1. Welcome back to
LCRT 6910 & 6911
SEMINAR #2

2. Please sit in grade similar groups
grades k-5 and grades 6-12
AND TAKE TIME TO…….
Log-on to CANVAS.
Review the Whole-class discussion &
documents about: Coaching, being coached, &
your context.
What TRENDS do you notice in the
responses?

3. TONIGHT’S AGENDA
 Discuss & share
contexts and literacy
goals
 What focus will you
provide the literacy
coach when she
observes in YOUR
classroom? What are
your goals?
 What are you trying to
accomplish in each
lesson? And during this
semester?
 Overview classroom
observations,
coachingS & template
 Overview Lesson
Report & Analysis
 Choice Book Groups
meet!
 Submit your
preferences for a
peer coaching
partner

4. What TRENDS do you notice in your
& your classmates’ responses?
being coached (why?)
 coaching,
your current contexts,
being a literacy leader,
Other?

5. What did you observe & learn about
the work of the literacy coach & the
reading specialist in:
Elementary Schools?
(L’Allier & Elish-Piper)
Secondary schools?
(Ippolito & Lieberman)

6. Literacy Coach
Reading Specialist
What do the International Reading
Association standards indicate?
What are your discovering to be your
interests:
 Working with students who struggle? As specialist? In
the classroom?
 Supporting teacher learners?
 Both?

7. LCRT 6910, LCRT 6911
and LCRT 6915
These 3 courses offer you a supervised
practicum experience working with:
(a) Students who struggle with reading and writing;
(b) Collaborative and coaching experiences with teachers.

8. CANVAS:
COURSE SHELL
Take a quick look!

9. What questions
do you have so
far?

10. Share video clips &
narratives

11. Share video clips &
narratives
1. Sit with one
classmate & watch
each other’s video.
2. Share each other’s
literacy goals. How do
these align with
Knight’s big 4 (p. 141)?
3. Skim each other’s
classroom narrative.
4. What focus do you
want the literacy coach
to take re: instruction,
curriculum & assessment
when she observes in
your context?

12. Change partners
1. Sit with another
classmate & watch
each other’s video.
2. Share each other’s
literacy goals. How do
these align with
Knight’s big 4 (p. 141)?
3. Skim each other’s
classroom narrative.
4. What focus do you
want the literacy coach
to take re: instruction,
curriculum & assessment
when she observes in
your context?
5. Time for 1 more!?!

13. Where do YOU
begin?
Being coached!

14. Where do YOU begin?
Being coached
Consider a starting point:
 Where & how do you want to grow professionally
this year?
 Consider your students, context, challenges,
initiatives….. What are your 3 LITERACY GOALS?
 Remember, you direct the focus of the
observation & coaching; What info will be useful
to your advancement of the literacy goals & to
your professional development?

15. What are you trying
to accomplish?
What type of information will
be useful to you? What info
could the coach provide?

16. USE YOUR
RESOURCES:
LCRT 6910 & 6911
READINGS

17. As you prepare to be coached, review
Knight’s chapter 7 as you determine the
specific coaching focus & your 3 literacy
goals
THE BIG 4:
Behavior
Content Knowledge
Direct Instruction
Formative Assessment

18. As you prepare to be
coached, review …..
 The assigned chapters about teacher
leaders and literacy coach/reading
specialist (in Bean’s edited book – on
CANVAS);
 Educational Leadership article (Hansen);
 Other pertinent resources of your own or
from your district.

19. The classroom-based
observations & coaching
assignment
Why? What? Where? When? How often? How many?
What’s the purpose?

20. The classroom-based
observations & coaching
assignment
PURPOSE: Provide experienced classroom teachers
with the opportunity to:
 apply their new understandings about literacy instruction,
curriculum and assessment gained in the LLCRT MA course work.
 receive formative feedback from a peer and faculty member
relevant to their literacy goals being put into place.
 reflect on their literacy and language instruction, curriculum, and
assessment practices.
 observe a seminar colleague and be exposed to literacy
instruction, curriculum and assessments used outside of their own
contexts.

21. Classroom-based observations
& coaching assignment
 Preparing for the classroom-based
observations and coachings
(handout)
 Observation-coaching template
(complete one for each face-to-face session)

22. The classroom-based
observations & coaching
assignment: HANDOUT
Before in-class observation/coaching session:
Teacher’s and Coach’s responsibilities
After in-class observation/coaching session:
Teacher’s and Coach’s responsibilities
The day before
On the day of the observation/coaching session
After the observation/coaching session

23. 4 classroom-based
observations & coachings
1. One face-to-face observation/coaching session in YOUR
context, completed by a seminar peer;
2. One face-to-face observation/coaching session in a
seminar classmate’s context completed by you;
3. One face-to-face observation/coaching session in YOUR
classroom completed by Dr. Taylor or Dr. Rickert;
4. One digitally recorded observation of your
instruction shared in seminar with coach.

24. Classroom observations &
coaching sessions
Getting started!
WHEN? The month of October
HOW LONG? Plan a 30 to 45 minute literacy lesson or
content lesson with reading or writing emphasized for
accessing the content.
HOW MUCH TIME? To observe & have the coaching
conversation face-to-face, plan on 2 hours (& remember to
allow for driving time).
HOW OFTEN: Evenly distribute the sessions during the
month; Do not schedule all 3 in one week.

25. Selecting a
coaching partner
 Considerations: Similar grade level,
different district, similar literacy goals.
 Paired partners (not a group of 3).
 Submit 2 preferences for a peer coach
with a 1-2 sentence rationale before you
leave tonight.
 Individual issues or questions??? – See
Sherry during break or after class.

26. TAKE a BREAK
During the break:
 Talk with potential coaching partners
 Discuss in-depth your literacy goals &
interests for your literacy instruction,
curriculum and assessment this year
 Gather the names of 2 potential coaching
partners

27. Discussion of
LESSON REPORT & ANALYSIS

28. Choice Book Groups Meet
DISCUSS:
 Why are you interested in this book?
 Explain how you hope the books supports the 3
literacy goals you identified re: instruction,
curriculum & assessment
 Make a plan: What parts/pages will group have
read & tried out by SEMINAR 3, Sept. 30th
Notetaker: Send book title, member names &
informal responses to bulleted prompts to Sherry
via email by Sept. 20th (Friday)

29. Looking ahead
HANDOUT

30. Before you leave tonight…..
SUBMIT
 Reader response form on
assigned readings (see
Canvas)
 Draft of your three literacy
goals (paper copy)
 2 paper copies of Classroom
Context Narrative
EXIT SLIP: List 2-3 print
and 2-3 online literacy
resources you regularly use.
Also, state the grade level(s)
you teach or support.
PEER COACHES
 Submit 2 preferences for
peer-coach with 1-2
sentence rationale.
 You will get an email from
Dr. Taylor about peer
coaches by September
24th. After this, please
start to schedule
observation-coaching
sessions for October.
 Dr. Taylor & Dr. Rickert
will emailyou with dates &
will confirm with you in
Seminar #3 (Sept. 30th).

31. Your individual
questions