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List of Figures and Tables ix
Preface xi
Acknowledgments xv
About the Authors xvii
Part I Learning From The Past: Vision For The Future 1
1 Historical Foundation: Literacy Coaches and Adolescent Literacy 3
Evolving Roles: Reading Specialist and Literacy Coach 4
A New Focus: Adolescent Literacy 5
Current Expectations: Literacy Coach and Reading Specialist 7
Personal Experience: Informing Our Practice 11
Questions for Reflection 12
2 Essential Knowledge for the Adolescent Literacy Coach: Design a Solid Building 13
Vision for Adolescent Literacy 14
Challenge: More Content in Less Time 15
Challenge: Students Who Struggle 16
Time to Read for Enjoyment 17
Choice in Reading Materials 18
Strategies for Reading 19
Vocabulary Instruction 20
Motivation to Read 21
Questions for Reflection 22
Part II Getting Started: Building On The Foundation 23
3 Read the Blueprints: Understand the Job 25
Know Who You Are 25
Know Who You Are Not 29
Know What You Need 30
Know Why You Are Coaching 32
Establishing Relationships 33
Questions for Reflection 36
4 Plan the Design: Engage in Data-Driven Instructional Conversations 37
Learning as a Social Activity 38
Principles of Adult Learning 39
Putting the Principles Into Practice During Instructional Conversations 40
Data-Driven Conversations 40
Degrees of Coaching Concentration 42
Basic Degree of Concentration 43
Moderate Degree of Concentration 44
High Degree of Concentration 44
Instructional Conversations 45
Informal Instructional Conversations 45
Formal Instructional Conversations 46
Tips for Instructional Conversations 49
Zone ofPossibilities: A Reciprocal Relationship 51
Questions for Reflection 52
5 Provide Literacy Support 53
Visible and Invisible Support 54
Instructional Support for Teachers 55
Lesson Planning 55
Evaluation of Lesson 57
Modeling 59
Coteaching 60
Observing 60
Leadership Support 67
Resource Support 68
Questions for Reflection 72
6 Revisit the Design: Feedback and Follow-Up 73
Formal Feedback and Reflection 73
Informal Feedback 75
Action: Continued Instructional Support 76
Coaching for Reinforcement 76
Coaching for Modification 77
Continued Collaboration and Mentoring 78
Questions for Reflection 79
Part III Interior Decorating: Supporting The Pillars With Time Management And Professional Learning 81
7 Maintain the Design Through Time Management 83
Time for Scheduling and Organizing 84
Time for Planning and Relationship Building With Literacy Leaders 87
Reading Supervisors 88
Administrators 88
Coaching Colleagues 88
Time for Personal Development and Reflection 89
Questions for Reflection 91
8 Strengthen the Pillars of Classroom Practice 93
Improving the Pillars of Classroom Practice 94
Professional Development: Energy for School Improvement 95
Data Analysis and Response: The Seven-Step Plan 95
Examples of School Improvement PD 98
First Challenge: Make Time 98
Second Challenge: Appropriate but Not Restrictive Choice 98
Third Challenge: Strategies for Reading in Content Areas 99
Fourth Challenge: Vocabulary Roots, Not Lists 100
Fifth Challenge: Raising Awareness and Motivation 100
Professional Learning for Coaches 101
Questions for Reflection 102
References 103
Index 107
| Price | Condition | Delivery | Seller | Action |
| $99.99 | Digital |
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Katherine Hogoboom
reviewed Literacy Coaching to Build Adolescent Learning: 5 Pillars of Practice on August 13, 2009
Literacy Coaching to Build Adolescent Learning: 5 Pillars of Practice
I gave this three stars because, despite my urges to go find the author and shake him until his ears rang, it was extremely informative and I hard time putting it down. That said, reader beware: the author seems to go into researching this book with the knowledge that Japanese high school students were out-performing Americans in math and science and hoping to find that American schools were in fact "better," despite this statistic.
In my mind, American schools are typically bad at producing what they want: informed thinkers with a passion for democracy and the greater good. On the other hand, Japanese schools are excellent at producing what they want: adults who are going to go out into the world and serve their purpose. The rub lies in the fact that Americans think that the Japanese crush their childrens' souls in the process and the Japanese laugh at what some of our high schools call "math."
My original intent was to shake the author into a coma, but he mostly redeemed himself with this line, near the end of the book: "If the Japanese suffer from too much standardization and routine, American high schools suffer from lack of focus."
Of course, then his appendix dips into comparing suicide rates with the flux of the school year, so...
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