A simple question - who will coach the coaches? If you're a literacy coach, you already know there is no job more amazing...or overwhelming in a school. You need tools for your work that acknowledge the complexity and joy of this work.

Because our materials are developed by literacy coaches working full-time in schools, they are a mix of the practical and inspiring that you can't find elsewhere on the web.

We provide print downloads and workshop guides ready to use in your next professional development offering - whether that's a study group for colleagues, a mentoring session with new teachers, or collaborative teaching and observation in a classroom. We specialize in short readings designed to be copied and used in workshop settings by literacy leaders, as well as multimedia presentations of nationally-known teachers and coaches at work. And our members find the dozens of professional videos available on our site invaluable for analyzing and promoting best literacy practices in schools.

We also have a number of e-Guides designed specifically with coaches in mind. You can access those by clicking here.

Grade Level Team Meeting: Test Preparation (VIDEO) In this video of a third-grade team meeting, literacy coaches Janet Scott and Gail Boushey help third-grade teachers think through what is going well with test preparation, and what might be adapted before the tests begin in a few weeks. The teachers make many connections between the literacy required for both math and reading examinations . . . more The Literacy Committee: Full Speed Ahead! (Building a Reading Culture Series) Ellen McEvoy We're dropping reading as a fundraiser and came up with a plan that we hope will give each kid more of a stake in participation. We're instituting a book swap to get free books into the hands of every student. We hope most classes will "deck the halls" for literacy. We'll end with an evening program for families. The reading challenge and the book swap are closely connected; I'll start with the swap. . . . more Wii Summary Heather Rader What I find, and was true in Ingrid's classroom, is that some complex skills like summarization are taught in only two modes: all teacher (I-do) or all students (you-do). In the I-do mode, teachers can easily be disillusioned that the kids get it because the smart ones offer to answer our questions and everyone else nods to make us happy when we ask, "Does that make sense?" In the you-do mode, that illusion falls apart with a chorus of "I don't get it" or work that misses the mark. That's where the students were when Ingrid deemed the progress "awful." In between those two modes is an entire continuum of we-do . . . more Making Data Analysis a Motivating and Worthwhile Process Clare Landrigan and Tammy Mulligan At first glance, the task of data analysis seems simply to be mathematical. Teachers look at the numbers, decide what students need to learn, and then plan instruction. However, the reality is that those numbers reflect each teacher's hard work in his/her classroom; and unfortunately those numbers do not always exemplify a teacher's efforts. The data results are sometimes not what we expect. . . . more Getting and Giving Student Feedback Heather Rader When I consider "Who is the best educated and the most experienced thinker in the classroom?" The answer is the teacher. If I am understanding how the students are making meaning, I can adapt the questions, lessons and interventions. The only way for me to have access to that information is to get it in the form of kid talk, lots of it, and later, in writing too. Schema, 10:2 Theory and Exit Slips are ways to constantly seek feedback of students' understanding. . . . more There's Been a Misblunderstanding Heather Rader I believe there are two misblunderstandings at play here and in many of our classrooms.  There is a myth that teacher talking is the same thing as teaching. We need to switch our focus from what the teacher is saying and doing to what the students are saying and doing. Just because she said it, doesn't mean she taught it. If kids aren't doing something independently (like fourth graders generating a paragraph), we can begin where they are at. . . . more Finding Words: Linking Community and Classrooms (VIDEO) In this four-minute video, Principal Karen Szymusiak and 3rd Grade Teacher/Literacy Coach Pam Hahlen do a quick word search activity using dictionaries donated to the classroom by a local service club. . . . more You Get What You Ask For: The Art of Debriefing Heather Rader I started out as a question collector. I used questions from the University of Kansas, Cathy Toll and every coaching article I put my hands on. I typed every word that came out Literacy Coach Katherine Casey's mouth during trainings. I thought that somehow if I collected enough good questions, that I would know what to ask and how. The truth is, while the list focused my attention on questioning and I have kept a couple of gems, I didn't really get good at it until I started paying more attention to the responses from teachers to my questions. My inquiry skills didn't come from a list or my mouth; my questions came from my ears. . . . more Is "Just Right" Still Just Right?: Helping Children Select Appropriate Books Clare Landrigan and Tammy Mulligan We taught together in an elementary classroom for years. One of the most important things we always talked about with students was the concept of "just-right" books. We used the analogy of the three bears, teaching our students that there were three types of books: Too Hard, Too Easy and Just Right. While it made sense to us back then, we are now unsure that this analogy is "just right" as we watch readers from across districts and grade levels. . . . more Writing Do-Overs: ERPs in the Classroom Heather Rader We loved do-overs on the playground, but young writers don't have the same enthusiasm for do-overs in writing. When I was teaching I thought maybe it was just my students, but now as a coach, I see the trend in many writers. When I go into a classroom to work on revision, I ask the students to answer three simple questions