# data[].attributes.body
Maurisa Fasick

EDUC 565

Writing Journal

Bean, R. M. & Ippolito, J. (2016). Cultivating coaching mindsets: an action guide for literacy

leaders. West Palm Beach: FL: Learning Sciences.

Chapter 1: Remodeling Schools for Effective Literacy Learning: The Case for Coaching

·      The basic belief about coaching is that coaching is an activity rather than a role. Bean and Ippolito (2016) point out that being a coach is a role taken on by many educators and caution only giving coaching responsibilities to those that hold the title of “coach”. That state that when this happens there is a “risks of losing or undermining the wealth of experience, knowledge, and savvy of capable teachers and learners” (p.3). In essence, educators learn from each other and always have room to grow and develop in their specific field.

·      Bean and Ippolito (2016) state that “coaching must always be built upon a respect for the goals and beliefs of individual teachers about teaching, learning and literacy” (p.5). This correlates with how to best teach adult learners. Bean (2015) addresses that coaches must take into consideration that for effective professional learning to occur, instruction needs to be authentic, meaningful, collaborative, and provide adults with control over their learning, taking a differentiated approach to providing professional learning (p.9).

·      Effective coaching framework has four basic tenets: Thinking about individuals and systems simultaneously, adopting coaching mindsets and roles, differentiating professional learning experiences and developing a culture conducive to coaching. In addition to the framework, effective coaching can only occur when a relationship of trust has been built between a coach and an educator. The overall goal for effective coaching is to change teachers’ thinking by helping them become lifelong learners who practice reflection on their teaching and recognize that they can always continue to improve (Bean & Ippolito, 2016, p. 12).

·      Coaching can have a positive impact on teachers, students and literacy achievement. However, for literacy coaches to be effective, coaches must be familiar with research surrounding the content they are supporting. Moreover, coaches need to cognizant of 21st century skills to prove high-quality instruction that meets the needs and challenges of all students pre-k through twelfth grade (Bean & Ippolito, 2016, p.16).

Chapter 2: Cultivating Coaching Mindset: Ways of Thinking and Working Like a Coach

·      This chapter highlights four frames of mind that successful coaches engage in as they perform their role. The first frame is thinking like a leader. Bean and Ippolito (2016) state that thinking like a leader entails thinking and acting more intentionally (p. 26). The second frame is thinking like a facilitator where you are looking at the day-to-day aspects, but also balance seeing long term goals and needs. The third frame is thinking like a designer to encourages teachers to try new approaches. The forth frame is thinking like an advocate for both teachers and students. These ways “shape how coaches think about their work, and greatly impact both the processes and results of coaching” (Bean & Ippolito, 2016, p. 19).

·      I found it interesting to read how coaches need to take into consideration groups of educators who need particular types of learning experiences. Bean and Ippolito (2016) identify three types of ways of knowing: instrumental knowers-specific practice, socialize knowing-collaborating and self-authorizing knowledge-questioning and reflective. When reading, I found myself analyzing what type of category I would fall in. In reflecting on this, I started to realize that I have jumped from different categories depending on what stage I was at in my teaching career.  Bean and Ippolito mention that these types of shifts happen through learning experiences and can become more or less comfortable (p.25). They also state that “leaders who are able to lead from these different positions over time are better positioned to make larger changes in teaching and learning” (Bean & Ippolito, 2016, p.25). I have discovered with myself that I am a more effective communicator and can provide better support for others if I have experienced things first. Going through these different “ways of knowing” can give me a better perspective in effectively supporting adult learners.

·      This chapter talks extensively about literacy coaches as advocates. Bean and Ippolito (2016) discus the broad range of advocating for students, teachers, community partnerships, and practices, models, and programs that literacy coaches do. I find this one of the most important aspects of being a literacy coach. Being an advocate promotes the needs of engaging in effective literacy practices. To be an advocate, one must also be a leader. Taking the leadership role, through advocating, promotes productive ways of working to support the improvement of teaching and learning in classrooms, schools, districts and communities (Bean & Ippolito, 2016, p. 36).

Chapter 3: Coaching for Student Success: What 21st Century Literacy Leaders Need to Know

·      Districts adopt goals and standards to drive their curriculum. Bean and Ippolito (2016) state that it is the role of the literacy coach to help teachers understand those goals and standards so they can develop instruction (p. 38). Moreover, effective literacy coaches engage in deeper and meaningful conversations about goals and standards with teachers to look at long-term literacy goals for students across grade levels and content areas (Beand &Ippolito, 2016, p. 39). In thinking long-term, research also needs to be integrated in developing curriculum that meets high expectations. Standards and goals change, an effective literacy coach recognized the need to support teachers in becoming critical consumers of both standards and research.

·      Within this chapter, Bean and Ippolito (2016) mention that there is no one specific way to implement instructional practices. They state that effective practices revolve around schools’ needs. Although standards and research are useful guidelines, Bean and Ippolito point out that they “will never completely reflect what is most effective for each group of students in every school” (p.41). There is always a need to align emerging research and evolving state standards, collaboratively work with other to refine and redesign teaching and help students bridge out from their communities to global communities. As an educator, I have and continue to see shifts in literacy due to societal factors such as 21st century skills and needs. Bean and Ippolito talk about societal factors in this chapter and how these factors keep the wheel of education spinning. Pointing to the overall notion that the needs of schools and students drive the instructional practices.

