Includes bibliographical references (p. 133-138) and index.
Literacy Coaching and Classroom Interactions Table of Contents Chapter 1 Literacy Coaching in a Learning Community 1 Models and Characteristics 2 The Learning Community 6 Literacy Coaches in the Learning Community 8 Knowledge about literacy and literacy instruction Knowledge and Use of Collaboration Supporting Teachers Practice Teachers in the Learning Community 12 Multiplicity of Experiences Reflection Practical Reasoning Interrelationships of Classroom Interactions 17 Literacy Coaches and Teachers in the Classroom Students in the Classroom Summary 19 Chapter 2 Coaching and Collaboration 25 Attributes of Collaboration 26 Trust Active Listening Shared Goals Collaboration Adds Value Perspective Sharing Situations for Collaboration 30 Collaboration in the learning community Collaboration in classroom interactions Collaboration in small groups Reflective Discussion Groups Study Groups Teacher-Research Groups Summary 35 Chapter 3 The Cycle of Literacy Coaching 45 Section 1 - Getting Started 46 Getting to Know Each Other Initial Perceptions of Teachers Setting the tone of collaboration Coaching Conversations Conversations about instructional practices Conversations about student learning Section 2 -- The Literacy Coaching Cycle 49 Preconference 50 Selecting Target Students Selecting instructional procedures Selecting coaching procedures Demonstrations Collaborative teaching Ongoing Support Observation Workshops Selecting What to Observe Student actions Teacher Actions Selecting Student Work Instructional Event 56 Conversations with students The literacy coaches' observation process The teachers' observation process Personal Refection Post Conference 59 Reflecting on instructional adjustments Describing reasoning in a one-on-one conversation Section 3 -- After the Coaching Process 60 Small group reflection Reflecting on practical reasoning Reflecting on formal theories Continuing the reflective cycle A New Cycle of Literacy Coaching Summary 63 Chapter 4 Gradual Release Model for Literacy Coaching 75 Coaching through modeling 77 Coaching in the zone 79 Collaboratively Teaching Supporting by asking questions Supporting by prompting Support for modifying instruction Coaching for Independence 82 Selecting examples to support teachers' learning Collaboratively Reflecting Teacher and Coach Reflecting Together 84 Practical Reasoning Collaborative Reflective Groups Summary 86 Chapter 5 Observations, Analysis, and Interpretation 94 Section 1 Observation 95 Conducting Observations Narrative descriptions Checklists Observing Teachers Observing Students Observing Teacher-students interactions Observing and Collecting Student Work Section 2 Analysis 101 Analyzing Teacher's Actions 101 Using questions to analyze teacher actions Analyzing teacher actions using rubrics Analyzing Student Learning 104 Are students actively engaged? Do students talk within the classroom context? Are students constructing meaning connecting and their background knowledge? Are students verifying and checking their understanding? Are students elaborating what and how they read? Analyzing student-teacher interactions 107 Analyzing Student Work 109 Searching for Patterns Using a Rubric Section 3 Interpretation 110 Interpretation of classroom interactions 111 Interpreting teachers' actions Interpreting students' actions Interpreting Conversations 112 Conversational Interviews with teachers Conversational Interview with students Student conversations about their work Instructional Techniques Section 121 Directed Reading Thinking Activity 123 Graphic Organizers 126 Interactive Writing 129 Retelling 132 Semantic Mapping 135 Story Mapping 139 Summary Experience Approach 142 Think-aloud Approach 146 References 154.
(source: Nielsen Book Data)
Literacy coaches, learn to transform every interaction with teachers and students into an opportunity for learning! Renowned author, Barbara Walker, takes a positive approach to literacy coaching and explores the possibilities for teacher development and student learning in her newest book, Literacy Coaching: Learning to Collaborate. Drawing from her experiences working with both pre-service and practicing teachers, Walker discusses the importance of learning to collaborate within the school and during classroom interactions in order to increase both teacher- and student-learning. She presents literacy coaches and teachers with a step-by-step process, the cycle of literacy coaching for adapting classrooom instruction and outlines best practice strategies for implementation, including the multiple decisions that teachers make before, during, and after a literacy lesson. The cycle is broken down into three steps for ease of use: *The pre-conference--teachers and coaches decide on the instructional procedures, which student to observe, the coaching procedures, what aspects of literacy to observe, and what student work to collect. * Implementation--the literacy coach observes the teacher and the students. *The post-conference--the literacy coach and the teacher reflect on the lesson and analyze what they observed. This analysis and the interpretation of the classroom interactions is integral. Using a gradual release model, Walker explains the different levels of support that a literacy coach can use as they work with teachers. She discusses coaching through modeling, coaching in the zone, and coaching for independence. Finally, the step-by-step techniques provided help teachers and coaches determine at what point during the lesson instruction was modified to promote student learning. (source: Nielsen Book Data)