on a half-sheet pre-assessment. . . . more Help! Our Grade-Level Team Meetings Are Awful! (LITERACY COACH CONFIDENTIAL) I meet regularly with grade-level teams as part of my coaching work. Getting these team meetings scheduled during the school day was a major victory for our staff, but I fear we will soon lose this planning time. We only have half an hour each week for these meetings, and between the team members who show up late, who are missing materials, or who keep us off task, it's not a very productive time. I hate feeling like a cop in the meetings, and it's not doing much good anyway. What suggestions do you have for making these meetings more collaborative and productive? . . . more Out of the Closet and into the Classroom: Bookroom Management Tips for Literacy Coaches Shari Frost Literacy coaches seldom have neutral feelings about their school's literacy closet or bookroom. They either love it or hate it. They love it at the beginning of the school year when everything is neat, well-organized, and dust-free. They love it when things aren't going so well out there. At such times, the literacy closet becomes a place of refuge; there's always something to do there. They hate it when they are trying to find a particular set of books to use in a classroom; even though the books haven't been checked out, they aren't on the shelf either. . . . more A Coach's Perspective: No More Flying Pig Prompts Heather Rader The search for great prompts was pointless. There may just be bad prompts and not-so-bad prompts. Along with other teacher leaders, I seek not-so-bad prompts with multiple entry points. . . . more Running and Reading Logs Part II (VIDEO) Clare Landrigan In this second video in a two-part series, Clare Landrigan meets with a group of 4th graders to talk about reading logs and goals. In this excerpt, Clare confers with students over their logs and debriefs with their teacher. . . . more How to Be of Use: Starting Strong Heather Rader After I ask the question, "What do you already know about coaching?" teachers often tell me "Very little." There is also misinformation that coaching is only for the struggling or new educators, not teachers at the top of their game. Sharing with teachers a "This I Believe" reveals my intention and they appreciate repetition of my mantra, "I believe all teachers deserve coaches." . . . more How to Use a Coach: Four Things to Consider Heather Rader I'm not an expert in the classrooms I enter, but I often know enough to help a teacher move forward. As an instructional coach, I've worked with first year teachers, a thirty-two year veteran and many stages in between. Some teachers seem instantly comfortable with the coaching arrangement while others because of apprehension, misinformation or just being new to the process learn "how to use a coach" to their advantage through the process. . . . more Literacy Coach Confidential: Teachers Resent Me - What Can I Do? I was hired at a time when budgets are down. Class size is up, money for everything from field trips to new books is nonexistent. My salary isn't paid from those accounts, but it doesn't seem to matter to my colleagues. How can I gain the teachers' support, so I can help them? . . . more Restless Wanderer: Lessons for Teachers from Summer Vacations Shelly Archer People who aren't teachers may envy us because we have our summers "off." Those of us inside the profession chuckle at the notion we are ever really untethered from our job. How we would love a few months, or at times, just a few minutes off from our continual reflection, revision, and reimagining of our classrooms. The truth is that our minds are always working on perfecting the art and science of teaching. Whenever I feel challenged or unsure outside the classroom, I try to find lessons in the experience that will make me a better teacher - even when I am on a holiday. This summer I went on vacation with my husband, and came back renewed, with new understandings of myself and a different attitude toward my students and my responsibilities. I wonder what lessons you are carrying away from your time "off" this summer? . . . more I Do So Like Green Eggs and Ham Shari Frost I decided that I didn't like the Kindle (a digital reader) before I had even tried it. Then one day, a Kindle arrived in the mail. It came with a note that said, "Keep an open mind." . . . more My Colleague Refuses to Collaborate with Us (LITERACY COACH CONFIDENTIAL) How do you work with a teacher who refuses to be a collaborative part of a team? She does her own thing without regard for other team members. Her students are not exposed to the same curriculum as the other students but she feels they are learning at their own pace. She has a literacy coach working with her but doesn't follow through on any suggestions to improve her teaching. She believes kids will learn when they are ready. Any suggestions? . . . more Planning a Year of Study Groups Jennifer Allen I am not sure about your schools, but we are knee-deep in what seems like many initiatives. We are realigning curriculum in all content areas, beginning the process of curriculum mapping as a district, and continuing to follow through on our school goal of improving our formative assessments. There is a lot going on, with each initiative competing for time against others . . . more Learning from Coaching Mistakes Heather Rader Inventors understand that early prototypes inform them best about what doesn't work rather than what does. But what about when prototypes are people? It's difficult for me not to feel guilty about the mistakes I made with students' education in my first few years. In the same way, as a third year coach, I find myself reflecting on my missteps with the first set of teachers that I collaborated with as I was figuring out who I was as a coach. . . . more Making the Case for Literacy Coaches Shari Frost It's that time of year. School districts are examining their budgets for the upcoming school year. Due to the troubled economy, many of them are finding that they are not going to have the money that they need to move forward with all of