ONLINE PROFESSIONAL LEARNING SERIES:

EFFECTIVE LITERACY COACHING: PRACTICES THAT MAKE A DIFFERENCE

Presenter(s)

Erica Denman and Stefane Beddard

Participants

Literacy Coaches, Instructional Coaches, Reading Specialists

Price and Registration

The cost of this Professional Learning Series is $119.00 per participant.  Registration includes access to Schoolwide's Fundamentals Unlimited digital platform for the duration of the semester (ending 12/31/2019).  Individuals may register below.  

If you are interested in registering multiple participants please call 1.800.261.9964 ext. 2 or email [email protected] for details. 

The Registration Deadline is:  September 6, 2019

Live Webinar Dates & Times:

Each live webinar is 45-minutes in length, and scheduled 4:30pm–5:15pm Eastern Standard Time, on the dates indicated below. 

• SECTION I:  Sept. 9, 2019 (Mon) / Oct. 7, 2019 (Mon) / Oct.28, 2019 (Mon) / Nov. 18, 2019 (Mon)

Note:  Webinars are recorded and made available to all participants for the duration of the series.

------------------------------------------------------------------------------------------

Series Overview

Literacy Coaches play an essential role in establishing and sustaining a school culture that encourages collective inquiry, action research and collaborative learning. Coaches model lifelong learning practices and evidence-based decision making to strengthen teaching and improve student learning. 

Throughout this 4 part professional learning series, participants will utilize professional texts and Schoolwide’s online curriculum and instruction platform Fundamentals Unlimited. We will discuss key factors that contribute to building teacher capacity and raising student achievement. Participants will also engage in action research to evaluate the effects of these evidence-based coaching strategies. In addition, the interactive nature of these sessions are intended to promote collegial sharing and responsiveness to the questions and concerns of the participants.

Session 1) Clarify Roles and Goals for Literacy Coaching 

The role of a literacy coach and the purpose of coaching experiences must be discussed and defined by all stake holders for coaches to have the intended impact on improving teaching and learning. In this first session, participants will discuss their role and goals as literacy coaches, as well as particular characteristics and habits of mind which contribute to both teacher and student growth.  

Session 2) Building Partnerships and Internal Capacity:  Communication and Collaboration

Effective literacy coaches are responsive and highly skilled practitioners who build trusting relationships with building administrators and classroom teachers.  During this session, participants will discuss ways to continually communicate, collaborate and learn with and from one another in order to strengthen partnerships and build teacher capacity. In addition participants will discuss the importance of encouraging risk taking, as well as providing timely and meaningful feedback to accelerate the change/growth process. 

Session 3) Coaching Practices and Professional Learning to Support Adult Learners

Implementing different professional learning formats, such as demonstration lessons, study groups, co-teaching and peer coaching, allows literacy coaches to be responsive to individual teacher needs and offers various methods of support. During this session, we will discuss ways to build teacher schema about content (ie. reading and writing process), pedagogy (ie. Workshop and Gradual Release of Responsibility Model) and data collection (artifacts, observations, interactions) to inform responsive teaching and monitor student achievement.

Session 4) Reflecting on Adult Learning and Building Teacher's Self-Efficacy

During this final session, participants will reflect upon the adult learning that has taken place —examining the effects and evidence of their coaching practices on teachers’ changing dispositions and pedagogy. We will share successes and challenges so that we may use our collective wisdom to help each other effectively nurture teachers’ efficacy, which researcher John Hattie (2016) has identified as the number one factor in influencing student achievement.

Requirement(s) 

There are no requirements for this Series.