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Pave The Way For Coaches

Principal's actions are key to shaping roles and relationships

By Learning Forward
June 2013
Instructional coaching can make the difference in whether teachers implement best practices (Coburn & Woulfin, 2012). However, our experiences in various coaching and administrative roles as well as our research with literary coaches has shown that the relationship with and support of the administration, especially the building principal, is essential for coaches to be successful in their leadership role. Developing trusting relationships and credibility with teachers in a new school can be a daunting challenge for instructional coaches. One coach spoke candidly about the icy environment that greeted her: “The first year, I was treated like I worked for the IRS.” This reading coach stayed the course and focused her efforts with teachers who were most receptive, the 1st-grade team. Within one year, test scores

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Authors

Sally F. Heineke and Barbara Polnick

Sally F. Heineke (sfh006@shsu.edu) is an assistant professor in the Department of Language, Literacy, and Special Populations, and Barbara Polnick (elc_bep@shsu.edu) is an associate professor in the Department of Educational Leadership and Counseling at Sam Houston State University in Huntsville, Texas.

5 ways to support coaches

For principals who want to see sustained student growth through improved teaching, we offer these five recommendations for supporting and maximizing the role of an instructional coach.

  1. Define the coach’s role.
  2. Publicize the coach’s role.
  3. Guard the coach’s role — the coach is not an evaluator.
  4. Facilitate collaboration.
  5. Hire prepared instructional coaches.

References

Biancarosa, G., Bryk, A., & Dexter, E. (2010). Assessing the value-added effects of Literacy Collaborative professional development on student learning. Elementary School Journal, 111(1), 7-34.

 

Burkins, J.M. (2007). Coaching for balance: How to meet the challenges of literacy coaching. Newark, DE: International Reading Association.

 

Coburn, C.E. & Woulfin, S.L. (2012). Reading coaches and the relationship between policy and practice. Reading Research Quarterly, 47(1), 5-30.

 

Darling-Hammond, L. (2000). Teacher quality and student achievement: A review of state policy and evidence. Education Policy Analysis Archives, 8(1).

 

Dozier, C. (2006). Responsive literacy coaching: Tools for creating and sustaining purposeful change. Portland, ME: Stenhouse Publishers.

 

Heineke, S.F. (2010). Reading coaching discourse: Practical applications. In J. Cassidy, S. Garrett, & M. Sailors (Eds.), Literacy Coaching: Research and Practice. Corpus Christi, TX: Consortium for Educational Development, Evaluation, and Research, Texas A&M University-Corpus Christi.

 

International Reading Association. (2010). Standards 2010: Reading specialist/literacy coach. Newark, DE: Author.

 

Learning Forward. (2011). Standards for Professional Learning. Oxford, OH: Author.

 

Richard, A. (2003). Making our own road: The emergence of school-based staff developers in America’s public schools. New York, NY: The Edna McConnell Clark Foundation.

 

Sailors, M. & Price, L.R. (2010). Professional development that supports the teaching of cognitive reading strategy instruction. The Elementary School Journal, 110(3), 301-322.

 

Smith, A.T. (2007). The middle school literacy coach: Considering roles in context. In D.W. Rowe, R.T. Jimenez, D.L. Compton, D.K. Dickinson, Y. Kim, K.M. Leander, V.J. Risko (Eds.), 56th yearbook of the National Reading Conference. Oak Creek, WI: National Reading Conference.

 

Steckel, B. (2009). Fulfilling the promise of literacy coaches in urban schools: What does it take to make an impact? The Reading Teacher, 63(1), 14-23.

 

Tivnan, T. & Hamphill, L. (2005). Comparing four literacy reform models in high-poverty schools: Patterns of first-grade achievement. The Elementary School Journal, 105(5), 419-441.

Walpole, S., McKenna, M.C., Uribe-Zarain, X., & Lamitina, D. (2010). The relationships between coaching and instruction in the primary grades: Evidence from high-poverty schools. The Elementary School Journal, 111(1), 115-140.

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Learning Forward is the only professional association devoted exclusively to those who work in educator professional development. We help our members plan, implement, and measure high-quality professional learning so they can achieve success with their systems, schools, and students.

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