the currently existing programs. Some school districts may also need to fund newly mandated programs such as tier two and tier three support for Response to Intervention. This, of course, forces them to make cuts, and everyone who is not directly connected to a classroom full of children is fair game. Literacy coaches are usually expensive. Most coaches have years of experience and hold advanced degrees - putting them at the top of the salary range. . . . more Creating Data Teams Clare Landrigan and Tammy Mulligan A concern that arises in thinking about the collection and use of data is the number of schools that are assigning the job of "data manager" to their reading coaches/specialists. A good portion of the "data manager" job includes sorting and distributing paper; data entry; photocopying; filling in paper work; and walking around gathering assessments from teachers. We need to ask ourselves, "Are these the right duties for the most knowledgeable teachers of reading in our buildings?" . . . more Using Mentor Texts in Study Groups: Play and Practice Jennifer Allen I often find myself in information overload, with so many new ideas and so little time to play with them. I look forward to monthly study group meetings with my colleagues because we explore new thinking together and bounce ideas off of one another. Study groups have become my playground for learning, the place where we bridge theory and practice. . . . more Literacy Chats with Teachers: Routines and Guidelines (VIDEO) Karen Szymusiak In my school, teachers have monthly "literacy chats" to discuss current trends and issues that arise in our classrooms. These are informal discussions designed to help us build a supportive community as we all work to improve the ways we teach reading and writing. Our focus for this school year was to look at the workshop model in our literacy programs, with an emphasis on reading workshop. As principal, my role includes putting in place structures and routines like literacy chats to help colleagues learn from each other, as well as to develop shared expectations and standards for instruction. . . . more Unlucky Lists: Raising Non-Writers and Non-Artists S. Rebecca Leigh In my work as a literacy educator at Oakland University in Rochester, Michigan, I often walk by a poster at the elevators that makes me pause and think: "Unlucky Arithmetic: Thirteen Ways to Raise a Nonreader." Published by The Horn Book, authors Dean Schneider and Robin Smith on their list "recommend" things like no reading in bed or listening to books on tape - that's cheating don't you know? . . . more Tips for More Effective Debriefing Sessions Clare Landrigan and Tammy Mulligan We do a lot of demonstration lessons in our coaching work. Lately we have been reflecting on how we structure these sessions. We find the debriefing of the lesson to be the most difficult aspect of the demonstration lesson. This type of professional development is not about us being good teachers, it is about a group of teachers sharing a common classroom experience and then reflecting on what happened. Yet the debrief session after the lesson is often awkward for the coach . . . more Teaching Inferring Strategies (CHOICE LITERACY CLUSTER) The purpose of this cluster is to help teachers develop strategies for teaching inferring skills to students. . . . more Better Conferring (CHOICE LITERACY CLUSTER) This cluster is designed to help teachers improve their conferring skills. . . . more A Coach's Perspective: Is Sarcasm in Style This Season? Heather Rader This isn't the first time I've encountered sarcasm in the classroom and while these are fifth graders, I've heard it all the way down to classrooms of five-year-olds. Like a Magic Eye picture that begins to emerge as I relax my focus, I see a positive correlation between teachers who are resistant to coaching and also struggle with classroom management. A commonality I've found among teachers struggling with classroom management is the element of sarcasm in their classrooms. . . . more Bookroom Makeover in the Midst (VIDEO) In this video tour, Jessica Ardelea and Josie Stewart talk about the renovations in progress in bookrooms at their school in Dublin, Ohio. The goal is to make it easier for students and teachers to access the texts they need, as well as create spaces for professional conversations among teachers. . . . more Organizing Coaching Work Areas and Libraries (CHOICE LITERACY CLUSTER) This cluster is designed to support literacy coaches think about ways to use the limited space they have available to support their work with teachers. . . . more Better Meetings (CHOICE LITERACY CLUSTER) This cluster is designed to support literacy coaches, specialists, and grade-level team leaders in facilitating effective meetings. . . . more "What I Know Now" Workshop Activity Cindy Hatt In my work with literacy specialists in our school district, I am always searching for discussion frameworks that will support reflective conversation. The group, made up of 16 individuals, usually changes slightly from year to year with the addition of a few new members as teachers return to the classroom or retire. Consequently, there are always some members with years of experience, while others are new to the role. . . . more Coaching Teachers One-on-One: Tools, Structures, and Strategies (CHOICE LITERACY CLUSTER) This cluster is designed to support literacy coaches in their one-on-one work with teachers. . . . more Selecting Texts for Strategy Teaching with English Language Learners in Mind Clare Landrigan and Tammy Mulligan Over the past several months we have spent time thinking and teaching with a group of educators whose students are predominantly English language learners (ELLs). During our visits to their classrooms we see teachers working diligently to use the texts in their district-mandated curriculum to teach whole class and small group lessons. Many of the passages, however, are difficult for English language learners to understand even when the teachers spend significant amounts of time building background knowledge and reading the texts