The Annenberg Institute for School Reform. (2005). Coaches in the high school classroom: Studies in implementing high school reform. Providence, R.I: Schen, M., Sanjiv, R., and Dobles, R.

Author: Schen, M., Rao, S., and Dobles, R.



This article provides short narratives from real-life coaches working in the Houston School District and the Boston Public Schools. Each coach is working in a different school in their district and faces different challenges. Additionally, each coach comes from a different background and has different areas of expertise. But each coach is committed to increasing literacy in his or her school, and in the article they share their successes as well as the challenges they faced and how they addressed the challenges.

The article addresses major concerns faced by coaches, including working with a small program, creating and working within a coaching network, and the importance of administrative support. Some of the coaches in the article face resistance from teachers, and some are coaching in schools with large and growing ELL populations.

For coaches, this article offers a Coaches' self-assessment with questions that can be answered on a scale of 1-10. It also provides an example of a collaborative coaching log from Houston, some ideas for structuring an online coaching forum, and a glossary of literacy strategies and terms.

For administrators, this article offers ideas on how to support coaches and implement effective professional development using coaches. The coaches emphasize the importance of having flexible coaching models, creating useful job descriptions for coaches, and holding coaches accountable. Additionally, it is important for principals and coaches to discuss areas in the school that need improvement and develop key questions from which to form a literacy coaching framework.

Date Added: 01/24/2007

Attachment: SNS_Coaches.pdf


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