Chapter 12 + Professional Development

“Coach initiated significant changes in literacy instruction. Both teachers and principals believed that these changes had made a difference for students.” (Steckel, p.16)

Coaches are the ones that have to initiate the change they wish to see.  If you don’t take a step out of your comfort zone, then no one will be successful and you won’t be achieving what you wish to as a reading coach.

“The most significant changes included

■ Increased use of formative assessments, such as running records, reading logs, and samples of student writing to supplement standardized assessments

■ Matching of materials to the instructional needs of individual students

■ Collection and organization of literacy materials in classroom libraries

■ Teacher-led, small-group guided reading and writing sessions

■ Conferences with individual students to document progress and provide feedback

■ More time allotted for independent reading and writing, with opportunities for students to self-select high-interest books and writing topics

■ Direct instruction, in the form of brief mini-lessons, designed to model skills and strategies specific to needs of students in the class” (Steckel, p.17)

For myself, I definitely started doing more running records when my coach suggested it.  I found a way to incorporate them into my guided reading rather than wait to do them as more of a summative assessment.

Steckel, B. (2009) Fulfilling the Promise of Literacy Coaches in Urban Schools: What Does It Take to Make an Impact? The Reading Teacher, 63(1), pp.14-23

Chapter 12: Supporting Effective Teaching with Professional Development

“Principals who are supportive and knowledgeable about instructional leadership may actively collaborate with literacy coaches, even taking the lead in building a school learning community that promotes effective professional development.” (Vacca, Vacca, & Mraz, p.394)

If the expectation is set high, professionals will continue to develop at your school.  If the principal wants to create a community of learning then there will be continuous professional development available.

“Professional development should be embedded within the school day and relate to what teachers are actually teaching.  It should be part of what is happening every day, rather than occur outside of the school day, with sessions weeks or months apart.” (Vacca, Vacca, & Mraz, p.401)

I think this is a powerful philosophy and more people should think this way.  Professional development within your own classroom is definitely more hands-on and applicable to you as a teacher.  I think this is why literacy coaches are so valuable because they can work with teachers within their own classrooms on what that specific teacher needs in order to grow.

Vacca, R. T., Vacca, J. A., & Mraz, M. (2014). Content area reading: literacy and learning across the curriculum (Eleventh ed.). Upper Saddle River: Pearson.