Training Novice Literacy Coaches Through a Coaching Rounds Framework

Abstract

Teacher preparation programs are responsible for training literacy specialists/literacy coaches to be effective teacher leaders. To do this, graduate student candidates need scaffolded experiences in working with adult learners as novice coaches. As part of an online capstone coaching course, researchers at two universities implemented a Coaching Rounds Framework to train novice coaches in using coaching language and coaching stances in authentic coaching experiences with class peers and teacher colleagues. Results indicate that by using a Gradual Release of Responsibility model in which candidates view exemplar coaching videos, rehearse coaching conversations with class peers, and analyze their authentic coaching conversations with teacher colleagues, candidates effectively support teachers in literacy instruction and engage in reflective practices.

Facilitating professional learning for technology coaches through cross-district collaboration

“…, 2010). It is clear that coaches require dedicated professional development when they begin (Massey et al. , 2020; Ortmann et al.…”

“…, 2008). For example, effective PL for coaches often includes observing coach–teacher interactions, modelling coaching conversations and debriefing with their coach colleagues – the outcomes include enhanced coaching language, skills and reflection on their practice (Massey et al. , 2020; Perry and Boylan, 2018).…”

“…This challenge might be resolved through professional development and self-reflection (Walpole and Blamey, 2008); however, coaches often receive little preparation time for their complex roles (Gallucci et al, 2010). It is clear that coaches require dedicated professional development when they begin (Massey et al, 2020;Ortmann et al, 2020) and that coaches' professional learning (PL) should be ongoing, varied, and both formal and informal, such as collaborating with other coaches (Mraz et al, 2008). For example, effective PL for coaches often includes observing coach-teacher interactions, modelling coaching conversations and debriefing with their coach colleaguesthe outcomes include enhanced coaching language, skills and reflection on their practice (Massey et al, 2020;Perry and Boylan, 2018).…”

“…It is clear that coaches require dedicated professional development when they begin (Massey et al, 2020;Ortmann et al, 2020) and that coaches' professional learning (PL) should be ongoing, varied, and both formal and informal, such as collaborating with other coaches (Mraz et al, 2008). For example, effective PL for coaches often includes observing coach-teacher interactions, modelling coaching conversations and debriefing with their coach colleaguesthe outcomes include enhanced coaching language, skills and reflection on their practice (Massey et al, 2020;Perry and Boylan, 2018). Ortmann et al (2020) add that PL for coaches includes opportunities to practise and hone their skills in their own contexts.…”

“…Kern et al (2018) state that coaches need to have increasingly specialised knowledge and skills and therefore advocate for specialised programmes, professional development, learning, self-reflection and collaboration to support their role. Yet, research on, and support for, coaches' PL is limited (Massey et al, 2020); accordingly, the purpose of the present work is to highlight an example of how coaches experienced their own professional growth. This project was part of a large five-year federally funded research study that examined different models of coaching in the province of Ontario, Canada.…”