aloud. . . . more The Bed and Breakfast Model: An Analogy for Schools Clare Ladrigan and Tammy Mulligan We often use the lodging industry to explain our thinking around the art and the science in the practice of teaching. When you are going away on a trip, be it business or pleasure, there are certain "essentials" you are looking for when you choose a place to stay. Most travelers would like to have a bed, a lamp, a desk, a bathroom, maybe even room service. When they check in at their destination, they are expecting to find these "essentials." Now if you choose to stay at a hotel chain, you will quickly notice as you walk down the hallway that every room is an exact replica of the next. The same color scheme, the same bed, the same lamp, the same desk, and the same bedspread. Unless you paid for the suite, your room looks exactly the same as the room next to you. . . . more Best Practices for the Youngest Readers and Writers (CHOICE LITERACY CLUSTER) The purpose of this cluster is to help teachers reflect on best practices for teaching young readers and writers. With achievement pressure increasing for even our youngest students, this cluster helps teachers think about the best practices for reaching these young learners. . . . more Talking with Parents about Text Difficulty Clare Landrigan and Tammy Mulligan Parents want what is best for their children, but often lack understanding of the importance of matching texts to readers. Many teachers come to us seeking advice about how to help parents understand this concept. Many parents advocate for their children by trying to convince teachers that they are not giving their children text that is challenging enough. As teachers, we know that students need "enormous quantities of successful reading to become independent proficient readers. It is the high accuracy, fluent, and easily comprehended reading that provides the opportunities to integrate complex skills and strategies into an automatic, independent reading process" (Allingon, 2002). How do we help parents understand our decisions around text levels and give them an avenue to advocate for the reading lives of their children? . . . more Structuring Coaching Conferences Clare Landrigan and Tammy Mulligan When we think about the structure of a coaching session for a teacher, it reminds us of the structure of a conference for a student. Lucy Calkins set a structure for student conferences in her book The Art of Teaching Reading: "Research, Decide, Teach: Conferring first involves research in order to learn where the child is as a reader/writer and understand the child's intention, then deciding what we should teach, and then teaching in a way that can influence what that child does on another day with another text" ( p.102). . . . more Opening Classroom Doors Clare Ladrigan and Tammy Mulligan 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. . . . more 5th Grade Strategy Group on Summarizing (VIDEO) In this strategy group, Karen Terlecky brings together three of her 5th graders to reread a nonfiction article shared in the whole group. They discuss main ideas, and do a writing activity together to build summarizing skills. . . . more From Congeniality to Collegiality: Protocols for Meetings and Observations Clare Landrigan and Tammy Mulligan While we all want to assume that the friendly conversations in the lunchroom and the congenial planning of field trips and homework indicate that teaching teams work collaboratively, we know this is not always the case. We believe what makes an effective teaching team is collegiality, not just congeniality. Collegial teams of teachers observe each other; collaborate around curriculum; and teach one another best practices of teaching. Not all teams have this type of relationship. . . . more Writer's Craft Refresh (CHOICE LITERACY CLUSTER) This Choice Literacy Cluster is designed to help teachers think through possibilities for energizing their writing workshop with some new instructional techniques and materials. Topics covered in the cluster include materials and supplies for teaching writer's craft, strategies for focusing on craft during whole class share sessions, suggestions for encouraging students to help each other, and a protocol for sharing innovations with colleagues. . . . more Student Reading Interview: Assessing Ana (VIDEO) Karen Szymusiak In this first video in a two-part series, Principal Karen Szymusiak interviews Ana, a second grader, to learn more about her strengths and needs as a reader. In next week's installment, Karen will share her findings with Ana's teacher. . . . more Starting the School Year: A Checklist for Literacy Coaches Jan Miller Burkins It occurred to me at the beginning of last year that there are certain tasks I do each fall as a literacy coach to organize myself for the work of the upcoming year. Over the last few years, this list has become refined and I share it with you here in the hopes that it will help you as you organize your work. . . . more Easing into Assessments During the First Six Weeks of School Franki Sibberson and Karen Szymusiak For the first several days of independent reading, we don't administer assessments in the traditional sense. Instead, we watch, listen, and learn about what students do in the routines. This is an important time for informal assessments. This work is so informative. For example, we may learn that a few children are struggling and others are quite secure in their reading. We try to notice as much as we can about our new students, including the following . . . more Reflecting on Student Work in Staff Meetings (TEMPLATE) Jennifer Allen Over the last four years our teaching staff has included reflecting on student work as a part of our staff meetings. To be honest, we struggled for probably three of the four years to find meaningful ways to look at the work. You may read this and wonder how we could be so behind the times - hasn't everyone been doing this effectively for years? But the truth is, this has been a process in which we have been revising and now fine-tuning our routines for making the most of our discussions about