For example, a teacher who is being introduced to a new practice might feel that it is best to begin with resource management, content presentations, and focused classroom visits, so that he can become comfortable with the practice, understand the rationale for it, and see the practice implemented with fidelity. It’s meant to help guide your assessment through … As a consequence, I didn't have the resiliency to forecast and prepare for any eventualities, let alone all of them. Literacy is the ability to identify, understand, interpret, create, communicate and compute, using printed and written materials associated with varying contexts. Too often, determining who will and who will not receive coaching relies on a deficit-style model built on identifying which teachers have problems that must be remediated in order for children to learn. As a result of their research, the authors classify coaches into five distinct groupings: "data-oriented, student-oriented, managerial, and two teacher-oriented categories, one that works largely with individual teachers and another that works with groups" (p. 4). literacy is essential for sustainable human development in today’s complex and fast-changing societies (Matsuura, in UNESCO, 2005). Perhaps the International Reading Association's Standards for Reading Professionals (2007) can provide some clarity? 806 0 obj <>/Filter/FlateDecode/ID[<275F8E0F8A10D0498B30338DC779268E><6F891DA03BBEAA4586D4AFD63F52A4FA>]/Index[781 52]/Info 780 0 R/Length 112/Prev 584536/Root 782 0 R/Size 833/Type/XRef/W[1 2 1]>>stream At a recent meeting I attended, one teacher even referred to coaching as an "expensive waste of time. is all too common. Differentiate your learning goals with the full range of markers from Clusters 1 -12. Communication plays a major role in coaching. In The Continuum of Literacy Learning, Grades K - 2, and its companion volume for grades 3 - 8, ... "A step by step literacy guide with lots of visual representations of goals for grades K-2. The entire staff? Many previous studies have treated literacy as a condition that adults either have or do not have. Within the ACLM model, literacy coaching is 1 of 10 components identified as essential to the process, along with a curriculum for literacy, model classrooms, high standards, accountability, early intervention, professional development, a well-designed literacy plan, technology that includes networking opportunities, and the spotlighting of schools that are achieving high results. A continuum of coaching makes it possible to provide precisely what professionals need to evolve in their practice—a "just right" combination of challenging and respectful learning opportunities that the teachers themselves had a hand in creating. Within the ACLM model, literacy coaching is 1 of 10 components identified as essential to the process, along with a curriculum for literacy, model classrooms, high standards, accountability, early intervention, professional development, a well-designed literacy plan, technology that includes networking opportunities, and the spotlighting of schools that are achieving high results. The Literacy Coaching Continuum (see Figure 1.2) is a structure for the kind of participatory professional learning that integrates fundamentals of adult education theory, provides scaffolds according to the needs of individual teachers, and respects and builds on the knowledge that teachers bring to the table. The teacher understands how a concept or strategy can be used in other areas of application. Bump It Up Walls are a fantastic way to make learning visible in your classroom and to track student learning. It supports learning, teaching and assessment. Drawing from this important resource, this professional learning opportunity provides an introduction in how to use the Literacy Continuum to plan for whole class, small group, and individual instruction. The literacy coach provides content knowledge and fosters collaboration. including photocopy, recording, or any information storage and retrieval system, without permission from ASCD. The team focuses on common goals and objectives (comprehension strategy instruction) that are linked to learning standards. Knowledge to Support the Teaching of Reading: Preparing Teachers for a Changing World. It's an essential ingredient in educators' efforts to increase student achievement, and it has the potential to nurture a culture of academic focus by valuing current professional knowledge and extending and enhancing effective pedagogical practice. I observed teachers reporting examples of their own implementation of comprehension strategy lessons, sharing data on student impact, and discussing modification they might make to improve their instruction. What is the specific instructional and curricular content they will be asked to implement in an effort to improve their students' achievement? The teacher can identify specific models of teaching with certain activities, types of lessons, and objectives. Examining and using The Literacy Continuum together, you and your colleagues can discuss common goals and expectations for student achievement and all students can benefit from coherent, efficient, and responsive instruction. I can say, though, that after nearly 30 years of teaching and learning, my adaptive reflexes are more instinctive; judicious response has largely replaced reaction. To highlight the growing body of literature about secondary students along a literacy continuum, I focused this review article on two groups of emergent bilinguals: 1) students with interrupted formal education, many of whom are refugees and 2) students labeled long … They exemplify the proactive stance that "we are in this together" and, as a consequence, actively model and encourage creative problem solving and self-reflection through a variety of structured learning opportunities (vertical and horizontal team meetings to share content information, review lessons, and analyze student data were a few formats that I observed during my visit). Let me put the word intrusive in context. Other schools opt to target particular teachers for coaching. Did this explicit instruction result in an increase in comprehension? Additional support includes a weekly lab practicum during which