Developing Expertise as Coaches of Teachers

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1 Develping Expertise as Caches f Teachers Presented by: Elaine M. Bukwiecki, Ed.D. Assciate Prfessr f Literacy Educatin Presented at: 11 th Internatinal Writing Acrss the Curriculum Cnference Savannah, Gergia June 8, 2012

2 Agenda Intrductin The Literacy Cach Defined The Literacy Cach Preparatin The Literacy Cach-Practice The Literacy Cach- Reflectin Prmises and Challenges f Literacy Cach Audience Reflectin/Discussin Cnclusin

3 The Literacy Cach The experts tell us a literacy cach: Prvides Prfessinal Develpment fr Teachers Wrk in Different Cntexts/Schl Situatins Are Knwledgeable Teachers Are Reflective Practitiners

4 A Literacy Cach A literacy cach r reading cach is a reading prfessinal wh fcuses n prviding staff develpment in reading/language arts t teachers. Literacy caches r reading caches mdel apprpriate strategies, bserve in classrms, cnfer with teachers, and cnduct staff develpment. (Cassidy & Cassidy, 2009 as cited by Guth & Pratt-Fartr, 2010, p. 9)

5 The Literacy Cach as a Reflective Practitiner One way t think f the nature f caching is as multilayered, reflective practice. Nt nly is the primary practitiner, the classrm teacher, reflective f his r her wn practice, but the cach is reflective f that teacher s individual practice as well. (Jay & Strng, 2008, p. 2)

6 The Literacy Cach Preparatin and Practice

7 Tw Curses Where Graduate Students Prepare t be Literacy Caches READ 555: Supervisin and Administratin f Literacy Prgrams (Master s Degree in Educatin Prgram in Reading) READ 654: Principles and Prgrams in Prfessinal Develpment (Certificate f Advanced Graduate Studies in Reading) Bth Three-Credit Curses Include a 25-Hur Schl-Based Experience, Where the Graduate Students Cach One r Mre Teachers/Paraprfessinals Regarding Best Literacy Practices

8 The Cgnitive Caching Mdel The Cgnitive Caching Mdel cnsists f three separate parts: The Pre-Observatin Cnference The Classrm Observatin The Pst-Observatin Cnference

9 The Pre-Observatin Cnference The cach and the classrm teacher meet and decide tgether n the fcus f the classrm bservatin. The classrm teacher will give the cach a specific purpse fr the bservatin. The cach, with the classrm teacher s feedback, creates an bservatin frm, if apprpriate and necessary.

10 The Classrm Observatin Frm Specifically cnnects t the lessn being bserved, and the type f infrmatin the cach and the classrm teacher need. The frm, itself, shuld fit the bservatin purpse. The cach shuld shw the caching frm t the teacher befre the bservatin. The cach and the teacher shuld discuss the frm fllwing the bservatin.

11 Classrm Observatin Caching Lg Cachee: Date: Schl: Cach: Lessn Fcus/Objective: Cach is t Lk fr: (ntes frm pre-bservatin cnference: Observatins (cachee language, student language and engagement, general ntes): Ptential Discussin Pints fr Pst-Observatin Cnference (affirmatin, questins, ideas/suggestins) Questins fr Reflectin/Next Steps:

12 Classrm Observatin Frm Name f Teacher being bserved: Name f cach: Date: Time: Class cntent: Predetermined bjective f bservatin: ******************************************************** What is the cncept being taught? Hw was the cncept intrduced? What task(s) were the students asked t cmplete? Hw did the students cmplete this task? Hw did the students cmplete this task? Hw did the students share their ideas r respnses with the class? Other psitive ntes frm the class:

13 Literature Circle Observatin Summary Day #1: 30 minutes Student Day #2: 30 minutes Time Spent n Task BD Day #1: 14 minutes reading; 2 minutes n jb Day #2: 7 minutes n jb AM Day #1: 2 minutes reading; 4 minutes n jb Day #2: 2 minutes n jb AB Day #1: 14 minutes reading; did nt start jb Day #2: 7 minutes n jb

14 Classrm Observatin The cach sits in a place in the classrm that the classrm teacher and cach have decided n at the Pre-Observatin Cnference. The cach bserves the lessn and takes ntes n a frm decided n with the classrm teacher at the Pre-Observatin Cnference.