student work. . . . more Organizing Your Professional Book Library Jennifer Jones The new school year is fast approaching. With August comes all of the professional reading that I said I was going to start in June and have only just begun. Whether you are a classroom teacher, administrator, reading specialist, or literacy coach, I'm guessing that most of your professional books are housed on a book shelf, or if you're like me they line the back of your desk spine out with no rhyme or reason. If that kind of sounds like you, allow me to offer an option for organizing your professional materials, especially books. . . . more Teacher/Principal Conferring: Reflecting on Readers' Notebooks (VIDEO) Karen Szymusiak In this conference, Principal Karen Szymusiak and 5th Grade Teacher Liz Cramer discuss the ways Liz uses readers' notebooks in her classroom. Before the conference, Karen spends an evening reading through the student notebooks, looking for patterns of response. Her role in the conference is primarily one of asking questions, helping Liz make sense of the ways the notebooks support students in their growth as readers and writers. . . . more Resource Round-Up: Tips for Saving Time From many tasks accomplished, we asked our Choice Literacy contributors to share just one - the way they were able to save time this year. What follows is a compilation of their best advice in different realms of literacy leadership. Perhaps there is a nugget in here that will help you prioritize and plan in the coming months.< . . . more Read Our Walls: Bridging Professional Development and Student Achievement Jennifer Allen How do we connect professional development to student learning? Does it really matter that teachers change instructional practices if we can't demonstrate student achievement? These questions have been haunting me all year. . . . more Inspiration from Author Visits: Tips and Web Resources Jennifer Jones The fifth and sixth grade students at my school were fortunate to be visited by author Stacy Hillmer. Stacy is the author of five published stories and one book, An Armadillo on My Pillow. What makes this book and Stacy so special is that Stacy is a product of our school district, and she used the talents of students from her elementary school for the illustrations. . . . more Coaching in Kindergarten: Conferring (VIDEO) Joan Moser What's in a name? For kindergartner Maria, it's the start of learning how letters and sounds work. In this coaching session, Joan Moser of "The Sisters" helps Daniel understand how to use a child's name as a beginning point for teaching letters and sounds. . . . more Middle School Literacy (RESOURCE ROUND-UP) We've recently increased our offerings for middle school coaches, specialists, and teachers at Choice Literacy, and we have many more in the pipeline. This resource round-up includes many of the features already posted geared to middle school educators. We'll be posting more in the coming months. . . . more Chatting About Coaching Collaboration (VIDEO) Janet Scott and Gail Boushey discuss how they collaborate as coaches, sharing strategies and common goals across the classrooms they work in. . . . more Literacy Coach Confidential: My Colleague Talks Too Much! I lead professional development workshops and study groups at my school, and we have a new faculty member who is such a talker -- she's pleasant and bright, but so dominant I've begun to dread our faculty meetings. Attendance is down this year at study groups (they are voluntary, not required), and I know the lack of balance in conversations is a big part of it. Do you have any tactful suggestions of ways to get her to listen more and talk less? . . . more Rethinking Writing Centers - Winter Follow-Up Shari Frost During the 2006-2007 school year, I began a conversation with the literacy coaches in our network about classroom writing centers. I had noticed that most students were distracted by all of the "cool tools" in the writing centers and were doing very little, if any, actual writing. After a couple of brainstorming sessions with the coaches, we settled upon a two-pronged approach. . . . more Team Sharing of Writing Curriculum Innovations (TEMPLATE) Ruth Shagoury Literacy coaches know that the most successful staff development provides lots of time for colleagues to share their teaching stories, questions, and ideas. Hearing what is happening in the classrooms down the hall or across town is generative--and prompts creative leaps to enliven our own inquiries and curricula. The January doldrums can be swept aside for fresh ideas. . . . more Collecting Literacy Stories Icebreaker (PRINT DOWNLOAD) Cindy Hatt Our literacy teachers have responsibilities for small-group literacy intervention as well as support to teachers through in-class co-teaching/modeling lessons and monthly professional development meetings. You will see that the prompts are structured to touch on many aspects of the role. You can download the template for the activity at this link . . . more Assessing Our Work as Literacy Coaches RESOURCE ROUND-UP What are some useful tools for literacy coaches who are trying to assess what's going well and what's not by late fall? . . . more Sales Clerks and Literacy Leaders Franki Sibberson As a literacy leader I run the risk of being too much like the hovering saleswoman or the missing saleswoman. Knowing the level of support that each colleague needs and wants at any given moment is an important part of my work with them. It's recognizing what a teacher needs that will make us the most effective. . . . more Collaborative Team Meeting: Assessing and Planning Part II (VIDEO) Gail Boushey We continue to share resources we've developed together - in this part of the meeting, we distribute copies of the "Strategies Group" template. This is a tool that can be used to cluster students in reading groups around common needs. . . . more Collaborative Team Meeting: Assessing and Planning Together (VIDEO) Gail Boushey Collaborative team meetings take place every 9-10 days in our schools. In these meetings, teachers from one grade level, literacy