Leveling Up On Coaching

Levels of Coaching/Duties

"In doing what we ought, we deserve no praise because it is our duty."

                                                                                                                        --St. Augustine


 As I have read (and  continue to read) a variety of resources on literacy coaching, I notice that many carry criteria checklists.  Visiting the IRA's website (at reading.org), one can find a long list of articles, criteria, and responsibilities for a literacy coach.  They have a PDF brochure, "The Role and Qualifications of the Reading Coach in the United States" (linked here.)


My job description once looked like this:

1.      Demonstrate exemplary classroom literacy practice and possess a deep understanding of literacy theory (20 percent)        

• On-going teaching of children in a variety of settings and grade levels (K-12)
• Extend literacy competencies through professional development opportunities and networking with other literacy coaches

 

2.      Help improve instruction by engaging teachers in intensive professional development and promote a school-based professional community (60 percent)

·         Provide demonstrations of literacy components

·         Observe and coach classroom teachers and special education teachers in effective practices

·         Provide sustained mentoring to classroom teachers and special education teachers

·         Plan and conduct professional literacy team data analysis sessions

·         Provide workshops on the literacy framework and differentiated instruction.

3.      Manage and monitor the school’s literacy program to ensure the highest level of quality (10 percent)

·         Collect data, analyze results, and report findings

·         Monitor student achievement and assist with placing students in appropriate intervention and support services

·         Monitor effectiveness of the overall literacy program

·         Identify needs and make recommendations for appropriate reading and writing materials

·         Provide records and research data to the Superintendent or designee

4.      Provide leadership for literacy across the school community (10 percent)

·         Meet regularly with the curriculum director and principals to report on progress and plan next steps

·         Network with other literacy coaches in developing, implementing, and researching the literacy-based program

·         Communicate literacy to parents, facilitating literacy meetings for parents.

Here is a chart from the IRA's website that I also find helpful, as it ranks the types of activities in which a coach might participate or facilitate.

Coaching Activities (Levels of Intensity)

Level 1

(informal; helps to develop relationships)

 • Conversations with colleagues (identifying issues or needs, setting goals, problem solving)• Developing and providing materials for/with colleagues• Developing curriculum with colleagues• Participating in professional development activities with colleagues (conferences, workshops)• Leading or participating in Study Groups• Assisting with assessing students• Instructing students to learn about their strengths and needs

Level 2

(more formal, somewhat more intense; begins to look at areas of need and focus)

• Co-planning lessons

• Holding team meetings (grade level, reading teachers)

• Analyzing student work

• Interpreting assessment data (helping teachers use results for instructional decision making)

• Individual discussions with colleagues about teaching and learning

• Making professional development presentations for teachers

Level 3

(formal, more intense; may create some anxiety on part of teacher or coach)

• Modeling and discussing lessons

• Co-teaching lessons

• Visiting classrooms and providing feedback to teachers

• Analyzing videotape lessons of teachers 

• Doing lesson study with teachers

I recently heard a speaker talk about "light coaching" vs. "heavy coaching." This model seemed to prize "Level 3" over the other two levels.   This made me think that I should be doing more of "Level 3" activities and less on Levels 1 and 2.  Today, I am thinking that while some of the activities in Level 3 can push harder (making them "heavier") I think it is essential to scaffold with activities in Levels 1 and 2--and to continue sustaining them in a variety of ways over time.  Everything about coaching hinges on the relationships and trust built at each level--one could not expect to coach someone at the "Level 3" without having first worked with that person at a Level 1 and 2 at some point.  

In conversations with other coaches, I often wonder how they do their jobs effectively when they are basically forced into a Level 2 or 3 situation without first building relationships and trust.   

 

So I see that a Level 3 might be where the work and the types of thinking done are deepest, but I think that coaching is a dance of knowing when and where each level fits--and we move in and out of levels according to individual needs.