On page 546 in the Guiding Principles article I was shocked to read that on average, coaches spend only 28% of their time working directly with teachers. Until I read what other responsibilities coaches have, or tasks administrators assign them, I assumed the majority of their time was spent with teachers. It makes complete sense that students have higher reading gains in schools where the literacy coach has more interactions with teachers. The second idea I learned more about (observations) is from Chapter 3 in WS&Q. Mr. Grimm is observing Ms. Gray's writing conferences and asks her about the class. She appears to know what didn't work (Billy waiting in line), but Mr. Grimm doesn't seem to have any concrete ideas on how to improve the situation. It was like a light bulb for me when I read that formal supervision can move conversations from "what can be done to support growth" to "what did I observe".
Team Coaching vs. Individual Coaching: After our group discussion, bubble map, and reading the texts I believe that effective literacy coaches:
- have specialized knowledge in their field
- know how to work with adults
- spend at least 50% of their time working with teachers
- develop positive, trusting relationships with teachers
- are leaders in their school
I think these qualities apply whether a leader is coaching a grade level team or one specific teacher. In the Team Coaching article I highlighted the 3 Keys to Successful Team Coaching. I love #1.....coaches must have a clearly defined coaching model and established role! I think that helps with the "who" does "what". The most obvious difference between Team and Individual Coaching is working with a larger group versus one teacher. I think both have their place. What I do like about the idea of Team Coaching is that the grade level team could continue working closely together even after their coaching cycle is complete. They begin to look to their colleagues.
What do you ladies think?
Julie, I'm glad you saw the connections across the readings. I agree that it is really important to have a clearly defined role. How do you think you can try out team coaching in your center? or a modified version in the class you are teaching?
ReplyDeleteOther than infants, I have two classes of each age group which is 4-5 teachers per age level. I would love to start age level meetings and coaching with them! They don't have the opportunity to work closely with teachers outside their own class. For the class I'm teaching, I thought about dividing them by interest level (advocacy, speech pathology) but I can't seem to get a grasp on how it would look. What do you think?
DeleteJulie,
ReplyDeleteThat is something I really enjoyed reading too! I love the school I work at, but I would love it even more if we implemented Team Coaching. I really truly believe that we could learn so much from one another. I really like how the coach facilitates those groups and conversations, but is mainly there to support and encourage, not to tell others what to do. Like what we have read before, individuals who has a part in what they are learning are more engaged and more receptive. That is personally why I believe that Team Coaching is such a great idea. It gives those educators the opportunity to learn from one another while, being reflective in their own practices.
When I observed a 1st grade class last semester, the grade level teachers had planning time together each morning. I'm not sure if they just share ideas in passing like Erin talked about, or if they really dug into what they're teaching. That's why I like being in a small group of other teachers. I learn so much from all of you.
DeleteI really found it educational to read about team coaching. In my school setting, my grade level will offer ideas in passing but we do not sit down and plan together. I do not believe that the other grade levels do either. It would be nice to share each others perspectives and gain more insight on different practices that we may have.
ReplyDeleteI think that to be an effective literacy coach you must work, like you said, at least 50% of your time with teachers. I do not understand the point of a literacy coach if there is significant collaboration with teachers.
Erin, I agree...if you have a literacy coach, take advantage of that experience! Do you think that administrators don't know exactly how to use coaches?
DeleteI agree with your comment on how literacy coaches only work with teachers 28% of their time. Yet, I can see how this happens. I was reflecting on my time spend with literacy coaches I've had. I can remember them being pulled to do other duties that weren't literacy coach duties: behavior problems, administrative duties etc. It's unfortunate. The kids would benefit more if a literacy coach who actually got to do what they were hired for. I hope when I am a literacy coach, I can either work the majority with teachers, or students, depending on my title.
ReplyDeleteI started thinking about the little things that take up my time during the day, and realized that's exactly what happens! I have something to do for my boss, phone calls, etc. and my time is then limited with my teachers.
Delete