coaches, and our principal meet together to discuss individual students, the curriculum, and goals. I want to share video from one team meeting early in the year. In September, three 4th grade teachers, a literacy coach, the principal and I sat down together in a collaborative team meeting to pore over the assessments of students from the previous year, comparing these notes to our ongoing fall assessments of individual students. . . . more State Assessment Tests: Warm-Ups for Wandering Minds Jennifer Jones It's that time of year in Wisconsin. The winds have picked up and are whipping and howling. Most homeowners have succumbed to the chilly temperatures and cranked on the furnace. The days are short and the nights are long. All of this indicates one thing; it's time for state standardized assessments. My role as a literacy leader often turns to assessment administrator this time of year, and I recently made an interesting observation. . . . more How I Flunked Literacy Leadership 101 Jennifer Jones Year four in my role as a literacy leader, and I thought that by now I might have most of the job figured out. I knew going into this year that I would be working with a number of new teachers in my buildings. "New" doesn't always mean brand-new to the profession - some of these colleagues have been out of the classroom serving the field of education in other capacities. . . . more The Conversations Inspired by the Questions We Ask Karen Szymusiak The most effective way to develop a common understanding of classroom practice may be the questions we choose to ask. As literacy leaders it is often difficult to express clear expectations for classroom practice because behind every effective instructional decision we make is a depth of understanding that comes from years of practice and reflection. . . . more Conferring Notebook for Coaches (VIDEO with TEMPLATE) Gail Boushey I am always on the hunt for new ways to reorganize the records I keep as a literacy coach. I want to be sure I have good records of encounters with colleagues, but I don't want to spend more time taking notes than I do collaborating with teachers. Recently I revised my coaching conferring notebook to mirror the notebooks I encourage teachers to use in their own classrooms as they keep track of conferences with students. The video below explains the components of the notebook . . . more Fostering More Curricular Collaboration in Teams: The Meeting Notes Form (TEMPLATE) Katie Doherty It's hard to be a team leader as well as the youngest teacher on my team. It can be awkward attempting to implement new ways of doing things when everyone else has been teaching longer and has their own systems established. I felt surprisingly nervous! But as we sat together at our first staff meeting of the school year, I realized how silly I was being. . . . more From Compliments to Naming the Craft: 5th Grade Writing Workshop Share Session (VIDEO) Jennifer Allen This whole-class share session in Lesley Fowler's 5th grade classroom is the culmination of a nonfiction writing unit. Over the course of the year, we moved from having students compliment their classmates during these share sessions, to writing down specific aspects of the piece they enjoyed or had questions about during the reading. We found adding this brief writing element to the share sessions has made all the difference in helping students connect their writing and that of their peers to the lessons on craft we present throughout the year. . . . more Recordkeeping Forms for Literacy Coaches: Resource Round-Up This week, Choice Literacy Member Denise Trainor writes: Reality has set in! We are beginning our adventure as literacy coaches and are stumped as to how to keep track of our work with the teachers. Do you have any suggestions? Any templates? A number of our contributors have posted recordkeeping materials for coaches over the past year. Though these coaches work in a range of schools throughout the country, what the forms have in common is simplicity. . . . more In Praise of Handwritten Notes Brenda Power When I receive a handwritten note from someone, I know that they were moved enough by something I said or did to make an effort to express themselves, well beyond the energy it takes to dash off an email. And when I take the time to write a brief note to anyone, I am trying to do the same. . . . more The Books We Can't Live Without in Our Teaching: Resource Round-Up Brenda Power I thought about all the young teachers out there, and those of us who aren't so young. How easy it is to have gaps in our reading of professional books. Think of how busy you were in your first year or two of teaching - how much time did you have to devour new professional books? It would be strange for anyone not to have a few lean years in their professional reading - those early years of teaching, raising families, and just figuring out the culture of a school community are packed. . . . more The Art of Coaching (From the "Connections" Photo Essay Series) Jan Miller Burkins My neighbor says, "Art is hard. It is personal and evaluating it is subjective." Similarly, coaching the art of teaching, encouraging independence, supporting rather than critiquing, and aligning our actions with our beliefs, can also be a challenge. While there are often times when a coach will serve as a more knowledgeable support and will capitalize on the teaching opportunities inherent in coaching, it is critical for us to recognize a teacher's ownership of his or her instructional compositions. . . . more Easing into Fall Literacy Coaching: Exploring Quotes on Reading Comprehension Ruth Shagoury In September, I'll be starting work weekly with a group of high school teachers across many disciplines who are all choosing to explore reading comprehension with their adolescent students. I decided to start to prepare mentally by creating an "Opinion Exchange" around reading comprehension quotes. This way, I can both share a range of thoughts about what it means to understand what we read. I'll also learn more about the stories, histories, and attitudes this diverse group of