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W3 Key Communication Strategies of Lit Coaches: pp. 60-62

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W3 Key Communication Strategies of Lit Coaches: pp. 60-62

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Be careful with filler phrases because they can be misunderstood depending on the context and intonation. Pay attention to teacher's response or reaction to make sure that they do not misunderstand you. It is important to think carefully before speaking to avoid misinterpretations. The reading coach can also use three statements or phrases that Toll (2014) suggests. “Say some more about that?” will prompt the teacher to speak more about the subject. The statement is neutral and will allow you to get more information in a non threatening way.

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What Do You Think?
-"We often know that answers to our own questions, if we are given enough time and are encouraged to trust ourselves.
-This shows that the literacy coach values the teachers as a problem solver and decision maker, and there is not just one expert in the room.
-After working with teachers for many years you become aware of clues when a teacher needs assistance or just wants to explore his or her own ideas.
"I Don't Know...Let's Find Out"
-It's important to be able to say that you do not know; as coaches we will not know everything.
-Being able to do this has a benefit, it provides the teacher with a sense of comfort when they themselves lack the information.
-Good teachers are problem solvers.
"As a literacy coach, you deliver a powerful message when you demonstrate a problem solving stance"..." you also help shift the culture of the school..."

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They listen...
When you are in doubt as a reading coach, listen more. If you are not sure what to do, it may be because you need more information, so listen carefully.

They ask questions...
If you are still not sure how to respond because you may doubt yourself due to lack of experience, ask questions. You should ask questions that are open ended, questions that leave room for refection or discussion, and questions that do not leave others feeling defensive. Maybe asking these questions will provide you with the information you need to give a well thought out response. A reflective question can be "What struck you as most useful for your teaching?" If a teacher struggled implementing a strategy, you can ask "What did you noticed when you were trying?"

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Mirror the teacher's words
- When a teacher is expressing their frustration, especially when they have worked really hard to try and improve student achievement, as the reading specialist it is important that you express that you are understanding his or her frustration.
-"Mirroring assures the teacher that his or her efforts are not going unnoticed and also remind the teacher of just how much work he or she has done."
Collect Data
There are three levels of data collections:
1) look at schoolwide data
-test scores, use of library, parent participation in literacy related events, professional development...ect.
2) data on their own work
-How do the specialists know they are making a difference?
3) Sometimes assist teachers in data collection
-Data collection is an essential part in the teachers classroom, so it is not a good idea for the reading specialist to do the data collecting for them.
-Helping teachers to create a plan for data collections and analyzing the data is appropriate.
Provide Resources
-Literacy coaches help teachers get ready to try new alternatives, which can be valuable.

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Week 3 - COACHING: Scheduling and Structuring Meetings

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Week 3 - COACHING: Scheduling and Structuring Meetings

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Schedule on a regular basis.  Aim to schedule every one or two weeks if possible.  Establish a regular time ie: (third Monday of every month.)
- Individual conference 30 mins.
-Small Group or Team 45-60 mins.
- Have the conversation in the teacher's classroom (to have access to the materials).
- Touch base and include all teachers at some point during the school year.
- Use an Coaching Conversation Record Sheet pp. 71 or 82 (include next steps).
- Identify the problem.
- Create a goal.
- Stay on topic.
- Take careful notes to track action steps.
- Keep discussion positive.
- Give choices and options for problem-solving.
- Be prepared, review old conversations and notes.
-Don't leave the individual conference without scheduling the next one.
- Evaluate the effectiveness of what you tried.
-Reflect on what worked and not worked.

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- Coaches may take 3 different conversational roles: active participant, facilitator, and/or conversation supporter
- Facilitator pros: has greatest impact on team work, takes advantage of coaches' skill with processes (how they think and teach; showing teachers how to do things and not just telling them what to do) Cons: very time-consuming for coach
- Active participant pros: less time-consuming, model leadership, awareness of teachers' learning, can alternate with faciliator role. Cons: Teachers may be confused by back-and-forth roles of coach, less opportunity for coach's process/structure skills to shine
- Supporter pros: Coach stays engaged, gives teachers opportunity to lead, supports teachers' learning as a team. Con: "Coaches may be too distant from teams to know how to help" (p. 93).
- Coaches may not necessarily attend all PLC meetings; rather, they may support by finding resources, problem solving,  or offering professional learning in specific areas

Promote Effective Conversations with learning teams by:

Helping them narrow down their topics of focus.

Helping team member clarify roles throughout discussion

Help members participate effectively at different levels.

Address competing claims and facilitate disagreement.

Coaches need to make sure that they:

attend to interpersonal dynamics among group members.

assist participants in improving student learning by solving and pursuing topics of importance.

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General Tactics for Coaching Communication pgs. 56-60

Silence- pause provides valuable opportunities, allows chance to breathe for other person to say more

Questioning- enable coaches to understand a situation or practice or prompt further reflection among teachers, good questioning can sometimes be the most effective practice a coach can use

Paraphrasing-good paraphrasing is a result of good listening, paraphrase must contain just enough of the listener's own words to demonstrate that what was said was heard and understood

Clarifying-important to ensure that one has heard accurately, enhances relationship by demonstrating desire to hear and understand, allows for recognition

Summarizing-there is an art to summarizing- saying just enough but not too much (goals set, decisions made, next steps), short and sweet

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*change is continually taking place, even if we aren't aware of it.
*we need to look at our students and realize that change is constant.  Help classroom teacher see that there are changes, sometimes small/subtle.
*its not necessarily about the outcome, its about the process.  which is ongoing.
*need to also remind teachers that curriculum, content, and assessment are changing constantly.
*as a reading coach we need to guide teachers through new curriculum changes. But tell them that while staying within the guidelines, they can use professional judgement.
*when feeling safe, change is easy.

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-supervise-interactions do not have impact on teacher's performance
-judge-keep unbiased opinion in order to increase effectiveness
-observe teaching-coach should always be modeling and teacher can be observing
-serve as the expert- you can't coach as an expert, ends up as tutoring instead
-provide pull-out services- coaches do not work with individual students or groups on a regular basis

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Anxiety and bad behavior?
Number one, see if there is anything you can do to lessen their anxiety. Some techniques for dealing with anxiety:
-Avoid defensiveness
-Acknowledge the anxiety, stay in the present moment (focus on the NOW),
-If possible, focus on aspects of the conversation the produce less anxiety.
Some techniques for dealing with Bad Behavior:
-Slow your roll, 1st take a deep breath, think about speaking before speaking.
-Give the benefit of the doubt.
-Be compassionate

Dealing with Different Goals?
-Don't try to pretend. Even if you don't agree be respectful and provide constructive feedback. Instead of saying "What a great idea" when you don't agree try saying "It sounds like your really thought about that and have many reasons for doing so".
-Listen & learn to find out WHY they set that goal. Don't automatically shut it down. Establish a respect for the other persons perspective but also be able to respectfully acknowledge there may be more than one solution for a specific problem.
Look at pg. 110 for an example of how a coach may deal with this.

Poor Goals?
-Listen & Learn their reasons for why they chose the goal they did.
-Make sure to establish with the teacher that your common goal is the student and you are working together to the best of your ability in end to help that student succeed.
-WHEN expressing reservations use the following strategies:

-Cite and outside source

-Share your experience

-State a reservation

-Ask what the goal will look like if implemented successfully. VISUALIZE
-Ask the teacher to brainstorm other options if possible.
Look at pg. 114 for an example of how a coach may deal with this.