Literacy Coaching: Where are we? Where might we go?
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Transcript of Literacy Coaching: Where are we? Where might we go?
Nancy L. Shanklin, EdDDirector, Literacy Coaching Clearinghouse,
- a joint project of IRA and NCTE – www.literacycoachingonline.org
What are you thinking about?Glad I had put aside money for this trip….I wonder if I can attend any conferences next
year….Will I have to let anyone go?Is my position okay?What must we cut to our program?How can I use our moneys most efficiently
and effectively?
Instead, let’s take this time to think boldly and creatively to:
Network practitioners & researchersAnalyze and share what is workingProblem-solve difficultiesDream about the futurePlan next stepsStay positive & hopeful
What do we know from the most recent research on coaching?
Biancarosa & Bryk (2008)Elish-Piper & L’Allier (2008)Chicago Community Trust (2008)Rubin (2008)Sailor (2008)Timperley et al (2007)Others – Please see LCC website
http://www.iisrd.org/program_inquiry/publications.shtml
Assessed all students (K-3) attending 18 public schools across 8 states in the Eastern U.S.
Literacy assessments on all students (K-3) in both fall & spring for 4 years to assess change over time in literacy
Year 1 treated as a baselineSystematic observation of teacher practice in years 2
through 4 to document changesMonthly coach log reports on PD activities-who, what,
and howTeacher surveys yrs 1 and 4 to assess individual agency,
school organizational properties, possible changes
The Literacy CollaborativeStudent Assessments
Used parts of DIBELS in fall and spring, grades K-2, and fall 3rd grade
Terra Nova in spring, grades 1-3
The Literacy CollaborativeResults
Value-added analyses demonstrate an overall positive effect on children’s literacy learning across schools
Considerable variability exists between schoolsSome schools show 50% additional learning
over usual growthSome show substantial increments to
average growth after two years
The Literacy CollaborativeResults
18.8% improvement at end of 2nd Year (.25 Effect Size)
27.5% improvement at end of 3rd Year (.37 Effect Size)
33.4% improvement at tend of 4th Year (.44 Effect Size)
By final year, 33.4% average increase in learning across children, grades, teachers, and schools in that year over baseline year.
L’Allier & Elish-Piper, (2007)Elish-Piper & L’Allier, (2008)
Does Literacy Coaching Make a Difference?
12 LCs, 121 teachers, 3029 studentsData: Coaching logs and student test scoresCoaches spent 48% of time working with Ts Total gains on DIBELS were significant for K-3Number of coaching hours focused on
conferring was found to be statistically significant in relation to students’ total gain for K, 1, and 2
Relationship between LC & Student Reading Achievement at the Primary Level
Appears Ss who need only some additional support benefit more from coaching than students who require substantial intervention
Results suggest that schools need BOTH literacy coaches and reading specialists
(see Reading Teacher, May 2008, pp. 674-80)
Developed the Advanced Reading Development Demonstration Project (ARDDP)
Target: Schools at low levels of reading achievementEach university partnered with up to 10 schoolsFocused on increasing teachers’ knowledge, assessments
that can inform instruction, infrastructure for T leaders and T teams to work on building K-8 coherence
CPS committed to resources for positions and for PD in the form of coursework leading to ILL Rdg Credential
Thus schools created school Lead Literacy Teachers (LLT)By the end of Yr 5, there were better schools, higher Ss
performance, and a cadre of new school literacy leaders
Timperley et al, Coaching Through Feedback: A Close and Critical Analysis
This New Zealand program has shown very positive student achievement results reported in effect sizes
Assumption: The purpose of one-to-one coaching conferences IS to improve teachers’ practices
Coaches were provided with training in principles and practices off effective feedback process using protocols of learning conversations
“Cycles of feedback” from the embedded research iterations
Rubin, R. (2008). Literacy in Ingles y Spanish: Professional development in early childhood on the
Texas-Mexico border140 educators & 600 children12 all-day PD sessions & a minimum of 24 hours of
individual on-site mentoring Significant differences found when compared to a control
group that did not receive professional development or mentoring
Significant differences on standardized assessments of educator knowledge, classroom environment, instruction, & educator behavior
Improvements passed on to children in the classrooms of educators who participated in the program
Sailor, M. (2008). Support for Improvement of Practices through Intensive Coaching (SIPIC)
2 year study of 120 classroom teachers (grades 2-8) in 4 school districts in a metropolitan area in South Texas
Teachers learned to teach sub-routines involved in cognitive reading strategies
One group received a traditional workshop and the treatment group received classroom-based PD & support by reading coaches
Used pretest-posttest control group design and a multilevel modeling analytic strategy
The treatment group outperformed the traditional workshop group in all teacher observation and student achievement measures
LCs can Change Teacher Practice & Student Achievement:
Middle and High School Level
Boatright, E. (2007)Marsh, J. et al (2008)Cantrell & Hughes et al (2008)
Boatright, E. (2007)External coach’s work with English/LA teachers of one HS
that became 3 small schoolsObserved 3 coaching cycles at each school for a total of
18 days, 6 additional days observed TsCoach worked with Ts to examine student data; did
modeling in classroomsTs changed their views about students’ intellectual
abilities Veteran teachers were hesitant to coach beginning
teachers; all more receptive to critical comments from external coach
Marsh, J. et al, (2008). Supporting Literacy Across the Sunshine State: Florida MS CoachesMS reading coaches from 8 districts over 06-07While coaches were asked to work with all teachers,
they worked extensively with reading teachers in the MS
Coaches indicated a need for PD around adult learners, working with special education & English Language Learners, & literacy across content areas
A coach was associated with small but significant improvement in average annual gains in reading for 2 of the 4 cohorts analyzed
Cantrell, S & Hughes, H. (2008). Teacher Efficacy & Content Literacy Implementation
Measures the self-efficacy and group efficacy of 22 6th and 9th grade content Ts
Quantitative results show the largest gain occurred in Ts’ sense of personal efficacy
Collective efficacy was significantly related to the spring implementation
A primary barrier to teachers’ sense of efficacy was time: to develop skills, to implement, and to collaborate with colleagues
Ts affirmed feedback and support from coaches was essential
What elements seem to be in place in effective coaching programs?