15 The Pst-Observatin Cnference The cach and the teacher discuss the lessn. The cach prvides feedback n sme f the bservatins he/she made during the classrm visit. This is a time fr lessn debriefing, based upn what was bserved, and what was discussed and agreed upn in the Pre-Observatin Cnference. The cach and the teacher decide n the next steps in the caching cycle. The cach-teacher relatinship des nt ften end with just ne classrm bservatin.

16 Practice With the Cgnitive Caching Mdel View videtapes in class regarding Cgnitive Caching Practice Cgnitive Caching in university classrm with a curse peer Becme a cgnitive cach t an individual r small grup f teachers r paraprfessinals in their schl r schl district

17 Writing Abut This Cgnitive Caching Experience Each graduate student writes an apprximate five-page reprt chrnically this caching experience. This reprt is a mdel f the frmal reprt writing a literacy specialist cmpletes in a schl/schl district.

18 The Cgnitive Caching Reprt The Cgnitive Caching Reprt cntains the fllwing sectins: Intrductin f the cachee, his/her classrm, and teaching style A detailed descriptin f the prebservatin cnference, classrm bservatin, and pst-bservatin cnference A reflectin f the caching experience

19 The Literacy Cach Cntinuing the Caching Experience

20 Cntinued Practice as a Literacy Cach During the M.Ed. And CAGS students Practica in reading, the graduate students cmplete a Mentring Prject, in which they weekly cach tw teachers, ne at the Elementary Schl Level and ne at the Middle Schl-Secndary Schl Level. This indeed brings the graduate student ut f his/her cmfrt zne! Each week, each graduate student will mentr tw teachers by:

21 Cntinued Practice as a Literacy Cach Guiding them in creating a grup prfile f their students, and using this prfile infrmatin t plan flexible gruping and apprpriate instructin. Guiding best practices in literacy instructin. Fr middle schl and secndary schl educatrs, this means cntent area literacy Writing a weekly mentr lg and reflectin in which each graduate student describes these mentring interactins fr the past week.

22 A Sample Mentr Lg

23 A Sample Reflectin n Mentring and Practicum

24 The Literacy Cach Reflectin

25 The Literacy Cach: Reflectin These Graduate Students: Discvered the pwer f schl plicies regarding teacher bservatins and student cnfidentiality. Observed the imprtance f explicit and relevant literacy instructin fr all learners. Were prvided with the pprtunity fr self-reflectin regarding their wn classrm management skills.

26 The Literacy Cach: These Graduate Students: Reflectin Examined the rle f a paraprfessinal in an exclusive classrm setting. Learned abut the pwer f clear cmmunicatin with a peer. Discvered literacy caching is truly a cyclical prcess.

27 Reflectins Regarding Literacy Caching I fund this experience enlightening. I learned just as much abut myself as I did abut [this teacher]. I learned that ther peple feel a lack f cnfidence, t, and that I am nt the nly ne wh is willing t cllabrate and wrk with thers. I truly lved this assignment and wuld like t initiate a grup f peple wh cach each ther next year in my schl. I lk frward t becming a cach r mentr in the future. I enjy discussing and buncing ideas arund. This is the nly way fr the cachee but als fr the cach.

28 The Prmise f Literacy Caching The cach ften learns as much abut his/her wn teaching as he/she learns abut the teaching f thers in the schl. The cach can help fster change within a schl/schl district. The cach helps t prmte unity and cllabratin within a schl. The cach prvides a way t transfrm student learning. The cach establishes an avenue fr prfessinal develpment and teacher grwth. A caching experience allws fr selfreflectin regarding teaching and learning.

29 Challenges f Literacy Caching Schl Change. A Clear Jb Descriptin. Nt an Expert n Every Tpic. Schl Envirnment and Schl Administratin. Trust.

30 Participant Self-Reflectin Think abut sme f the presentatins yu have attended these past tw days. Hw can yu emply these new ideas in yur wn teaching?

31 Literacy Caching The benefits f caching is t reach beynd individual classrms. In the end, helping teachers feel safe and cnfident and psitive nt nly affects instructin but als helps caches feel safe and cnfident and psitive. A caching relatinship prvides the pprtunity fr reciprcity f gifts f knwledge and skill, caring and supprt, feedback and celebratin. Burkins, 2007, p. 125

32 Cntact Infrmatin Dr. Elaine M. Bukwiecki Assciate Prfessr f Literacy Educatin Crdinatr f the Graduate Prgrams in Reading Bridgewater State University Bridgewater, Massachusetts

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