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A Guide to Literacy Coaching


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Table of 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

About the 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.


"The book outlines how effective coaching models can be implemented and is very clear about what a coach should be doing to perform their duties. The interviews with experts contain helpful information and lots of viewpoints." -- Victoria Seeger, Literacy Coach
"Contains a wealth of knowledge, techniques, report forms, checklists, and research to support someone working in literacy coaching." -- Dolores M. Hennessy, Reading Specialist
"The book shows the differences between a reading specialist and a literacy coach and then goes on to explain all the work of a literacy coach." -- Amy Q. Blocher, Reading Coach
"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 are given the knowledge of how to implement the research and the theory. As a coach who tries to stay on top of current research, I really enjoyed reading the various perspectives offered by the experts on the different topics. In addition, the discussion sections at the end of each chapter will be beneficial for people new to the profession or who are learning about this profession in graduate school." -- Emme Barnes, Literacy Facilitator
"A valuable addition to the descriptive literature on the role of literacy coaches. 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
"A terrific resource for reading coaches. It brings to light the need for certification or a means for getting qualified coaches. There aren't a lot of books on coaching, and I found this one to be very enlightening." -- Carrie Dillmore, Reading Coach
"From sample scenarios and coaching challenges to details on developing coaching relationships with school administrators, this book is packed with important coaching keys to success." -- The Bookwatch, July 2008

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