Reviewers Sum it up!

“The framework in which this book is embedded is one of the more elegant ones in existence.” 

Donna Alvermann, The University of Georgia

“I found this book to be helpful to not only literacy coaches, but to classroom teachers who may want to become coaches or merely better understand their roles. I also believe building principals would find the book extremely useful…I only wish I had been given such access to all of this information five years ago!”

Amy Ely, Brush Middle School

Take a peek inside…

• Supports the professional development of literacy coaches by

a) giving a comprehensive look at how learners learn vs. just learning to read;

b) implementing the idea of categorizing coaching points (into three broad categories) to economize on time and attention; and

c) including three levels of observations (primary, secondary, and tertiary).

• Includes a description of the four cornerstones of any successful school reform model: students, teachers, administrators, and the literacy coach.
• Considers the NRP report and IRA’s Standards for Literacy Coaches.

Meet the Authors

Enrique A. Puig is the Director of the Florida Literacy and Reading Excellence Center at the University of Central Florida. He is a certified Reading Recovery teacher and Literacy Collaborative trainer. In addition to being president of the Orange County Reading Council (Florida), Enrique serves as an elected board member of the American Reading Forum and continues to work with students. He is author of Guided Reading and Spanish Speaking Students (Scholastic).

Kathy S. Froelich received her Ph.D. from Fordham University in New York and has provided professional development opportunities to teachers and literacy coaches at the national level. In addition to her years of classroom teaching experience, Kathy has taught at Agnes Scott College and Thomas University. She is currently teaching at Florida State University and is an independent consultant.

Enrique A. Puig is the Director of the Florida Literacy and Reading Excellence Center at the University of Central Florida. He is a certified Reading Recovery teacher and Literacy Collaborative trainer. In addition to being president of the Orange County Reading Council (Florida), Enrique serves as an elected board member of the American Reading Forum and continues to work with students. He is author of Guided Reading and Spanish Speaking Students (Scholastic).

Kathy S. Froelich received her Ph.D. from Fordham University in New York and has provided professional development opportunities to teachers and literacy coaches at the national level. In addition to her years of classroom teaching experience, she has taught at Agnes Scott College and Thomas University. She is currently teaching at Florida State University and is an independent consultant.

Foreword by Donna E. Alvermann   Preface

Acknowledgements

  Introduction

Chapter 1        Professional Development

·        Historical Perspective

·        Models of Staff Development Programs

·        What is a literacy coach?

·        Time Management

·        Elementary Literacy Coaches

·        Middle and High School Literacy Coaches

·        Standards for Literacy Coaches

(International Reading Association, 2006)

·        Supporting School Resource Personnel

·        In Summary

·        Pause and Rethink

·        Application:  Scenario #1

·        Coaching exercise

Chapter 2       Understanding literacy processing and effective classroom practices

·        Conditions for learning

·        Reading as a process

·        Writing as a process

·        Working systems of Reading Identified

·        Supporting School Resource Personnel

·        In Summary

·        Pause and Rethink

·        Application:  Scenario #2

·        Coaching exercise

Chapter 3        Observational lenses

·        Collecting artifacts

·        Participant observations

·        Non-participant observations

·        Supporting School Resource Personnel

·        In Summary

·        Pause and Rethink

·        Application:  Scenario #3

·        Coaching exercise Chapter 4        Noting observations

·        Primary level protocol

·        Secondary level protocol

·        Tertiary level protocol

·        Supporting School Resource Personnel

·        In Summary

·        Pause and Rethink

·        Application:  Scenario #4

·        Coaching exercise Chapter 5        Three major categories for coaching

·        Coaching for rationales

·        Coaching for aesthetics

·        Coaching for procedures

·        Supporting School Resource Personnel

·        In Summary

·        Pause and Rethink

·        Application:  Scenario #5

·        Coaching exercise

Chapter 6        Becoming a co-learner

·        Planning a yearlong course

·        Developing a long-term plan

·        Creating scaffolds and structures

·        Supporting School Resource Personnel

·        In Summary

·        Pause and Rethink

·        Application:  Scenario #6

·        Coaching exercise

Chapter 7        Scaffolding the principal

·        Literacy leadership team

·        Observation Classrooms

·        Classroom observations

·        Supporting the literacy coach

·        Supporting School Resource Personnel

·        In Summary

·        Pause and Rethink

·        Application:  Scenario #7

·        Coaching exercise

Chapter 8        Literacy coaching revisited: essential principles

Chapter 9        36 Weeks of Literacy Coaching: A Journal

Closing

Appendices

Glossary

References

Index