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Getting Organized

Getting Organized

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The Third Rail: Coaching and Instructional Assessment

David Pittman finishes a coaching cycle with a teacher and realizes his hesitancy to evaluate the teacher during his classroom visits hinders any celebration of the teacher's growth during their time together.

Scheduling Study Groups for the Year

Jennifer Allen shares her selections and schedule for book study groups throughout the year.

Outreach by Reaching Out

David Pittman begins a morning resenting bus duty, and ends with insights into how literacy coaches can use chance encounters to build connections with families.

Guiding Questions to Stay Grounded

Conversations about needy students can be noisy, busy, and contentious. Stella Villalba finds that developing a few questions for reflection is a terrific way to stay grounded in basic principles and beliefs.

Literacy Audit (Part 5): Providing Resources and Support

Jennifer Schwanke continues her series on literacy audits. In this installment, she takes on the challenge of matching limited resources and time to nearly unlimited needs.

Literacy Audit (Part 4): Building a Strong Team

We continue our series on literacy audits. Jennifer Schwanke explains why it is essential to build a strong team if you want to see real change after completing an audit and deciding on next steps.

Literacy Audit (Part 3): Making a Plan

We continue our series on taking a literacy audit. In this installment, Jennifer Schwanke describes a process for developing a plan to improve literacy practices once you've identified areas of need.

Rethinking Morning Announcements

"Are you going to read one of your stupid quotes again?" This question from a "frequent flyer" in the principal's office got Matt Renwick to consider ways to change up the morning announcements with a variety of literacy-related components.

Literacy Audit (Part 2): Taking Your School’s Pulse

Jennifer Schwanke continues her series on literacy audits. In this installment, she provides some key questions for taking the "literacy pulse" in your school.

Literacy Self-Audit (Part 1): Beginning Questions

Jennifer Schwanke shares questions for beginning a reflective analysis of your strengths and needs in literacy.

Auditing Your Literacy Leadership: Introduction

Jennifer Schwanke begins a new summer series on doing a self-audit of your literacy leadership and your school's needs. This is a great tool for reflection and planning for the new school year. In this introduction, Jen explains why this auditing and reflection is essential work.

You’re New to Coaching. Now What?

Cathy Mere remembers her early days as a coach and shares her top seven strategies for having a fulfilling first year.

You’ve Done It. What Happens Next?

David Pittman shares the unspoken questions new literacy coaches will ask themselves or will face from teachers in their new role.

Time to Plan

When the school doors close for the summer, literacy coaches and school leaders face the landscape of a blank calendar for the new school year. Ruth Ayres thinks through how to prioritize time in a way that supports your beliefs and values.

Coaching Minute: Rethinking Time

Jennifer Schwanke finds that one of the biggest changes in moving from teaching to leadership is control (or lack of it) over her time.

Helping Teachers Develop Their Own Chartbooks

Melanie Meehan personalizes learning for teachers by helping them develop chartbooks to use in workshops.

Student Centered and Teacher Driven: Coaching and Instructional Assessment

David Pittman tackles the "third rail" of literacy coaching: assessing instructional quality.

Celebrate and Reflect

Have you paused yet to celebrate all you’ve accomplished with teachers this year? Literacy coaches Cathy Mere and Kelly Hoenie take a few minutes to reflect on what has gone well and the learning they will carry forward over the summer.

Peer Observations with a Purpose

Dana Murphy works with teachers to design a peer-observation checklist to ensure everyone shares the same expectations and understanding.

Reading Specialists: Using a Common Observation Form

Kathy Provost and Heather Fisher work with reading specialists who are observing individual students to study the transition of skills from targeted support to work in the classroom. The observation form everyone uses includes an engagement inventory and key questions.

Dropping In Versus Scheduling

Ruth Ayres explains why setting a coaching schedule is crucial for success, even if the work is mundane and challenging at the same time.

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