Forum 8: Building Capacity for Student Achievement

Nancy Shanklin, Sat April 26, 2008, 04:00 PM MDT

I am attaching to this post a 2-page white paper that IRA and NCTE are using as they talk with congressional staff members about the reauthorization of the Higher Education Act and the potential of literacy/reading/instructional coaching. 

The piece reviews findings from some of the very latest research on coaching.  We are doing our best to have written documents linked to each of these studies in the LCC website.  

I have two questions for a forum on this topic:

1.  Are there other studies that ought to be included?

2.  What is this research telling us that will help to design better coaching programs?

 

Building Capacity for Student Achievement



Comments

Wendy Jacob , Mon April 13, 2009, 08:18 PM MDT - Can This Be included or help design better coaching programs?

Will it be appropriate, if not already done, to include information on how some sample studies evaluated the effectiveness of their individual programs? For example, Thomas R. Guskey, in his article, “Does It Make A Difference?” talks about using five critical levels of evaluation to improve schools’ professional development to gain maximum student learning outcomes. He also believes that because, in the past, much attention was not put on evaluating professional development efforts, organization policies may not have been fully supportive and ‘undermine implementation efforts’ (47). If such problems or related ones were researched, Can those results be shared or included? Perhaps information like this could be pertinent to this effort.

Shawna from TE 633 , Thu April 16, 2009, 07:22 PM MDT - Building Capacity for Student Achievement
This is actually a solid article with very informative quantitative and qualitative data about the role of literacy coaches and how they are beneficial to students all over the country. I think that another study that could be included to this is, The School Board Wants to Know: Why Literacy Coaching?” by Rita Bean and William Isler. I read that article in your literacy briefs and found it compelling. There was pertinent information in that study discusses how literacy coaches have a positive impact on students and why it is important to have us in our schools. I also like, “Middle and High School Literacy Coaches: A National Survey” by Blamey, Meyer, and Walpole. This research is telling us that in order to design better coaching programs, we need to work collaboratively with teachers and administrators. Like Bean and Isler suggest, we need to support literacy coaches and provide them with resources to accomplish their goals. We also need to commit to summative and formative evaluations to make the literacy coaching program as effective as possible for our students.
Michelle Herrera , Tue April 21, 2009, 10:17 PM MDT - Literacy Coaches Benefit Students As Much As Teacher

As I began reading this post and thinking about research that would speak to the benefits of literacy coaching, I immediately thought of an article that I read from the Literacy Coaching Clearinghouse that spoke of the success of the South Carolina Reading Initiative (SCRI). I remembered reading about how teachers valued the support they received from their literacy coaches, but then saw as I read this post further, the SCRI was mentioned. It’s amazing how students experienced a reading growth of 5.14 years as a result of their teachers having the support of a literacy coach! This study alone speaks highly of the positive outcomes of student achievement when their teacher received literacy coaching support.
The other studies included in this post also speak to the value of literacy coaches in schools. Schools that incorporated literacy coaches in their teacher training programs resulted in higher reading scores for their students-it makes me wonder when ALL schools will see the benefit to their teachers and students by having literacy coaches.

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