survey of ms & hs literacy coaches

SURVEY of MS & HSLITERACY COACHES

Nancy L. Shanklin,Univ. of Colorado-Denver & HSC

Michelle Jones, PEBC

Anne Patterson, PEBC

Study sponsored by CCIRA

Survey Zoomerang, open late March – May, 2005 127 Completed 87% Female; 13% Male 96% Caucasian; 4% Minority 28% Suburban, 26% Suburban/Rural Mix

20% Urban, 6% Rural

Size of schools 250-500 Students 25% 501-750 Students 27% 751-1000 Students 13% 1001-1500 Students 12% 1501-2000 Students 16% 2001-2500 Students 4%

24. For how many years have you been an educator?

3-5 6% 6-8 6% 9-11 13% 12-15 13% 16-20 18% 21-25 19% 26+ 26%  

Grade Levels of Secondary Literacy/Instructional Coaches

Middle School 35% High School 39% Middle and high school 6% Elementary and middle (Gr. K-8) 17% Elementary, middle, high (K-12) 4%

Nature of Coaching Positions Full-time Literacy/Instructional Coach 60%

.5 Literacy/Instructional Coach 18%

Other 21%

In charge of how many schools? One School 75%

Two Schools 15%

Other 10%

How did you obtain your position? My principal asked me 27% I was chosen by a 20%

building committee I responded to a position 38%

announcement to work in

a school new to me Other 15%

How is your position funded? District Supported 66% Title I Funded 10% Federal or State Grant 6% Other 19%

What is your preparation to be a coach? Undergraduate minor in reading 8% English/LA teacher with an interest in adolescent literacy, but

no formal training 20% Other content or specials teacher with an interest in

adolescent literacy, but no formal training 14% Extensive district professional development training in

literacy prepared me for this role 49% Some coursework in adolescent reading/literacy at the MA

level 25% MA and endorsement in reading at the K-6 level 13% MA and endorsement in reading at the 7-12 level 13% Other, Please Specify 29%

Construction of Your Coaching Role 100% self-constructed

14% 75% self-constructed; 25% prescribed 18% 50% prescribed; 50% self-constructed 45% 25% self-constructed; 75% prescribed 16% 100% prescribed

6%

The people you are coaching are: Primarily Volunteers 46%

Primarily Required 54%

Number of study groups, department meetings, & inservices you present per month

0-2 33% 3-4 31% 5-6 15% 7-8 10% 9-10 11%

Total Time per Coaching Session(Planning, Preconf., Obs., Postconf.)

1-2 Hours 65% 2-3 Hours 26% 3-4 Hours 9%

Number of Ts Coached Per Week O-2 46% 3-5 32% 6-8 17% 9-11 2% 12-15 2% 16-20 1%

Additional Duties –as many as apply Attending district meetings 94% In charge of professional development 71% Administering literacy assessments 67% Data analyst 67% On school decision-making team 61% Doing ILPs/CBLA 58% Ordering materials 58%

Additional Duties –as many as apply CSAP organization 48% Doing data entry 46% Prep school accountability report 34% In charge of book/resource room 33% Substitute teaching 28% Parent liaison 22% Lunch or recess duty 12% Other, Please Specify 25%

What support from other teachers? Commitment to examining & 67%

improving teaching

if a coach works with you

Valuing of coach's work to 67%

improve student achievement &

not other school tasks

What support from administrators? Included in professional development planning at the

building level 81% Not in evaluative role that teachers distrust 76% Commitment that job is to help with instruction in

literacy 71% School culture of reflective practice & change 58% Money for material purchases 55%

What support from administrators? Consistent follow through on professional

development meeting agendas 51%

Clear blocks for time to work with teachers in study groups 46%

Support in work with resistive teachers 46%

Building-wide expectations that you are coaching during certain specific times 28%

What support at the district level? Instruction in doing coaching of adults 77% Professional work on vision for secondary

literacy at classroom, building, and district level 75%

Given district materials to use 75% Information on CBLA 73% Differentiation 60%

What support at the district level? Professional development on secondary

literacy strategies 58% Instruction in best quality professional

development 57% Information on other mandates 56% Participate in study group yourself 52% Instruction in working with adults 49%

What support at the district level? How to meet needs of English Language

Learners 43% Specific literacy intervention programs 43% Working with resistant colleagues 41% How to assist teachers with classroom

management 33% Learn how to manage time and job 28%

In what areas are you well prepared?

Secondary Literacy Strategies 41% 35% Secondary Literacy Assessment 31% 33% Change Processes 28% 39% Application of Literacy Strategies 25% 40%

to content areas Adult Learning 25% 38% Groups Process and Conflict Resolution 22% 37% Secondary Literacy Interventions 21% 36%

How do you know if you have been effective? Teachers seek me out I see teachers making changes in their

teaching Test scores have increased Administrative feedback Students tell us they know what to do

What evidence are you asked to keep re: effectiveness of your work? 20% indicated none was required; though may did

some documentation on their own Weekly calendar of coaching sessions, PD presented,

meetings attended, people contacted, etc. Notes from coaching sessions Notes, handouts, and evaluations from PD sessions

given Monthly self-reflection given to principal

What worries you most about your job? Not having enough time

Administrative support that reinforces the importance of using best practices and continual reflection on teaching

Funding

In what ways have you impacted student learning? Greater motivation due to differentiated

instruction More students are reading independently There are more student-centered classrooms When students were interviewed, 100% could

identify a lesson or assignment where they used a strategy in a content class that they had learned in reading class

IMPLICATIONS Mirrors other research findings (Roller, 2006;

Smith, 2006) and the LCC Blog Points to need for building and district level

planning and support Supports the need for “considerations” under

the Models Button of the LCC website www.literacycoachingonline.org

http://www.literacycoachingonline.org

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Potential Questions Research on Literacy Coaching Literacy Coaching Evaluation Research Research Foundational to Literacy Coaching Research Design

LibraryResources Allen, J. (2006). Becoming a literacy leader: Supporting learning and change. Portland, ME:

Stenhouse.

Literacy Specialist Endorsement

Bean, R. (2004). The reading specialist: Leadership for the classroom, school, and community. NY: Guildford Press.

Flaherty. J. (2005). Coaching: Evoking excellence in others. Boston, MA: Elsevier.

Gottesman, B. (2002). Peer Coaching For Educators. (2nd Ed.). NY: Rowman & Littlefield Education.

Sweeney, D. (2003). Learning along the way: Professional development by and for teachers. Portland, ME: Stenhouse.

Toll, C. (2007). Lenses on literacy coaching: Conceptualizations, functions, and outcomes . Norwood, MA: Christopher-Gordon Publishers, Inc.