By Mary Catherine Moran
ISBN-10: 1416606238
ISBN-13: 9781416606239
With the intention that all scholars learn good is a best precedence for colleges, and literacy coaches are taking part in an more and more very important position within the attempt. Their problem? To carry the type of guide and aid most fitted to the lecturers they paintings with and probably to aid these academics enhance the literacy in their scholars. In Differentiated Literacy training, Mary Catherine Moran provides an answer for assembly the varied wishes of literacy coaches and their fees. the guts of the publication is an exploration of the Literacy training Continuum, a chain studying codecs that coaches can use singularly or together to layout and bring the best, wonderful help: * Collaborative source administration * Literacy content material shows * concentrated lecture room Visits * Coplanning * learn teams * Demonstration classes * Peer training * Coteaching Moran experiences the foremost concerns tuition leaders and literacy coaches needs to bear in mind while choosing application concentration and scope; describes the jobs, obligations, and approaches focused on each one training structure; and provides instructions according to study findings, exemplary training courses, and insights from her approximately 30 years as an educator. Readers also will locate greater than a dozen modules for coaches expert improvement, together with prompt fabrics and step by step methods to aid either new and skilled coaches extend their services. an in depth choice of print and on-line assets extra complements the e-book s usefulness for someone attracted to studying extra approximately establishing--or improving--a literacy training application.
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Additional resources for Differentiated Literacy Coaching: Scaffolding for Student and Teacher Success
Example text
For example, the No Child Left Behind Act of 2001 stipulates that states must make available to new and veteran teachers and principals “teacher mentoring, team teaching, reduced class schedules, and intensive professional development and use standards or assessments for guiding beginning teachers that are consistent with challenging State student academic achievement standards and with the requirements for professional development activities described in section 9101” (Sec. 2). S. Department of Education, 2002), “coaches, mentors, peers, and outside experts” are advised “to develop and implement practices and strategies for professional development that should be evident in an effective reading program” (p.
Research and Practice: An Unbalanced Equation Sharon Walpole (2004) calls literacy coaching “a practice in search of research” (p. 1). We educators find ourselves in an interesting albeit contradictory situation. Despite the current emphasis on scientifically based research, few substantive studies are 21 22 ••• Differentiated Literacy Coaching available to guide practitioners on the key issues of literacy coaching, which include the following: • Optimal number of coaches of teachers to students.
Discuss next steps. • End the session with a tangible task that teachers can try in their classrooms. Literacy content presentations are best as bite-sized servings of information. After the subject matter is shared, teachers will need time to ruminate on the conversation and consider how it blends with their current practice. It’s important for literacy coaches not to offer more than can be digested in one sitting. It took me a long time to appreciate the concept of quality versus quantity. From 1980 to 1998 I was the Special Education Training and Resource Center Trainer at the Otsego Northern Catskill Board of Educational Cooperative Services in Literacy Content Presentations Stamford, New York.
Differentiated Literacy Coaching: Scaffolding for Student and Teacher Success by Mary Catherine Moran
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