H-810H: Intro to Literacy Coaching H-821: Literacy Coaching Lisa Messina Fall 2015 WEEK 1 WELCOME! PLEASE COMPLETE THE SURVEY. I’LL ASK YOU TO SHARE # 4. I WILL COLLECT THEM AT THE END OF CLASS.

Agenda Survey/Introductions Syllabus and Assignment Questions Overview: Protocols Norm-Setting Protocols Break Readings: Themes and Questions Raised Chalk Talk or Take a Stand Housekeeping

Guiding Questions What do we already know about literacy coaching, and how does that shape our questions, knowledge, and ways of working as a group? What do we hope to gain by learning more about literacy coaching? Understanding the lay of the land: What are some of the themes emerging from the literature around coaching?

Who are we? Briefly state: Name? Role(s) you have played in education? Experience with coaching or being coached? What is your biggest question/wondering about coaching?

My Background High School English/Reading teacher (11 years) Various Leadership Roles at High School Level Department Chair Title I Coordinator  Literacy coach/Professional Developer (7 years) District-level coach (6 years) Provide PD and coaching for school-based coaches Design and lead district-wide initiatives Literacy Coordinator for a District (3 years – present) L&L Class of 2007 (Reading Licensure Program) Teaching H821/H810 since 2012

Syllabus and Assignments

H-810 & H-821 Requirements Weekly 1-page briefs (5) Due by 5pm on Wed. before class 5 briefs total May write additional brief for extra credit Must skim group members’ briefs before class Participation in class discussions Complete all readings Write & read briefs Contribute to discussions 7-10-page Synthesis Paper (Due October 25th) Opportunity to connect to specific interests Small literature review Outside investigation (talk to a coach, review a district’s coaching policies, etc.) Supported by briefs / peers / Instructor / TF

H-821 Additional Requirements Additional work in facilitative leadership Discussion protocols CFGs Difficult conversations Practicum in local school (10-15 hours) Shadow literacy coach Work directly with teachers / students Take observation notes to support course papers 10-15 hours “on the ground” Two Observation Papers (3-4 / 5-7 pages)

What are protocols? “Protocols are structures that enable educators to look carefully and collaboratively at student and teacher work in order to learn from it.” Protocols vary but all of them: Provide a structure for conversation- a series of steps the group follows in fixed order. Specify different roles in groups (presenter, facilitator, participants). Allen, Blythe (2004)

Protocols are TOOLS I (we) use protocols to: Guide our work as a dept/district. Back to the Future, World Café, Chalk Talk Debrief classroom observations. Various observation protocols (Video and Live Observations) Discuss professional texts in depth. 4 As, Three Levels of Text Protocol, Text Rendering Experience Analyze Data Data Driven Dialogue Protocol, ATLAS: Looking at Data

Protocols are TOOLS Analyze student work/learning Atlas Collaborative Assessment Conference (CAC) Improve Lessons and Assessments Tuning Protocol, Tuning a Plan Solve dilemmas Issaquah, Peeling the Onion, Consultancy Protocol Set Norms for Professional Dialogue

Protocols allow us to: Facilitate structured, focused, reflective, collaborative dialogue about instructional practice and student work Create space for in-depth dialogue in our hectic schedules Take risks in conversations

“A Continuum” Important to build trust and risk-taking among colleagues. Consider a “Continuum of Protocols” – levels of trust and experience with protocol-based discussions (J. Ippolito)

Considering a Continuum of Protocols (J. Ippolito) Increasing intensity and degree of trust Sharing Experiences Text-Based Discussions Looking at Student Work Tuning Observation Dilemmas of Practice Equity & Social Justice

Where can you get protocols? School Reform Initiative (SRI) (http://www.schoolreforminitiative.org/) *Dozens of free protocols; links to annual winter conference; CFG training National School Reform Faculty (NSRF)http://www.nsrfharmony.org/research.html) *Research papers and articles on CFGs and protocols

Norm-setting is crucial. Examples of protocols to set norms: Forming Ground Rules Compass Points An Exercise in Understanding Preferences in Group Work Inside/Outside Circle Why would you choose one of these protocols over the other for any particular group? Which one do you think would be best for our class?

Setting Our Norms

“Participant” “Coach/Facilitative Leader” Multiple Hats “Participant” “Coach/Facilitative Leader”

Protocol Debrief As a participant: What was it like to engage in this protocol? As a coach/instructional leader: How would you set norms with your teachers? How would you choose a protocol? What might we need to keep in mind when using this type of protocol?

Small Group Discussion of Readings In groups of 4 (one may have 5): What themes did you find emerging from the readings? What questions did these readings generate for you?

Take a Stand- didn’t get to this or chalk talk Purpose(s): Prompt you to consider a range of coaching issues and see where you stand today. Here all voices (verbally/nonverbally) Consider other points of view in order to confirm, challenge or revise our thinking. 

I have had positive experiences working with a coach. #1 I have had positive experiences working with a coach.

#2 If a school has coaches, every teacher in the school should be coached.

#3 Coaches should always follow a teacher’s lead in terms of what the teacher wants to be coached on and how.

#4 If research does not show that coaching has a direct impact on student achievement, coaching should not be funded.

#5 If a teacher is really struggling and not meeting students’ needs, the coach should let administration know what is going on.

#6 The most important factor in a the success of a coach is his/her own ability as a classroom teacher.

What is the promise of coaching, and what are the pitfalls? Chalk Talk What is the promise of coaching, and what are the pitfalls?

Protocol Debrief As a participant: What was it like to engage in this protocol? As a coach/instructional leader: What are the benefits and limitations of this protocol? Why would a coach choose to use this protocol? What might we need to keep in mind when using this (or a similar) protocol?

Housekeeping A Look at Next Week:

HOUSEKEEPING Issue Brief #1 My cell – 978-793-3308. Please post on the iSite by Wednesday at 3:00pm. Check out the assignment handout on the iSite. I will email “Brief Groups” so you can read each other’s briefs after 3:00 My cell – 978-793-3308. Gots and Needs Cards