Abstract
There are many documents for the
literacy coach to use for planning, scheduling, organizing,
and for providing teacher and program feedback. An introductory form that
brings about communication with the classroom teacher dealing with the nature
of teaching and literacy coaching is a great starting point. Connected to this form is a classroom teacher
survey which brings about further communication. It is this survey which allows the classroom
teacher to discuss strengths and areas of focus for further literacy
coaching. This communicative form is
used throughout the coaching processes as the teachers become more involved
literacy instruction. To document the
classroom conferences provides the literacy coach with program reflection, and
serves as a program reporting piece.
Literacy coaches assist with multiple teachers on many
different topics and use many different methods of coaching. Many of the forms
and documents used can serve as aids to assist the classroom teacher and the
literacy coach on the nature of teaching and literacy. These forms become the documenting program
piece for the literacy program. Newman
(2009) uses a introductory document for the literacy program, a connective
document by Toll (2005) is the conference piece, while Rainville (n.d.)
includes the program document piece. In
all, these documents provide for program reflection.
Teacher Survey
Request Form
The Teacher Survey/Request Form & Teacher Survey and the Reading InstructionTeacher Contact Form by Newman (2009) is a great school year starting point for the literacy coach to use. These documents provide coaches feedback about the literacy instructional needs of the classroom teacher. They also open the door for the literacy coach to provide support for the classroom teacher within a literacy specified area throughout the year. Some of the literacy areas addressed by the documents and then identified by the teacher for support include interpreting data, setting up reading groups, developing lessons, to enhancing reading fluency. The survey also provides the literacy coach an understanding of the teachers’ literacy instruction strength and weakness. Although serving as that initial contact, perhaps at the beginning of the academic year, according to Newman, these documents can direct communications leading to effective coaching through out the school year. as an accountability measures for the coach by identifying and tracking teachers’ needs over time.
Teacher Contact Form
Scheduling
Individual Conferences seems to be a good starting point for the literacy coach after his or her review
the Teacher Survey Request Form and the Instruction Teacher Contact Form
introduced by Newman. At the initial
conference further discussion of the survey can be discussed with the classroom
teacher. An overview of the Individual
Conference Record Sheet is introduced to the classroom teacher, followed by
scheduling a classroom observation. Toll (2005) introduces the Individual
Conference Record Sheet for the initial teacher conference, enable both the
literacy coach and the teacher to focus on needs, strengths, and concerns (p.
79). Toll’s Conference Record Sheet seems to transition smoothly from Newman’s
Survey by preparing a focus for discussion during the conference. Toll suggest that the Conference Record Sheet
be used thereafter for proceeding conferences. For example; A second
distribution can occur at the conclusion of the first marking period or
second/third month of school. Important points addressed and recorded in the
Conference Record Sheet includes: How it’s Going, Items Discussed, For Future
Discussion, Goals, Action Steps (Teacher & Coach), Next Meeting, Bring to
Next Meeting. Of most important a
schedule of the follow-up conferenc (Toll, 2005).
Teacher Contact Form
Literacy coaches interact with multiple teachers on many
supportive topics and during their interaction they may use many different
methods of coaching. The
teacher contact form introduced by Rainville(n.d.) is an important way a
coach can monitor and assess his or her coaching. The Teacher Contact Form prescribed by
Rainville, provides the coach with teacher contact records, and also allows a
coach to review periodically coaching methods that he or she has employed with
all teachers. This form provides for a
reflective piece for the literacy coach. Not only does it serve as a monitoring
piece, provides coaching reflection, it also serves as a program planning and
reporting piece. Burkins (2007) says to
manage and analyze data, organize data for presentation to faculty, and develop
action plans on data (p. 32).
The recorded coaching methods of Raniville’s Teacher Contact
Form are as follows and are indicated on the contact form: CE=Classroom Environment; CL=Collaborative
Lesson; D=Demonstration Lesson; ED=Educational Discussion; GR=Gathering
Resources; PR=Pre-conference; CO=Coaching.
Observation; PO=Post-conference; SC=School Closed; SG=Study Group;
WS=Workshop. This tool allows a coach to keep track of the monthly coaching
methods that he or she uses with all teachers and to subsequently reflect and
repor (Rainville, n.d., p. 3).
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. An important part of their
recommendation is the coach’s ability to provide teacher feedback. Teachers are
more likely to gain the literacy coaches assistance if they possess these
traits. Bean & DeFord (2006), says an
important duty of the literacy coach is to let the data lead and document your
work. The documents prescribed by Newman, Toll, and Rainville are useful for
the initial contact with classroom teachers and thereafter periodicially. They also serve as a ocumentary pieces which
cause coaching reflection prescribed in sound programing.
References
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. Literacy Coaching
Clearing House, 1-5.
Newman, T.
(2009, April 20). Teacher Survey/Request Form & Teacher Survey: Reading
Rainville,
K. (n.d.). Teacher Contact Form. Retrieved September 20, 2015, from
questions and practical answers. Newark, DE: International Reading Association.
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