the coach, teachers, and principal take turns teaching and afterward discuss their observations (pre-conference, demonstrations, debrief). (pp. Among the many other books on communication skills that are useful for literacy coaches beginning new programs (or interested in enhancing existing ones), there are two I recommend particularly: Instructional Coaching: A Partnership Approach to Improving Instruction (2007) by M. James Knight, and Literacy Coaching: Developing Effective Teachers Through Instructional Dialogue (2006) by Marilyn Duncan. Transform your Literacy Continuum Goal Slips into a handy 'Bump It Up' display with these handy cluster headings and arrows.There are four different printed options and a blackline option for printing on your own coloured paper.Print true to size and add student names or icons to the arrows, moving Were the reading passages the teacher selected effective, or should alternative materials be considered? This accretion of knowledge supports better instructional planning for students. Successful literacy programs such as Boston's Collaborative Coaching and Learning model and Arkansas's Comprehensive Literacy Model underscore the importance of having an identified purpose and clearly defined roles and responsibilities. Whether the coach is facilitating a study group, demonstrating a lesson, or observing a teacher's practice, the hallmark of the interaction is the communication skills that the coach and the teachers bring to the table. Coaching should provide a continuum of professional learning opportunities to support adults in their acquisition and use of specific knowledge, skills, and strategies. If it is gain we seek, the innovation has to "up the ante" by. The Literacy continuum supports teachers to provide feedback to students, parents and caregivers about literacy progress. The same process would be very helpful in her school setting, she said, because it would provide an opportunity for the clinician (teacher) to thoughtfully consider a client (student), to review the care (instruction) provided to date, and to summarize the data she had collected to present to her colleagues for the consideration of next steps. Fountas and Pinnell created The Literacy Continuum to help teachers and school leaders construct a common vision for … Their collaborative partnership, supported by a very able administrative team, highlighted the positive power of a respectful and focused coaching program. This renewable form of collaborative energy also provides for authentic and ongoing evaluation to inform and refine subsequent practice in our teaching and our professional learning. All rights reserved. The teacher can respond to a full array of instructional challenges under a variety of circumstances. Part of this process of acculturation involves embracing the notion that learning is a social activity (Vygotsky, 1978) that requires community engagement for renewal. In launching the model, the district's purpose was to reduce professional isolation and ensure the integration of research-based practice in classrooms. Examples of outcome data include tests (e.g., teacher-developed, state, and national), teacher observations, classroom work, portfolios, and interviews. Literacy involves a continuum of learning to enable an individual to achieve his or her goals, to develop his or her knowledge and potential, and to participate fully in the wider society." A huge thankyou to Betty (literacy/numeracy leader - Broken Hill) for creating a document that has the Literacy Continuum with the relevant English Curriculum outcome codes on it Please note that these pages contain a collection of links to activities to support and enhance classroom teaching and learning. gumball ‘I Can’ goals – Literacy Continuum marker goals (clusters 1-8), colour-coded to each cluster. A report exploring the various roles and responsibilities of literacy coaches (Deussen, Coskie, Robinson, & Autio, 2007) may be a helpful document to consult as you wrestle with these determinations yourself. Literacy involves a continuum of learning to enable an individual to achieve his or her goals, to develop his or her knowledge and potential and to participate fully in the wider society. A planned extension of the ACLM to middle and high schools is in the pilot stage. They consider the knowledge base and effective implementation of literacy practices in the context of changes that occur over time through the lens of adult learning theory. Coaches make sure that components of a K–3 reading program—including phonemic awareness, phonics, fluency, vocabulary, comprehension, and the writing process—are implemented with fidelity. It is THE essential tool for elevating your language and literacy expertise. As Mike Schmoker (1999) noted, "Data are to goals what signposts are to travelers; data are not end points, but are essential to reaching them—the signposts on the road to school improvement" (p. 36). This learning continuum is designed to help educators teach from the specific body of understandings that stu-dents in grades kindergarten through eight must acquire to become highly effec-tive users of oral and written language. Word Knowledge. 3. No part of this publication—including the drawings, graphs, illustrations, or chapters, except for brief quotations in The closer coaching gets to day-to-day classroom reality, the more likely it will be "close to the bone"—near those sensitive areas of practice that affect a teacher's sense of self-esteem and professional standing. endstream endobj startxref A comprehensive assessment tracker based on the New South Wales Literacy Continuum. The literacy coach demonstrates particular teaching methods to teachers who are less familiar with these methods or less confident about using them. These authors studied coaching as a way to translate research into classroom practice and found that teachers felt anxiety when change efforts involved an observation and coaching process. The value of collaboration in data discussions does not diminish with experience. It acknowledges the necessary qualifications of the literacy coach, addresses the ongoing nature of the position, and recognizes that an effective coach must be proactive and have experience working with adult learners.