By Cathy A. Toll
Within the decade because the first version of The Literacy Coachs Survival advisor, schooling has replaced significantly. interpreting First and No baby Left in the back of have pale, whereas Race to the head, the typical center nation criteria, PARCC and Smarter Balanced checks, and reaction to Intervention became focal issues. even if the basics of literacy training stay a similar, training has broadened in scope, and Cathy Toll has sophisticated her personal procedure with the entire adjustments in schooling on the leading edge, mixed along with her massive adventure with millions of coaches the world over. This seriously revised and up-to-date variation of Tolls go-to instruction manual displays all of those alterations and courses new and skilled literacy coaches via vital themes, comparable to the next: Effecting switch operating with instructor companions separately and in groups speaking good in training conversations facing tricky events training round unique tasks, reminiscent of the CCSS and RTI
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Extra info for The Literacy Coachs Survival Guide: Essential Questions and Practical Answers
Now, I have found that this issue upsets coaches and administrators like no other. For many, observation is an inherent part of their coaching practice, and they can’t imagine giving it up. I encourage coaches to reflect on the benefits of observations balanced with the drawbacks. Many coaches with whom I have worked have struggled initially to give up observing and then found, when they do, that it transforms their practice and greatly enhances their coaching collaborations. Perspectives to Enhance Influence I have noticed that some coaches, especially inexperienced ones, make assumptions about how their work makes a difference.
The meetings are fairly easy to schedule because you only have to coordinate two schedules, yours and that of the staff member. Small-Group Introductions § If held with grade-level or department teams, including specialists and resource teachers, such meetings can build a sense of community. § You can get a sense for how teams do or don’t work together. § Participants will learn how their colleagues feel about important matters. § Individuals who prefer not to speak up in a whole-staff meeting may feel comfortable speaking up at a smallgroup meeting and, therefore, will be heard by some of their colleagues.
This is the crux of action research. Among the things that teachers learn from their action research is that many innovations work with some classes and not with others, work with some students and not others, or work for some teachers and not others. A good example of such an innovation would be literacy centers. I work with some teachers who love having literacy centers in their classrooms and couldn’t imagine a readers’ workshop without them. Other teachers find literacy centers to be overwhelming for them and their students and prefer to have students read and journal during the part of readers’ workshop when the teachers might otherwise engage students in literacy centers.