A Guide to Literacy Coaching: Helping Teachers Increase Student Achievement

A Guide to Literacy Coaching: Helping Teachers Increase Student Achievement

By: Annemarie B. Jay (editor), Mary W. Strong (editor)Hardback

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Description

'A very hands-on approach to helping teachers, parents, students, and the community. Coaches are not only given the theory behind what they do, but also the knowledge of how to implement the research and theory' - Emme Barnes, Literacy Facilitator Hawk Ridge Elementary, Charlotte, NC. 'This superior text clarifies the responsibilities, qualifications, and capabilities of the coach within and without the school and as a leadership partner' - Connie Molony, Reading-Language Arts Specialist Fargo Public Schools, ND. This book is an essential guide to the 'what' and the "how" of literacy coaching! Literacy coaches regularly encounter practical and theoretical issues, ranging from decoding national and state coaching requirements to understanding how to work effectively with all students, including those with special needs. This practical guide presents effective coaching strategies and best practices for enhancing literacy instruction and student performance across all grade levels. Ideal for individual or group professional development, this text covers skill requirements for coaching and describes four roles of effective coaches: facilitator, observer, colleague, and learner. Readers will find sample scenarios, advice from recognized literacy experts, and topic extensions for study groups, as well as: Information on NCLB, Reading First, and Reading Next requirements; Insight into developing relationships with school administrators; Tips for coaching difficult or noncompliant teachers; and, Practical recommendations for first-year coaches. "A Guide to Literacy Coaching" illuminates the many practical strategies literacy coaches, mentors, teacher leaders, and staff developers can use to collaborate with multiple school constituencies to promote teacher development and schoolwide literacy success.

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About Author

Annemarie B. Jay is an assistant professor of education at Widener University, where she teaches graduate and undergraduate courses in reading. Her research interests include early literacy, comprehension, and literacy leadership. She spent most of her career as a K-12 language arts curriculum coordinator for a large school district. She also served as an elementary principal and as a supervisor of elementary education and federal programs during her 30 years of pubic school experience. A hands-on administrator, Jay spent a significant amount of her time coaching teachers about literacy practices. Jay is currently the president-elect of the Keystone State Reading Association (KSRA) and also serves on the Long Range Planning Committee. She is also the president of the Delaware County Reading Council, her local council in Pennsylvania, for which she writes a bi-monthly online newsletter. A reviewer for publications of the International Reading Association and the Keystone State Reading Association, Jay is also a frequent presenter at the local, state, and national levels about literacy teaching and learning. She is a graduate of the Governor's Institute on Early Childhood Education. After earning her PhD from the University of Pennsylvania, Jay served as an adjunct professor at the University of Pennsylvania and Saint Joseph's University in Philadelphia for many years. Mary W. Strong is an associate professor in the Center for Education at Widener University, where she currently teaches undergraduate and graduate courses in literacy and literacy leadership. Prior to coming to Widener University, she taught literacy classes at Iowa State University. Before entering higher education, she was a classroom teacher and reading specialist at the primary and middle school levels in Pennsylvania, Ohio, and West Virginia. She also served as an elementary school principal for 20 years in West Virginia, and the schools she led won a National Rural and Small Schools Consortium Award and the National Council of Teachers Award for Programs for Schools at Risk. Strong has given presentations on literacy education at conferences of the International Reading Association, National Reading Conference, College Reading Association, American Education Research Association, National Association of Elementary School Principals, and Association of Childhood Education International. She has had articles published in the Reading Professor, Reading Horizons, Journal of Reading Education, Delta Kappa Gamma Bulletin, and Day Care and Early Childhood. Additionally, she is on the editorial review board of Journal of Literacy Research and the Journal of Adolescent and Adult Literacy. In other leadership roles, currently she is a member of the International Reading Association's Bylaws and Resolutions Committee and the former chair of the Teacher Awards and Grants Committee. She is the secretary/treasurer of the Language Experience Special Interest Group of IRA and has served as a board member to that group. As an active member of the Keystone State Reading Association (KSRA), she is on the editorial review board of Pennsylvania Reads: A Journal of the Keystone State Reading Association and is the chair of the Community Involvement State Committee. She has also served as president of the Pennsylvania Reading Teacher Educators, a special interest group of KSRA. Presently, she is vice president of the Delaware Valley Reading Council.