teachers will bring to our work together this fall. . . . more Activities Linking Books and Visual Learners for Early in the Year Carol Wilcox I can't wait for the first day of school, but I also dread the first day of school. I dread it because my own sons, Isaiah and Kadeem, are not card-carrying members of the school literacy club. I imagine our conversations that first week of school. I will ask about school. My boys, the same kids who have read books, magazines, the newspaper, catalogues, and articles on the internet, and have chattered excitedly about basketball games and Madden 2007 tournaments and sleep overs all summer, will give me descriptive one word responses like ok, good, and fine. When I ask what they did, they will respond, "Nothing." . . . more My Summer Book Bag: New Books that Invite Conversations with Colleagues Franki Sibberson Many teachers love to catch up on their reading during the summer months. With the extra time, it is nice to catch up on our own personal reading and to find new books that we might use with our students once the school year begins. One of the things I love to do to support teachers is to share new books with them. Last year, during the first month of school I invited teachers to my office to see the new books I had added to my collection over the summer. We had donuts and coffee and the new books were displayed around the room. . . . more "What Do You Want to Be When You Grow Up?"(Connections Photo Essay Series) Jan Miller Burkins Most of us have professional and personal goals; we look for ways to contribute and to grow, to leave our mark on the world. Perhaps this evidence of anticipated motion is our evidence of being alive. What would it mean if we didn't have goals, if we weren't anticipating our own progress? I was quite pleased that I was, in the opinion of this little girl, still growing. That I still had places to go, that I was still young enough to be at a point of just deciding what I was going to do with my life. . . . more I Think, I Wonder, I Understand: Making Sense of the Work of Literacy Coaches Jan Miller Burkins The "I Think I Wonder I Know" protocol was completed with colleagues at the beginning and end of a semester-long course on literacy coaching. It is a variation on KWLs that I created; it is a little more "open" than KWL - I prefer the language of it. The chart doesn't read across with parallel concepts. It is more of a snapshot of the thinking of my students at the beginning and the end of the class. The first two columns were completed in early January and the last column was completed in late May. . . . more Literacy Coaching Interview Rubric The "Literacy Coaching Interview Rubric" was designed collaboratively with colleagues who are preparing to become literacy coaches. We talked through the different philosophies in school communities about the purposes and roles of literacy coaches, and how we could assess those differences in an interview situation. The rubric is designed not only for interview contexts, but for any situation where teachers, coaches, and administrators are working together to define relationships and roles with literacy coaches. We hope it sparks some in-depth conversations in your school. . . . more The Literacy Coach Work Area: Arranging Materials in Cramped Spaces (VIDEO) Gail Boushey Many literacy specialists and coaches find themselves in cramped work spaces when it comes to their desks, storage areas for materials, and meeting rooms for conferring with colleagues. In this four-minute video, Literacy Coach Gail Boushey talks about how she arranges her materials in a limited space, and the benefits of sharing work space with colleagues. . . . more The Anticipation Guide: A Tool for Study Group Leaders Suzy Kaback When I was a fifth grade teacher, a typical day ended with a hundred and one important details that needed my attention - planning for the next day's classes, calling parents to talk about a struggling student, gathering books from the library for our new inquiry project-the list seemed endless. Among these preoccupations, faculty meetings and workshops were near the bottom. On an afternoon when I was expected at a grade-level meeting to review benchmark papers, for example, I usually arrived distracted, disorganized, and, therefore, minimally involved in the process. What I needed was the professional development equivalent of that fabled black dress that took a woman from the office to a cocktail party without missing a beat... . . . more Letting Go and Holding On: Evaluating Our Work as Literacy Coaches Jan Miller Burkins As a literacy coach, I am very interested in the progress of our students and value that data as an indicator of the success of my work. I also solicit more direct and specific information about how the teachers felt about the job I am doing as their literacy coach. So, I developed a feedback form for teachers to complete and return to me anonymously. You can access it at this link . . . more Numbering and Arranging Classroom Library Bins (VIDEO) The Sisters (Gail Boushey and Joan Moser) In this video, "The Sisters" (Gail Boushey and Joan Moser) help experienced teacher Kelly create a numbering system for her classroom library. They talk together about strategies for teaching children to become more independent in finding books and maintaining the library. . . . more Looking Back to Move Forward: The Plan Book Scavenger Hunt for Literacy Leaders Jennifer Jones I don't know about the rest of you out there, but scheduling my time as a literacy coach is not easy. As Jennifer Allen puts it, we are in "no-man's land." We're not classroom teachers, we're not administrators, and people want to know what we are doing with our time. There are a few things that I implemented this spring to help me with planning and scheduling for next year that you might want to consider . . . more Reorganizing the Classroom Library (VIDEO) The Sisters (Gail Boushey and Joan Moser) In this brief time-lapse video, Gail Boushey and Joan Moser help Carrie, a second-year teacher, begin to organize her classroom library according to themes