Chapter 6-Coaching: Improving Classroom and School Literacy Instruction
According to Bean (2015), coaching is those individuals who support teachers, provide guidance or feedback that allows educators to become more proficient. Today, many schools have adapted an interactive framework of instructional coaching as a way to guide teachers and allow for effective teaching to take place in the classroom. The interactive framework includes three different elements: (1) the model, (2) the context, and (3) the coach. These three elements "affect how coaching will be defined, implemented, and evaluated within a given school" (Bean, 2015, pg. 142).
Bean (2015) discusses four different models of coaching that may be implemented within a school.
*Peer Coaching: In peer modeling, the coach models for teachers and a discussion takes place after to talk about what they observed and how to apply what was observed in instructional practice (Bean, 2015).
*Resource Model: Coaches assist teachers in organizing reading groups, instruction, how to implement different strategies, and help those who have concerns about their struggling readers and need ideas on how to help their students succeed (Bean, 2015).
*Teacher as Learner: The goal of coaching, in this model, is to assist the teacher in achieving their goals and help facilitate teacher learning (Bean, 2015).
*Implementation Model: Teachers may be given a specific program to follow.The coaches role is help teachers in following the program. Whereas, in the goal oriented approach, there is opportunity for some choice. Teachers may decide what they implement in their classrooms and coached support teachers.
Research shows that there are several key factors that should exist in a school in order for coaching to be effective. Bean (2015) states these factors to be: (1) Support is needed from both the district level and school level. (2) Support is needed from the school principal. (3) A trust-worthy relationship needs to be developed between the teachers and the coaches.
(4) There needs to be a positive climate and culture within the school between all staff members (Bean, 2015).
Based on research, Bean (2015) points out the four different important qualifications of literacy coaches.
1. Know your stuff. Coaches need to have "up-to-date knowledge of literacy instruction and assessment and the research that undergirds that knowledge" (Bean, 2015, pg. 151).
2. Experience. Coaches should have enough experience in the classroom as they will be providing teacher with knowledge of what they know.
3. Ability to work with adults. Coaches seem to be less comfortable with knowing how to work with adults. It is important from them to work together to help the students succeed in the classroom.
4. Effective interpersonal and leadership skills. Coaches must be good listeners, understand and provide positive feedback to teachers.
The interactive framework is essential for good coaching! In Brown Middle School, it is evident there is an effective interactive framework put into place. It is obvious that the principal has a clear understanding of the role of a literacy coach. Having Ms. Smith not only work with teachers but also work with teachers side-by-side was a great decision on both the principal and teachers. The principal altered schedules so that planning time would be provided which is extremely important. There is a trust-worthy relationship built between the principal, reading specialists, and teachers. In Green Elementary School, the school's climate is different from the Brown Middle School. The principal did not collaborate with the teachers to decide on who would fit the role best of the new literacy coach. The literacy coach was asking teachers to do things that were the opposite of what their reading program promoted. Teachers became frustrated in the classroom. The reading specialist became frustrated as well because the approach presented in the reading program was what teachers needed to do in the classroom, according to the district supervisor. There was a lack of communication and collaboration between administration, literacy coaches, and teachers.
Bean (2015) discusses four different models of coaching that may be implemented within a school.
*Peer Coaching: In peer modeling, the coach models for teachers and a discussion takes place after to talk about what they observed and how to apply what was observed in instructional practice (Bean, 2015).
*Resource Model: Coaches assist teachers in organizing reading groups, instruction, how to implement different strategies, and help those who have concerns about their struggling readers and need ideas on how to help their students succeed (Bean, 2015).
*Teacher as Learner: The goal of coaching, in this model, is to assist the teacher in achieving their goals and help facilitate teacher learning (Bean, 2015).
*Implementation Model: Teachers may be given a specific program to follow.The coaches role is help teachers in following the program. Whereas, in the goal oriented approach, there is opportunity for some choice. Teachers may decide what they implement in their classrooms and coached support teachers.
Research shows that there are several key factors that should exist in a school in order for coaching to be effective. Bean (2015) states these factors to be: (1) Support is needed from both the district level and school level. (2) Support is needed from the school principal. (3) A trust-worthy relationship needs to be developed between the teachers and the coaches.
(4) There needs to be a positive climate and culture within the school between all staff members (Bean, 2015).
Based on research, Bean (2015) points out the four different important qualifications of literacy coaches.
1. Know your stuff. Coaches need to have "up-to-date knowledge of literacy instruction and assessment and the research that undergirds that knowledge" (Bean, 2015, pg. 151).
2. Experience. Coaches should have enough experience in the classroom as they will be providing teacher with knowledge of what they know.
3. Ability to work with adults. Coaches seem to be less comfortable with knowing how to work with adults. It is important from them to work together to help the students succeed in the classroom.
4. Effective interpersonal and leadership skills. Coaches must be good listeners, understand and provide positive feedback to teachers.
The interactive framework is essential for good coaching! In Brown Middle School, it is evident there is an effective interactive framework put into place. It is obvious that the principal has a clear understanding of the role of a literacy coach. Having Ms. Smith not only work with teachers but also work with teachers side-by-side was a great decision on both the principal and teachers. The principal altered schedules so that planning time would be provided which is extremely important. There is a trust-worthy relationship built between the principal, reading specialists, and teachers. In Green Elementary School, the school's climate is different from the Brown Middle School. The principal did not collaborate with the teachers to decide on who would fit the role best of the new literacy coach. The literacy coach was asking teachers to do things that were the opposite of what their reading program promoted. Teachers became frustrated in the classroom. The reading specialist became frustrated as well because the approach presented in the reading program was what teachers needed to do in the classroom, according to the district supervisor. There was a lack of communication and collaboration between administration, literacy coaches, and teachers.
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