Contents

List of Figures List of Resources Foreword by Rita Bean Preface Acknowledgments About the Authors 1. The Nature of Literacy Coaching in America's Schools Introduction Why Literacy Coaching Is Important What Is a Literacy Coach? What Are the Differences Between a Literacy Coach and a Reading Specialist? Coaching Labels Position Statements on the Literacy Coach Role and Qualifications of the Literacy Coach Standards for Middle and High School Literacy Coaches Literacy Coaching Clearinghouse Literacy Coaching Certification Throughout the United States An Expert's Thoughts: Dr. Cathy Roller Summary Topic Extensions for Class Sessions or Study Groups 2. The Multiple Roles of the Literacy Coach: Facilitator, Observer, Colleague, and Learner Introduction Scenario Coach as Facilitator Coach as Observer Coach as Colleague Coach as Learner An Expert's Thoughts: Dr. Jack Cassidy Summary Topic Extensions for Class Sessions or Study Groups 3. Assistance and Resources for New and Experienced Literacy Coaches Introduction Scenario A Glimpse at First-Year Coaching An Expert's Thoughts: Dr. Roger Farr The Coach's Assignment Resources and Assistance Available to Literacy Coaches An Expert's Thoughts: Dr. Shelley Wepner Summary Topic Extensions for Class Sessions or Study Groups 4. The Schools in Which We Work Introduction Scenario Primary/Elementary School Settings Middle and High School Settings Special Education Classroom Settings Two Experts' Thoughts: Dr. Richard Vacca and Dr. JoAnne Vacca Summary Topic Extensions for Class Sessions or Study Groups 5. The Communities in Which We Work Introduction Scenario Parents: Groups and Individuals Linking Teachers to Professional Organizations Government Relations An Expert's Thoughts: Dr. Jesse Moore Linking to Other Literacy Agencies An Expert's Thoughts: Dr. Linda Katz Summary Topic Extensions for Class Strategies or Study Groups 6. Literacy Leadership Introduction Scenario The Leadership Role Working With School Administrators An Expert's Thoughts: Dr. Ken Koczur Summary Topic Extensions for Class Sessions or Study Groups 7. Collaboration With Classroom Teachers Introduction Scenario Coaching the Struggling Teacher Coaching the Noncompliant Teacher An Expert's Thoughts: Laura Richlin, Literacy Coach Summary Topic Extensions for Class Sessions or Study Groups 8. Collaboration With Other Professionals and School Personnel Introduction Scenario Collaborating Within the School Collaboration Outside the School Collaboration Through Professional Development An Expert's Thoughts: Theresa Manfre, Reading Specialist Summary Topic Extensions for Class Sessions or Study Groups 9. Assessment: Focus on Student Achievement Introduction Scenario Collecting and Analyzing Data Schoolwide Data Classroom Data Observation Data Report Writing An Expert's Thoughts: Dr. Richard Allington Summary Extension Topics for Class Sessions or Study Groups 10. Major Reports That Impact Literacy Coaching Introduction Scenario What the Literacy Coach Should Know About the National Reading Panel Report What the Literacy Coach Should Know About the Reading First Initiative What the Literacy Coach Should Know About Reading Next: A Vision for Action and Research in Middle and High School Literacy What the Literacy Coach Should Know About the RAND Report What the Literacy Coach Should Know About Reading at Risk: A Survey of Literacy Reading in America How Do Literacy Coaches Obtain Needed Knowledge? Summary Topic Extensions for Class Sessions or Study Groups References Index

Product Details

  • publication date: 29/06/2008
  • ISBN13: 9781412951548
  • Format: Hardback
  • Number Of Pages: 296
  • ID: 9781412951548
  • weight: 785
  • ISBN10: 1412951542

Delivery Information

  • Saver Delivery: Yes
  • 1st Class Delivery: Yes
  • Courier Delivery: Yes
  • Store Delivery: Yes

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