Barbara J. Walker is president of the International Reading Association (2008-2009), a professor at Oklahoma State University where she teaches courses in literacy leadership and coaching, and the co-editor for Literacy Cases Online, a publication of the College Reading Association. She has served as an elementary reading specialist in public schools, a director of college reading programs, and an international coordinator of educational programs. Dr. Walker is the recipient of the College Reading Association's B. Herr Award for outstanding contributions to reading education and is a distinguished finalist for the International Reading Association's 1991 Albert J. Harris Award for research in reading disabilities. She has written numerous articles and authored four books, including Diagnostic Teaching of Reading: Techniques for Instruction and Assessment (2008), Techniques for Reading Assessment and Instruction (2005), Supporting Struggling Readers (2003), all Allyn & Bacon.
Literacy Coaching in a Learning Community | p. 1 |
Models and Characteristics | p. 2 |
The Learning Community | p. 6 |
Literacy Coaches in the Learning Community | p. 8 |
Knowledge about literacy and literacy instruction | |
Knowledge and Use of Collaboration | |
Supporting Teachers Practice | |
Teachers in the Learning Community | p. 12 |
Multiplicity of Experiences | |
Reflection | |
Practical Reasoning | |
Interrelationships of Classroom Interactions | p. 17 |
Literacy Coaches and Teachers in the Classroom | |
Students in the Classroom | |
Summary | p. 19 |
Coaching and Collaboration | p. 25 |
Attributes of Collaboration | p. 26 |
Trust | |
Active Listening | |
Shared Goals | |
Collaboration Adds Value | |
Perspective Sharing | |
Situations for Collaboration | p. 30 |
Collaboration in the learning community | |
Collaboration in classroom interactions | |
Collaboration in small groups | |
Reflective Discussion Groups | |
Study Groups | |
Teacher-Research Groups | |
Summary | p. 35 |
The Cycle of Literacy Coaching | p. 45 |
Getting Started | p. 46 |
Getting to Know Each Other | |
Initial Perceptions of Teachers | |
Setting the tone of collaboration | |
Coaching Conversations | |
Conversations about instructional practices | |
Conversations about student learning | |
The Literacy Coaching Cycle | p. 49 |
Preconference | p. 50 |
Selecting Target Students | |
Selecting instructional procedures | |
Selecting coaching procedures | |
Demonstrations | |
Collaborative teaching | |
Ongoing Support | |
Observation | |
Workshops | |
Selecting What to Observe | |
Student actions | |
Teacher Actions | |
Selecting Student Work | |
Instructional Event | p. 56 |
Conversations with students | |
The literacy coaches' observation process | |
The teachers' observation process | |
Personal Refection | |
Post Conference | p. 59 |
Reflecting on instructional adjustments | |
Describing reasoning in a one-on-one conversation | |
After the Coaching Process | p. 60 |
Small group reflection | |
Reflecting on practical reasoning | |
Reflecting on formal theories | |
Continuing the reflective cycle | |
A New Cycle of Literacy Coaching | |
Summary | p. 63 |
Gradual Release Model for Literacy Coaching | p. 75 |
Coaching through modeling | p. 77 |
Coaching in the zone | p. 79 |
Collaboratively Teaching | |
Supporting by asking questions | |
Supporting by prompting | |
Support for modifying instruction | |
Coaching for Independence | p. 82 |
Selecting examples to support teachers' learning | |
Collaboratively Reflecting Teacher and Coach Reflecting Together | p. 84 |
Practical Reasoning | |
Collaborative Reflective Groups | |
Summary | p. 86 |
Observations, Analysis, and Interpretation | p. 94 |
Observation | p. 95 |
Conducting Observations | |
Narrative descriptions | |
Checklists | |
Observing Teachers | |
Observing Students | |
Observing Teacher-students interactions | |
Observing and Collecting Student Work | |
Analysis | p. 101 |
Analyzing Teacher's Actions | p. 101 |
Using questions to analyze teacher actions | |
Analyzing teacher actions using rubrics | |
Analyzing Student Learning | p. 104 |
Are students actively engaged? | |
Do students talk within the classroom context? | |
Are students constructing meaning connecting and their background knowledge? | |
Are students verifying and checking their understanding? | |
Are students elaborating what and how they read? | |
Analyzing student-teacher interactions | p. 107 |
Analyzing Student Work | p. 109 |
Searching for Patterns | |
Using a Rubric | |
Interpretation | p. 110 |
Interpretation of classroom interactions | p. 111 |
Interpreting teachers' actions | |
Interpreting students' actions | |
Interpreting Conversations | p. 112 |
Conversational Interviews with teachers | |
Conversational Interview with students | |
Student conversations about their work | |
Instructional Techniques Section | p. 121 |
Directed Reading Thinking Activity | p. 123 |
Graphic Organizers | p. 126 |
Interactive Writing | p. 129 |
Retelling | p. 132 |
Semantic Mapping | p. 135 |
Story Mapping | p. 139 |
Summary Experience Approach | p. 142 |
Think-aloud Approach | p. 146 |
References | p. 154 |
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