship with teachers (p. 42). Attached is the job description for the
literacy coach.
Bean, F., & Frost, S.,
(2006). Qualifications for Literacy Coaches: Achieving the Gold Standard. Literacy
Coaching Clearinghouse, 1-4
Burkins,
J. (2007). Coaching for balance: How to meet the challenges of literacy
coaching. Newark, Del.: International Reading Association.
DeFord, B. (n.d.). Do's and
Dont's for Literacy Coaches: Advice from the Field. Literac Coaching
Clearing House, 1-5.
.
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