Based on her work as a literacy coach and an instructional coach, it became apparent to Jan Miller Burkins that parallels and overlaps exist in the work coaches do with teachers. Many coaches were inventing and reinventing the same tools. This repetition of effort led Burkins to compile this collection of tools and resources. The diversity of literacy coaching demands that coaches must be competent across many levels of interaction with people and must have expertise in an array of areas from communication to technology to literacy research. This resource provides specific tools and resources that respond to those needs.…mehr
Based on her work as a literacy coach and an instructional coach, it became apparent to Jan Miller Burkins that parallels and overlaps exist in the work coaches do with teachers. Many coaches were inventing and reinventing the same tools. This repetition of effort led Burkins to compile this collection of tools and resources. The diversity of literacy coaching demands that coaches must be competent across many levels of interaction with people and must have expertise in an array of areas from communication to technology to literacy research. This resource provides specific tools and resources that respond to those needs.
Jan Miller Burkins is currently completing her sixth year as a full-time coach at Chase Street Elementary School, Athens, Georgia. She has worked as a language arts consultant for a regional educational service agency, a district-level literacy coordinator, a reading specialist, and an elementary classroom teacher. Her work as a consultant has taken her into elementary, middle, and high schools where she has helped school leaders examine their reading instruction, modeled lessons, and facilitated professional learning. Burkins is also a part-time assistant professor at the University of Georgia, where she teaches classes to students pursuing graduate degrees in literacy education. She has also developed a series of courses for educators interested in becoming literacy coaches. Burkins is the author of Coaching for Balance: Meeting the Challenges of Literacy Coaching. In 1989, Burkins received her undergraduate degree in early childhood education from Birmingham-Southern College in Birmingham, Alabama, and in 1993 her master's from the University of Alabama. She later earned her reading specialist certification and her doctorate from the University of Kansas in 1999. Her dissertation, which was a meta-analysis of the research on phonemic awareness, was the Dissertation of the Year for the University of Kansas School of Education and one of three finalists for the International Reading Association's Dissertation of the Year.
Inhaltsangabe
Foreword About the Author Preface Sharing Our Work How This Book Came to Be Suppositions From Philosophy to Action Conclusions: A Word About Imagination Acknowledgments Introduction: Three Metaphors for Literacy Coaching Metaphor I: Coaching Pie Metaphor II: Nesting Dolls Metaphor III: Phases of the Moon Closing Thoughts 1. Defining and Clarifying Your Role Opening Thoughts: Finding Ourselves Coaching Connection: Living Horizontal in a Vertical World Related Research: Four Schools, Three Literacy Coaches, and 160 Teachers Tools for Defining and Clarifying Your Role A Coaching Story: Crossing Lines Coaching Connection: Wet Cement in the Threshold Taking Chapter 1 Personally: How Are You Defining and Clarifying Your Role? 2. Stepping Into the Work of Literacy Coaching Opening Thoughts: Big Shoes Coaching Connection: Sitting Big Related Research: What Can a Coach Do for You? Tools for Stepping Into the Work of Literacy Coaching A Coaching Story: Quality Over Quantity Coaching Connection: One Piece at a Time Taking Chapter 2 Personally: How Are You Stepping Into Your Work as Literacy Coach? 3. Stretching Yourself Opening Thoughts: Risky Business Coaching Connection: Coaches Worth Their Salt Related Research: Reflecting With Others Tools for Stretching Yourself A Coaching Story: Reading With a Different Lens Coaching Connection: Yoga and Honoring Resistance Taking Chapter 3 Personally: How Are You Stretching Yourself? 4. Developing and Supporting Learning Communities Opening Thoughts: Smart Work Coaching Connection: Red Grapes or Green Grapes Related Research: Learning to Learn Tools for Supporting and Developing Learning Communities A Coaching Story: Modeling in Professional Learning Coaching Connection: The Rubik¿s Cube Taking Chapter 4 Personally: How Are You Developing and Supporting Learning Communities in Your School? 5. Coaching Individual Teachers Opening Thoughts: Records on the Run Coaching Connection: Thinking Outside the Mailbox Related Research: Feedback and Situated Identities Tools for Coaching Individual Teachers A Coaching Story: Learning to Script Lessons Coaching Connection: Just What I Needed Taking Chapter 5 Personally: How Will You Work With Individual Teachers? 6. Documenting Your Work, Managing Your Time Opening Thoughts: Matters of Time Coaching Connection: Drumming Class Related Key: Energy and Time Tools for Documenting Your Work and Managing Your Time Coaching Story: Play Fast Coaching Connection: Machines That Make the Work Harder Taking Chapter 6 Personally: How Do You Document Your Work and Manage Your Time? References Index
Foreword About the Author Preface Sharing Our Work How This Book Came to Be Suppositions From Philosophy to Action Conclusions: A Word About Imagination Acknowledgments Introduction: Three Metaphors for Literacy Coaching Metaphor I: Coaching Pie Metaphor II: Nesting Dolls Metaphor III: Phases of the Moon Closing Thoughts 1. Defining and Clarifying Your Role Opening Thoughts: Finding Ourselves Coaching Connection: Living Horizontal in a Vertical World Related Research: Four Schools, Three Literacy Coaches, and 160 Teachers Tools for Defining and Clarifying Your Role A Coaching Story: Crossing Lines Coaching Connection: Wet Cement in the Threshold Taking Chapter 1 Personally: How Are You Defining and Clarifying Your Role? 2. Stepping Into the Work of Literacy Coaching Opening Thoughts: Big Shoes Coaching Connection: Sitting Big Related Research: What Can a Coach Do for You? Tools for Stepping Into the Work of Literacy Coaching A Coaching Story: Quality Over Quantity Coaching Connection: One Piece at a Time Taking Chapter 2 Personally: How Are You Stepping Into Your Work as Literacy Coach? 3. Stretching Yourself Opening Thoughts: Risky Business Coaching Connection: Coaches Worth Their Salt Related Research: Reflecting With Others Tools for Stretching Yourself A Coaching Story: Reading With a Different Lens Coaching Connection: Yoga and Honoring Resistance Taking Chapter 3 Personally: How Are You Stretching Yourself? 4. Developing and Supporting Learning Communities Opening Thoughts: Smart Work Coaching Connection: Red Grapes or Green Grapes Related Research: Learning to Learn Tools for Supporting and Developing Learning Communities A Coaching Story: Modeling in Professional Learning Coaching Connection: The Rubik¿s Cube Taking Chapter 4 Personally: How Are You Developing and Supporting Learning Communities in Your School? 5. Coaching Individual Teachers Opening Thoughts: Records on the Run Coaching Connection: Thinking Outside the Mailbox Related Research: Feedback and Situated Identities Tools for Coaching Individual Teachers A Coaching Story: Learning to Script Lessons Coaching Connection: Just What I Needed Taking Chapter 5 Personally: How Will You Work With Individual Teachers? 6. Documenting Your Work, Managing Your Time Opening Thoughts: Matters of Time Coaching Connection: Drumming Class Related Key: Energy and Time Tools for Documenting Your Work and Managing Your Time Coaching Story: Play Fast Coaching Connection: Machines That Make the Work Harder Taking Chapter 6 Personally: How Do You Document Your Work and Manage Your Time? References Index
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