Use observation forms or self-assessments to track improvements in teacher instruction
Use measures of student achievement and examine the data frequently
Use logs of how coaches spend their timeTime spent conferring between teacher and
coach makes a difference
What elements seem to be in place in effective coaching programs?
Administrative support is importantCoaches and teachers need to believe
that they can impact students’ learningResults are not always found in the
FIRST year; takes 3-5 years
Importance of Principal Leadership to Coaching Efforts
Principals need to set the stage for literacy coaches
Principals & coaches need to present clear descriptions of coaches’ roles to faculty
The need to think about “phase-in” models of coaching programs
Helpful to have PLC-like structures to support looking at data and having critical talks about instruction
What are problems encountered in much of the research?
Teacher TurnoverStudent TurnoverAdministrative Turnover & Support“Silver Bullet” Mentality
What do we need to do?(as practice)
Get the word out more about positive resultsOffer better training for coachesOffer more support at the building and district levelsAccept that accountability measures are appropriateHelp districts to evaluate and refine their coaching
programs
What do we need to do?(in research)Better assessments of teacher change in instructionBetter assessments of student learningStudies that compare different coaching programs
used to enact evidenced-based literacy instructionStudies that demonstrate the important role of
building and district administrators to coaching initiatives
Studies that allow for cycles of iteration to improve coaching programs, teacher instruction, and student learning
8 Criteria for Literacy Coaches Foundations of LiteracyAssessmentInstruction in the Content DisciplinesWritingDifferentiated InstructionClassroom CoachingFacilitating Adult LearningBuilding Capacity Within a School
Emphasis in these areas will continue to increase
Increasing student achievementImproving teacher qualityCreating, using, and analyzing literacy
assessmentsDeveloping and working toward higher state
standardsAdding more early childhood educationIncreasing adolescents’ literacy and workforce
readiness
What are IRA & NCTE trying to do? Track where there may be moneys for coach
positions – especially watch Title IA comprehensive education bill is being introducedIRA and NCTE are working to see that wording
about the need for literacy coaches gets into new legislation
There will also be wording about the criteria that good literacy coaches need to meet
To keep informed go to:
http://sites.google.com/site/iralatupdate/
What are the education elements of the economic stimulus package?
Over $100 billion for two years$48.6 billion to governors to be used for substitution
of state support for local schools$13 billion for Title I ($10 for Part A and $3 for school
improvement)$12 billion for IDEA$ 5 billion for Secretary’s fundFunds for Higher Education and teacher programs27 months in which to use
Wording in Title IEstablishing a system for identifying and
training highly effective teachers to serve as instructional leaders in Title I schoolwide programs and modifying the school schedule to allow for collaboration among the instructional staff
Wording in Title IEstablishing intensive, year-long teacher training for
all teachers and the principal in a Title I elementary school in corrective action or restructuring status in order to train teachers to use a new reading curriculum that aggressively works on improving students’ oral language skills and vocabulary or, in some other way, builds teachers’ capacity to address academic achievement problems
More wording in Title IProviding professional development to
teachers in Title I targeted assistance programs on the use of data to inform and improve instruction for Title I-eligible students
Using reading or mathematics coaches to provide professional development to teachers in Title I targeted assistance programs
How to take advantage of these funds?IRA suggestions:Build longer term programs around main
purposes of the American Recovery and Reinvestment Act (ARRA)
Tell administrators how these funds will workCollect information on how long-term
professional development can make a difference
“Coaching” as a VerbDoing Professional
Development SessionsLeading Data Analysis
SessionsLeading Study GroupsFinding ResourcesConversations “On-the-
Fly”
Organizing Peer-Coaching Assisting with Action
ResearchDoing Modeling and
Demonstration TeachingLeading Teaching Labs or
Lesson StudyCoaching Cycles: Pre,
During, Post
Schools as settings for intergenerational learning
50% of teachers drop out within the first 5 years
Seem not to work well if all are beginning teachers or if all are seasoned teachers
Planning for reflection, growth, and change IS the norm
Career Ladders that includes coaches
Urgency to keep pace in a changing, world environment
So, is coaching nice, but not necessary?OR
Is coaching crucial and works best when schools can have well qualified people in the role?
Our time here in Corpus ChristiI hope that we can engage in honest, important
dialogue over the next few daysIRA & NCTE are working hard to support coachingNew briefs and tools – Would you like to submit?Literacy Coaching Clearinghouse resourceshttp://www.literacycoachingonline.orgHow can the LCC continue to best serve your needs?