The role of the reading specialist in elementary schools has shifted so much in the last ten years. Many specialists have gone from working solely with students to serving, at least in part, as instructional coaches for their colleagues. We spend a lot of our time working with these coaches, helping them shift their focus from students to teachers. The skills involved in each of these roles are unique. Many coaches have expertise in the field of literacy, but have not been trained to instruct adult learners.

When we begin working with literacy coaches, we often ask for a breakdown of how they are spending their time with the faculty. In many cases, more than 90% of their time is spent outside of the classroom -- at the photocopy machine, with a small group in the hallway, in the bookroom getting resources . . . "anywhere but in the actual classroom," as one individual told us. We are asked time and again, "How can I get into the classroom? No one seems to want me." It is not surprising that coaches are encountering this problem. The culture of our schools does not always support adult learning or open door policies.

So, how do we open doors? One professor we worked with once told us, "There are many doors to a room, you need to find the one that is not nailed shut - find one that is propped open a little and slide your way inside." In our work as coaches, we have found some ways that have helped us find those doors that are propped open. Here are some ideas that work for us.

In-Class Coaching as a Component of Coursework

When we began our jobs as curriculum directors for a district, we weren't sure how to establish a system for coaching in the elementary schools, as coaching had never been a part of these teachers' professional experience. We knew many teachers were interested in learning more about new researched-based instructional techniques, but seemed a bit shy about inviting us into their rooms. We decided to offer a voluntary after-school course on differentiating instruction in the reading workshop. As part of the course, we included two in-class coaching sessions. The teachers were happy about this change because it meant they had fewer course hours after school and we were happy because we now had a reason to enter teachers' classrooms.

As the after-school course progressed, we worked hard at getting to know each and every teacher. We brought snacks and made a point to listen carefully to all of the questions. This time and effort paid off because once the in-class coaching began, the teachers were feeling more comfortable with us. There were two 45-minute coaching sessions. After we had some successful coaching with this group of participants, other teachers, who were not in the course, asked if we could come into their classrooms. Now we typically include in-class coaching in our course syllabi. This model not only opens classroom doors, but more importantly it helps teachers to integrate the theory they are learning into their everyday teaching. One teacher told us, "It is one thing to read it in a book, but much more powerful to see it in action in your own classroom. It doesn't always work like they say it will in the book."

Library Makeovers

Another strategy we used to open classroom doors is called a "library makeover." As teachers are setting up their rooms, many are overwhelmed by the piles of disorganized books. We offer our time to help reorganize their classroom libraries. Before or after school, or even during prep periods we sit on the floor with teachers and help organize their books. During this time, we learn a lot about each individual teacher by asking about their favorite authors, genres and read-alouds. We discover what books they love to read to their classes each year and even what they read in their free time.

During library makeovers we are careful not to impose our vision of a classroom library on the teacher. We talk to them about how they teach and their vision for the library and then think through how we can set up the structure to support their practice. Building classroom libraries with the teacher allows us to also begin to have a conversation about text level - what is it, when to use it, and how to do it. We bring benchmark books for each guided reading level and show the teachers some simple methods to level. We use this as a teaching opportunity to explain that a classroom library should not only consist of leveled materials. Once word gets out the emails come pouring in and we get booked for months ahead!

Focus on a Student

We often joke that none of us are in this business for the perks. We are here because we are dedicated to the students we teach. The best way into a teacher's classroom (and his or her heart) is through the children. Every teacher has a student she or he is worried about and that student is often our ticket inside. We find that a great time to give support is when a teacher is doing assessments. We often offer to do an assessment on a child of concern and ask the teacher to observe and take notes on the student during the assessment. Then we meet and think through the results together. Once we have looked through the data, we make a plan and try implementing the plan together. We may schedule to come in several days in a row or once a week for a month to continue to monitor, evaluate and revise the plan for that child.

We find that it is essential that the teacher stay with us when we assess or work with a child. The shared experience is important for reflection and planning. Another way this occurs is through conferring with students. We ask teachers to choose some students they have concerns about and we confer with them together. We begin by observing and talking with the student, and then we leave the student to discuss what we observed and brainstorm several plans of action. The next step is to choose one and try it. Teachers really appreciate seeing that there is not one correct intervention in a conference. What is important is to try something and continue to monitor, evaluate and revise.

Asking for a Lab Classroom to Extend Your Own Learning

As coaches, staff developers, principals, consultants or curriculum directors, we no longer walk the talk in the same way we did when we were working with students every day in our own classrooms. It is a lot easier to tell people what is best practice than to perform that practice day in and day out. We find that as new ideas and theories are presented to us at national conferences and in professional literature, we no longer have the opportunity to try it in our own classroom. When we come across a new idea, we now talk to teachers about it and ask if anyone is willing to let us come in their classroom and try it.

In order to teach other adult learners, we've found it is crucial to first construct the knowledge ourselves. These "lab classrooms" allow us to experiment and deepen our understanding of new instructional practices and assessments. Mike Schmoker asserts, "Teachers learn best in settings where they literally teach each other the art of teaching." The lab classroom is that setting for us. We find that once teachers see that we are learners with them, they are more apt to extend future invitations. It helps to put ourselves on the line as learners before we ask others to put themselves on the line.

Clare Landrigan and Tammy Mulligan are veteran literacy coaches and staff developers, as well as the founders of Teachers for Teachers, a literacy consultation service in Lexington, Massachusetts.