·      Societal factors have changed the way we view literacy in schools. Many of these changes revolve around how we teach reading, writing and communication (Bean & Ippolito, 2016, p. 42). One of the greater changes to literacy is the recognition of interrelationship between literacy among all English language art areas. Recognizing the woven relationship these areas have on each other supports the growth and development of deeper understanding of literacy for students.

Risko, V. J. & Vogt M. (2016). Professional learning in action: an inquiry approach for teachers of

literacy. New York, NY: Teachers College Press.

Chapter 1: Realizing the Power of Professional Learning

·      A theme that I discovered throughout this chapter was the need for change. As learning standards evolve, so does the way teachers meet these changes also need to evolve. Risko and Vogt (2016) point out that professional learning is shifting from being told what to do, to moving toward a more self-directed learning (p.1). This is something that I am currently experiencing. My district’s upcoming in-service is now teacher driven. Teachers were asked to come up with a professional learning activity that they would be interested in. Teachers are able to work on an activity with grade teams, small groups or individually. However, the greatest challenge is trying to facilitate your own learning. Not only were teachers deciding what their professional learning would be, but needed to find the resources as well.

·      A second theme of teacher support that was addressed throughout this chapter was the need for multiple carefully planned out instruction with guidance, demonstrations and models for successful professional learning (Risko & Vogt, 2016, p.11).  In reflecting on my upcoming inservice, many individuals in my building feel lost. I see the value in making professional learning self-directed, but feel like there should have been a bridge to guiding staff in making this shift. Furthermore, supporting teachers in finding resources and models.

·      Risko and Vogt (2016) identify some myths and misconceptions of research that can inhibit robust professional learning. One of these misconceptions is one-day workshops leading to long-term change (p.13).  Ball and Cohen (1999) argue that “these programs typically are intellectually superficial, disconnected from deep issues and curriculum and learning, fragmented, and cumulative” (p.13). In reflecting in past professional learning, I cannot recall 90% of the one-day workshops I have attended in the past six years. For me, these days were wasted time. The professional learning that had an impact were workshops that were given throughout the year and grew on building on one overall goal.

·      It was interesting to read within this chapter the value that educators place on learning from other educators. “Research indicates that having both outsiders and insiders provides for a balance of perspectives and expertise for facilitating professional learning” (Risko & Vogt, 2016, p.13).  When insiders lead professional learning, educators viewed sessions as more relevant to their particular situation. Thompson and Braten (2011) discuss the “problematized view” of teaching and learning where educators are engaged in problem solving which creates a catalyst for professional learning (p14). In reflecting on these two ideas, when professional learning sessions have been conducted by other educators in my building, typically the focus of the sessions have revolved around an area of need identified within the school. Furthermore, these individuals have then become resources to go to, establishing a collaborative partnership for solving problems.

·      Overall the main idea that I found for successful professional learning is the need for multiple opportunities to collaboratively learn. “Professional learning is successful when there are ample opportunities for collegial inquiry, support and feedback in a school climate where teachers feel ownership of their learning (Risko & Vogt, 2016, p.18-19). When teachers are invested and feel supported, learning occurs and is transferred back into the classroom.

Chapter 2: Supporting Teachers as Adult Learners

·      The goal of this chapter was to illustrate the need in viewing teachers as adult learners and how to approach teaching adult learners. Knowels (1984) identifies six principles to understanding how adults view learning (p.23): 1. need to have a purpose, 2. experience provides basis for learning, 3. ownership for decision making, 4. relevant, 5. promote internal motivation and 6. problem-centered. Ultimately stating that effect instruction is geared toward adults, acknowledges the need for instruction to be relevant and has purpose for the learner. Throughout this chapter, Risko and Vogt (2016) suggest that a way to foster this type of thinking is to treat professional learning like differenced instruction.

·      Four themes emerged in this chapter: experience, reflection, dialogue, and context. Risko and Vogt (2016) emphasize the importance of the last theme, context, be relevant to teachers. They state that “teachers are more likely to value professional learning that is relevant, personal, and directly applicable to problem they are facing and questions they are asking about students in their classroom” (p.25), tying in with Knowels’ six principles for adult learners.

·      Risko and Vogt (2016) talk about the importance of collaboration for adult learners. They mention that “teachers know from research and experience that learning is a social process for children and adolescence” (p.28). However, Risko and Vogt suggest that we/adults forget that sociocultural theory applies to adults as well. When engaged collaboratively with others, we learn.

·      One of the most interesting points in this chapter for me was the discussion of self-efficacy and its importance to teachers and their students. Risko and Vogt (2016) mention that “teachers who are deemed efficacious are more likely to have students who perform at higher academic levels when compared to students whose teachers demonstrate low efficacy” (p.31). In that same section, they talk about Reeves (2011) term of initiative fatigue and how it can lead to lessen teachers’ self-efficacy.  Both go with the “I can”/ “I can’t” attitude. It was interesting to me to read how keeping a positive attitude can lead to positive changes, but the overwhelming push off to do more can get drag teachers down and prevent teachers from being efficacious and getting things done.

·      Just like as teachers differentiate instruction in classrooms, so should professional learning be differentiated. Risko and Vogt (2016) break down four sections of teacher groupings to consider when developing professional learning: situated, stable, expert, reflective (p.36). These groups are based on years of experience. When planning according to these types “teacher education and professional learning within a developmental framework posits that teachers are more likely to grow in knowledge and experience when their current point or the teaching trajectory is acknowledged and nourished” (Risko & Vogt, 2016, p. 37). Information about teachers in their particular point of his/her career development can tailor where the need for professional learning should be.