Literacy coaching to build adolescent learning: 5 pillars of practice

List of Figures and Tables

Preface

Acknowledgments

About the Authors

Part I. Learning From The Past: Vision for The Future

1. Historical Foundation: Literacy Coaches and Adolescent Literacy

Evolving Roles: Reading Specialist and Literacy Coach

A New Focus: Adolescent Literacy

Current Expectations: Literacy Coach and Reading Specialist

Personal Experience: Informing Our Practice

Questions for Reflection

2. Essential Knowledge for the Adolescent Literacy Coach: Design a Solid Building

Vision for Adolescent Literacy

Challenge: More Content in Less Time

Challenge: Students Who Struggle

Time to Read for Enjoyment

Choice in Reading Materials

Strategies for Reading

Vocabulary Instruction

Motivation to Read

Questions for Reflection

Part II. Getting Started: Building on The Foundation

3. Read the Blueprints: Understand the Job

Know Who You Are

Know Who You Are Not

Know What You Need

Know Why You Are Coaching

Establishing Relationships

Questions for Reflection

4. Plan the Design: Engage in Data-Driven Instructional Conversations

Learning as a Social Activity

Principles of Adult Learning

Putting the Principles Into Practice During Instructional Conversations

Data-Driven Conversations

Degrees of Coaching Concentration

Basic Degree of Concentration

Moderate Degree of Concentration

High Degree of Concentration

Instructional Conversations

Informal Instructional Conversations

Formal Instructional Conversations

Tips for Instructional Conversations

Zone of Possibilities: A Reciprocal Relationship

Questions for Reflection

5. Provide Literacy Support

Visible and Invisible Support

Instructional Support for Teachers

Lesson Planning

Evaluation of Lesson

Modeling

Coteaching

Observing

Leadership Support

Resource Support

Questions for Reflection

6. Revisit the Design: Feedback and Follow-Up

Formal Feedback and Reflection

Informal Feedback

Action: Continued instructional Support

Coaching for Reinforcement

Coaching for Modification

Continued Collaboration and Mentoring

Questions for Reflection

Part III. Interior Decorating: Supporting The Pillars With Time Management and Professional Learning

7. Maintain the Design Through Time Management

Time for Scheduling and Organizing

Time for Planning and Relationship Building With Literacy Leaders

Reading Supervisors

Administrators

Coaching Colleagues

Time for Personal Development and Reflection

Questions for Reflection

8. Strengthen the Pillars of Classroom Practice

Improving the Pillars of Classroom Practice

Professional Development: Energy for School Improvement

Data Analysis and Response: The Seven-Step Plan

Examples of School Improvement PD

First Challenge: Make Time

Second Challenge: Appropriate but Not Restrictive Choice

Third Challenge: Strategies for Reading in Content Areas

Fourth Challenge: Vocabulary Roots, Not Lists

Fifth Challenge: Raising Awareness and Motivation

Professional Learning for Coaches

Questions for Reflection

References

Index