and traffic patterns in the classroom. . . . more Last Words and Next Steps: Closure Activities for Study Groups and Mentoring Programs The final moments of any professional development activity or school community can be among the most memorable of the year. We like final discussions and reflections to feel authentic and natural. We're not big fans of passing out sheets of toilet paper or rationing M&Ms or distributing wiki sticks so colleagues can meter out their words. Instead, we find all most teachers need is a quiet place away from the bustle of the end of the year, a bit of food and drink, and some sort of simple catalyst to think through and chat about what they will carry away from the year. Here are some easy, natural prompts to use to begin those final discussions . . . more Playing with Group Observations: Reflections on Learning with New Teachers Jennifer Allen The new teacher group is winding down. Our next and last meeting will be in June. Leslie Lloyd, the group's co-leader and I find ourselves constantly reflecting and refining the group as we go along. I find each month we approach some aspect of the group from a slightly different angle. This month Leslie and I played around with the classroom observations. Each month participants talk about the value of being able to observe other teachers and the time taken to debrief as a group. This month we had new teachers Jeni and Jess observe together. . . . more Memorable Moments: Two Quick-Write Closure Activities for End-of-the-Year Study Groups and Staff Meetings (TEMPLATES) Every teacher's path in improving their instruction is paved with individual milestones. In the rush of end of the year activities, it's sometimes hard to take time to notice and celebrate those milestones. These two quick-write activities are ideal for the start of a final study group, mentor meeting, or faculty discussion about plans for next year. . . . more Concepts of Print: Conferring with a Kindergartner (VIDEO) In this conference with five-year-old Mariano, Joan Moser (of "The Sisters") assesses his understanding of reading, print, and books at the start of the school year. After the conference, Joan debriefs with Gail Boushey about appropriate next steps for this kindergartner. . . . more Building the Reading Community Among Teachers Jennifer Allen The starting point for teaching reading is always our own lives as readers - tuning in to our processes as proficient readers, and then tapping that knowledge to help the children in our care develop new skills and strategies. One of the most important things I strive to do as a literacy coach is build self-awareness in my colleagues of their reading. . . . more New Teacher Conversations: Breaking Through Roadblocks and Sustaining Support by Melanie Quinn and Ruth Shagoury At our final New Teacher Conversations meeting, we wanted to celebrate with the first-year teachers as well as look ahead to their second year. Knowing this was the last scheduled New Teacher Conversation meeting, we felt the need to equip them with strategies for issues that might crop up in their work and with confidence in the knowledge base that they already possess. . . . more Reading Workshop for Teachers: Understanding Our Own Learning (VIDEO) Jennifer Allen In this four-minute video from a monthly study group meeting of new teachers, Jennifer Allen and Leslie Lloyd take the group through a book preview and reading activity as part of the workshop. The discussion after the activity highlights the importance of becoming aware of our own processes as readers in order to understand the literacy of students. . . . more Notetaking Series, Part IV: What Counts and Writing the Unwritable Brenda Power Most teachers seem to follow that Midwestern principle of better living in their notetaking--if you can't say something nice, don't say anything at all. But the most interesting and useful information in your classroom or school may make you blush. Give yourself permission to write the most inconsequential garbage in the world. You're trying to see students in new ways, and that requires really being open to what you're seeing around you. . . . more The Power of Layered Coaching Jennifer Allen I have to admit I did not anticipate the power of these peer observations. Each month the new teachers enthusiastically return to the group eager to share new ideas gathered from their classroom observations in hopes of implementing them in their own rooms. Many of the new teachers have stated that the time given to observe other teachers is truly a gift. Others have said that the built-in time to observe is one of the best components of the new teacher support system. . . . more Notetaking Series Part III: "Raw" and "Cooked" Notes Brenda Power Sometimes I learn the most when I am uncomfortable, unsure, and attempting new things. As you use new tools to observe and note events in your classroom, you may gain new learning and insights. But your first days and hours of taking notes may cause moments of discomfort and uncertainty. In fact, if your notes are to improve, chances are you have to seek out that discomfort by pushing yourself to reconsider what you write about. . . . more Portable Anchor Charts for Literacy Coaches Jennifer Allen I have to admit I have gone a little foam board crazy. I started with a foam board on revision strategies, and now we have moved to boards that include our strategies for alternative leads - leads for narratives, leads for nonfiction animal books, and also leads for biographies. Foam boards are durable, easy to store, and perfect for displaying ideas. . . . more Notetaking Strategies Part I: "In the Midst" and "After the Fact" Notes Brenda Power Regardless of how you will use your notes, there are two times observational notes can be taken: "in the midst" and "after the fact." It's helpful if you think about and test out each way of taking notes as you begin to get into a rhythm and routine of observing. You need to figure out when notetaking makes the most sense, fitting both your goals and the needs of the students and colleagues you work with. . . . more