Literacy Coaches Roles and Responsibilities

Wren,S., & Reed, D. (2005). Literacy Coaches Roles and Responsibilities. SEDL Letter, June, Volume XVII(1).

Notes:

The authors begin by discussing the complexities involved in teaching reading and the importance of the teacher in "student reading success" (p. 1). They briefly address current methods of professional development, including workshops, lectures, and training academies, while noting the inadequacy of these methods to provide "deep understanding and high levels of instructional skill building" (p. 1).

In addition, they indicate problems with the use of reading specialists to serve the needs of struggling readers. Wren & Reed note that when students are pulled out for reading support with reading specialists, teachers sometimes "excuse themselves" from the responsibility for that student, which results in less instructional time for the struggling readers. Other problems with the reading specialist model include coordination of time/schedules, lack of consistency in methods for advancement of skills, and the lack of capacity in schools to support all teachers in becoming effective reading teachers.

3 Competencies of Effective Literacy Coaches

1) understand reading

2) understand pedagogy

3) understand coaching

Recommendations for the Literacy Coach's Role (p. 2)

"1) Literacy coaches are resources for the teachers, always trying to provide support in a nonjudgmental way." Coaches need to create a trusting, risk free environment.

2) Most of the literacy coach's time should be spent working with teachers, but the coach's own PD should also be a priority.

3) The literacy coach should not work with students unless it is to demonstrate lessons to teachers.

4) The literacy coach should clearly focus on five areas of instructional support for teachers: theory underlying instruction, demonstration of activities, observation of teachers practicing new lessons, feedback and reflection about instruction, and supporting collaboration among teachers. I think this is key; in examining my own coaching data, I am going to begin by coding for these areas, and add an "other" for conversations unrelated to the above.

5) The coach should facilitate frequent staff meetings devoted to examining samples of student work and assessment data, helping teahcers interpret assessment information and use that information to provide more focused instruction based on student needs."

Finally, the authors provide recommendations for school leaders. They suggest five steps.

1) Principals should make it clear that coaches are not evaluators.

2) Principals should hold staff accountable to work with literacy coaches to improve instruction.

3) Principals and the coaches should meet weekly to discuss goals and activities. (Communicate)

4) Principal should allocate adequate resources.

5) The principal should attend meetings for staff and faculty that are organized by the coach.