Literacy Coaches

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Comment by Kathy S. Froelich on January 13, 2009 at 7:36am

This sounds like a shameless plug for our book but Enrique and I talk about exactly these issues with some (we hope avenues for recourse). The new book on "teams" talks about how they can help address the "culture of school" and the need to rethink how we work together. And Linda, it is so good to hear that your situation has greatly improved. Getting that first group - and the smiles - is a real milestone.

Comment by Linda on January 12, 2009 at 3:19pm

As things have shaken out, I had entered the perfect storm of coaching that day. There was an "issue" with that department and an entourage from central office and administration was descending on them to observe, evaluate, and prescribe. REALLY bad timing! The assistant principal who oversees that department honestly thought that I was the reading specialist (I am one, and since the school doesn’t have one, I do pick up some of the slack there) and we had a talk. She has now put the word out to her people that this is NOT evaluative, and I presented at the last department meeting. I took their content teaching objectives, distilled them to the verbs that had to do with the language arts, and showed them a few quick and “easy” ways to work LA into their existing routines in order to better address those areas. They actually smiled!
Thank you guys for the support. It’s a weird world for us, huh?

Comment by Thomas Chiola on January 12, 2009 at 1:22pm

In my search of the literature on sustainability of literacy coaching, and a key element of it's continued success is that coaching is not tied to any specific indivdual, but should be part of a cultural change within a school where literacy coaching has become the norm, part of everyday practice and culture of that school.

Comment by Kathy S. Froelich on January 12, 2009 at 1:17pm

Those are all issues that I hav encountered as a coach in schools. I think the real issue is whether the staff sees the coach as "one of them". Teachers are so accustomed to being told someone is "coming in to help", and told what staff development is important that they are reticent to participate, making the job that much more difficult. I try to talk one on one with teachers and asked them what they want, and if they are still resistant I try to find someone on that team that I can work with that might help break the ice. It's never perfect as you all know. Best, K.

Comment by Thomas Chiola on January 12, 2009 at 1:01pm

As a practicing literacy coach in several schools, I believe it is the adminsitrator's and coach's job to first, clearly define the role and responsibilities of the literacy coach and to make sure it is commincated thoughtfully to the entire staff in the district. Coaching is most effective if it is positioned within a "a culture of coaching"; that is that all staekholders in a district value coaching as part of a shared vision of professional learning for everyone, not just for some.

Comment by Robin Cox on December 3, 2008 at 3:45pm

Well, I have lots of thoughts about what you might say - some of them might not be the kindest responses! JK. In order to help you think about this, let me ask a few questions. How long have you been in this building? How has the administration positioned you? Have they talked to the faculty about your role? Are you ever in a position of evaluating? Say more about your role - so many coaches have so many different roles it is hard to say what might be going on. Look forward to hearing from you.
Robin

Comment by Linda on December 3, 2008 at 11:32am

I'm not sure where to post this, so I'll try doing it here. I am a high school lit coach, and all the secondary lit coaches have been doing the 3 minute walk throughs this year to get a good idea of the needs on our campuses for professional development, etc. Yesterday I sent the email I generally send, announcing that I would be on that hall to "see the wonderful teaching" and asking if there are things that teachers would like me to observe so that I could then support them. I got an irate email back from the dept head (science) stating that they had master teachers, didn't need someone else "grading" them, and that they would let me know if they needed reading strategies! I was dumbfounded. What would you do now?

Comment by Kathy S. Froelich on November 22, 2008 at 5:16am

Enrique Puig and I have a new book out on Literacy Leadership Teams to be the companion to The Literacy Coach and hope you will get a chance to review it and give us some feedback.

In this tough economic times schools are cutting coaches and relying more on "teams" in schools, so we think the book with be timely. Let me hear from you about what's going on in your districts. Best wishes, Kathy

Comment by DebRennerSmith on October 9, 2008 at 8:50pm

I think traveling and being away from home is one of the biggest challenges for me. Also, making sure that the teachers' needs are met while I figure out what those needs are!

Comment by DebRennerSmith on October 9, 2008 at 8:49pm

I am an author and a reading and writing coach. I am hired by districts to coach in their district. This year, I have been hired by a school to spend one week a month in their elementary school as their reading/writing coach. It is an awesome opportunity. Usually I am in classrooms modeling lessons, coaching teachings and conducting workshops in a specific school for 2-5 days per month depending on the needs of a specific school. I love my job!

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