C&I 630 Professional Development In School & Community – Student-Centered Coaching in Literacy

Affiliation

Name: Sandra Taylor-Marshall
SCID: School of Education
Department: Education Outreach and Partnerships
Course Name: C&I 630 Professional Development In School & Community – Student-Centered Coaching in LiteracyCourse Objectives:

  • Integration: Connect the student-centered coaching model to literacy coaching and instruction.
  • Application: Analyze how recent shifts in literacy standards support a shift to student-centered coaching.
  • Application: Analyze the impact of recent shifts in literacy standards on students’ literacy knowledge beyond the classroom.
  • Learning How to Learn: Develop a vision for coaching within your context that accounts for school culture around literacy instruction.
  • Application: Analyze how student evidence can be used to focus coaching cycles and chart growth for students, teachers, and coaches throughout the coaching cycle.

Course Units:

CU1: Understanding Student-Centered Coaching in Literacy & Developing a Culture of Literacy Learning

CU2: Shifting Literacy Instruction & the Connection to Student-Centered Coaching

CU3: Using Student Thinking to Guide Instruction and Coaching

CU4: Meeting the Needs of All Learners

CU5: Identifying Systems and Supports for Student-Centered Coaching

Unit Objectives:

CU1: Understanding Student-Centered Coaching in Literacy & Developing a Culture of Literacy Learning

  • Analyze: Analyze your current context as it relates to literacy instruction and coaching
  • Apply: Connect the core practices of student-centered coaching to literacy classrooms

Activity One

Activity: Reading(s)
Description:

  • Read: Introduction – Chapter 3 – Student-Centered Coaching: The Moves by Diane Sweeney and Leanna S. Harris
  • Read: Chapter 1: Coaching — Not Just for Athletes – Instructional Coaching in Action: An Integrated Approach That Transforms Thinking, Practice, and Schools by Ellen B. Eisenberg, Bruce P. Eisenberg, Elliott A. Medrich, Ivan Charner

Modality: Online in Canvas or Moodle UOnline
Activity Sequence:
Required Knowledge:
Time on Task:
Objectives Supported:
Horton Type: Absorb
Bloom’s Level: Understand
Evidence:
Pedagogical Role:
Social Role:
Managerial Role:
Technical Role:

Activity Two

Activity: Discussion Forum
Description:

  • Question: How do you envision student- centered coaching, literacy coaching, and student-centered coaching in literacy intersecting, overlapping, and perhaps even conflicting and needing to be puzzled out?
  • Initial Post Due: Wednesday at 7:00 pm CT
  • Replies to 2 PLC Members Due: Friday at 7:00 pm CT

Modality:
Activity Sequence:
Required Knowledg:
Time on Task:
Objectives Supported:
Horton Type: Do, connect
Bloom’s Level: Analyze
Evidence:
Pedagogical Role:
Social Role:
Managerial Role:
Technical Role:

Activity Three

Activity:Coaching Journal
Description:

  • Week 1 Reflection: What is your current literacy coaching context? Give us a picture of your experience, beliefs, and expectations. How is student-centered coaching similar to/different from your present work? If you are already engaged in student-centered coaching, please share your experiences up to this point? ( When finished, be sure to add the completed reflection to your personal Coaching Portfolio in Google.)

Modality:
Activity Sequence:
Required Knowledge:
Time on Task:
Objectives Supported:
Horton Type: Do, Connect
Bloom’s Level: Remember, Understand/Explain, Analyze
Evidence:
Pedagogical Role:
Social Role:
Managerial Role:
Technical Role:

Activity Four

Activity: Self-Assessment & Goal-Setting
Description:

  • Complete the Student-Centered Coaching Rubric . (Instructions can be found at the top of the Google doc.)

Modality:
Activity Sequence:
Required Knowledge:
Time on Task:
Objectives Supported:
Horton Type: Do, connect
Bloom’s Level: analyze
Evidence:
Pedagogical Role:
Social Role:
Managerial Role:
Technical Role:

Activity Five

Activity:
Description:
Modality:
Activity Sequence:
Required Knowledge:
Time on Task:
Objectives Supported:
Horton Type:
Bloom’s Level:
Evidence:
Pedagogical Role:
Social Role:
Managerial Role:
Technical Role:

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