The Promise of Coaching

NESA FALL LEADERSHIP CONFERENCE PRESENTATION KATMANDU, NEPAL, OCTOBER 2010

Jen Munnerlyn-
Literacy Coach
Jane Shartzer-
Elementary Principal

“The role of a coach is a

complex one
that shifts and changes in
response to
the culture of your schoo
l, your

“Let’s Get a Coach!” teachers’ needs, and you

Three Ways to Ensure
Your Coach Thrives
1. Give your coach
t r a i n i n g i n c o a c h i n g.
Teaching, leading, and working
with adult learners requires
different skills and strategies
then those used with children.
Most teachers who become
coaches aren’t trained to lead
their peers. Investing in
professional development for
the coach is a way to ensure
your coaching plans get off the
ground.
(See the list of recommended
coaching institutes and professional
books on page 5 .)
evolving knowledge and
Coaching: The Essentials by
2. Make sure the coach
has a shoulder to lean
on. Stepping into a
coaching role is daunting,
especially if you are used to
working on a team.
Coaching can be an isolated
job. Make sure the coach
has someone to go to when
he/she needs to bounce
around ideas. Similarly,
principals should recognize
that coaches might need
guidance on how to handle
( a n d d i f f u s e ) d i f fi c u l t
situations, bring people
together, and how to handle
criticism.
r continually
skills.”- Literacy
Katherine
Casey
3. Ensure the coach has
a plan to follow. We want
teachers to have plans for
teaching, the coach too needs
a plan for coaching. If the
school has clear priorities for
moving forward, the coach
can find ways to use his/her
role to facilitate change.
Without a clear plan, a coach
is open to “coaching” whims.
Similarly, a plan means
expectations are clearly laid
out for everyone before the
coach even begins working
with teachers.
(See our 3-year plan on page 7.)

We coach to increase Knowledge Skills

each teacher’s...

1
 Coaches must be aware of the needs of their learners:
The Teachers

Just as teachers in the classroom need to have an understanding of where their

learners are before they can plan for what students need, coaches must take the
time to clearly understand each teacher’s stage of development, in order to offer
targeted professional development.
Coaches and principals can use Brian Cambourne’s Conditions of Learning
(see page 3) and The Gradual Release of Responsibility Model below, to plan for
teacher learning over time.
Careful, thoughtful, transparent planning for learning helps us all be more
successful.

Coaching with a
Gradual Release of Responsibility Model-
Proportion of Responsibility for Task Completion

joint responsibility all teacher

“We Do It” “You Do It”
all coach
GUIDED USE
“I Do It”
gradua
l relea
se of re
sponsi
bility

DISCOVERY OR
DEMONSTRATION
- demonstrate lessons INDEPENDENT
- plan lessons USE
- read professional books/watch - observation with
videos/attend conferences and feedback
share out learning
The gradual release of responsibility model (adapted from Rhodes & Dudley-Marling 1996)

2
Teacher-learners need to be
immersed in the approach and Immersion Engagement
philosophy.

Teacher-learners need to see

many demonstrations of how
the approach looks.
The experiences of those
close to the teacher are very
important. We achieve what
we expect to achieve, and fail
what we expect to fail.
Teacher-learners are more
likely to engage in
demonstrations of people
close to them and who hold
high expectations of them.
Demonstration This occurs when the teacher
learner is convinced that:
1. I am able to do what I am being
shown how to do.
2. I would like to be able to do this
because it would be useful to me.
3. I feel secure enough to take the risk
and try.
Expectation
The probability of engagement
increases if these conditions are
also optimally present.

Teacher-learners need to
make their own decisions
Helping teachers
about how, when and what
bits to learn of any learning Responsibility make these
decisions is what
task. Learners who lose the the art of coaching
ability to make decisions are is all about.
disempowered.

Teacher-learners need time

and opportunity to use and
practice their developing Practice/Use
skills in meaningful ways. Brian
Cambourne’s
Teacher-learners must be Conditions of
free to approximate the Learning-
desired model. Mistakes are Approximation
essential for learning.
Applied to
Coaching
Feedback is an essential
part of learning. This
response should be relevant Response
and appropriate.
Modified from Katherine Casey’s Workshop, Center For Educational Leadership’s Summer Coaching Institute- 2008 3
Foster a Coach’s need to
STRONG communicate...
Coach/
Principal
Relationship
Take Time to Develop Trust
Over time, with consistent
communication, the coach and principal
should develop a trusting relationship.
This doesn’t mean they will always agree,
OCTOBER Grades 1-5 DRA/MAP/WTW Analysis Meeting:

but once trust is established, more Jen’s MONTHLY NEWSLETTER Tuesday, October 12: 3:30-4:30 in the ES MPR

CURRICULUM We will meet to discuss the Fall DRA results.

meaningful work can be done.

Please bring the following:

TEAM • Your Assessment Notebook with the ACS DRA Guidelines

NOTES
and your TinkerPlot from Aug. 2010 (last year’s data).
October 2010
MEETINGS:
• Your Teacher Notebook with the Fall DRAs inside.
From the • 1-2 WS Reps: Please bring your completed Words Their Way

Establish Regular Meeting Times Literacy Coach

Sunday: Oct. 10th
8:30-10:30
spelling inventories (Feature Guide and Class Composite). (If
others on the team have the data please bring it too.)
3-5 Reading Team Meeting
•Digging Deeper Into the KG2-5 ERD

Plan for and maintain regular meeting Jen Munnerlyn

American Community School of Abu Dhabi
DRA
•TCRWP RUOS Video/
Teaching
Thursday, October 14: 1:15-2:45 in the ES MPR
Knowing we have so much on our plates right now, we will be
•Strategy Discussion

times. This ensures the principal is aware

taking time to review and reflect about: On Demand Writing,
Meetings, 11:00-1:00 Words Their Way Spelling Inventory, new Booksource Books,

NEW BOOKS!
Meetings, 3-5 Writing K-2
TeamandMeeting
3-5 DRA/Map data. RepresentativesThe from the curriculum
professional teams will
books shown
STAFF
of what the coach is working on, and
•On Demand Writing were ordered for the
Meetings... see page lead these discussions.
2 for an October Writing
Analysis continued “Professional Literacy Library”.

MEETINGS:
•Sorting WW Mentor Texts Then, we will take time to review our be
They can past Regieout
checked Routman
using
“Meetings Celebrations!
Monday: Oct. 11th sessions and preview where wethe
willsign-out sheet
be going to the
with left of
Regie this year.
Tuesday,
allows the coach time to fully explain her
Schedule” the tall cupboard near the big
Please bring the following: book racks in my office.
CELEBRATIONS! 8:30-10:30 October 19th
Red Regie Routman text; questions,
I will profileideas, confusions about
K-2 Writing 3:30-4:30 ES
Team Meeting and use these
NEW BOOKS! MPR everything we’ve worked on so books in year.
far this Curriculum Team

approach.
•On Demand Writing
Analysis continued meetings throughout the year.
PAGE 3
•SortingLast
WW year we Texts
Mentor EARLY
“FramedCHILDHOOD PD- KG1,
within the context of and INTERESTED KG2 and G1 teachers
ERD SCHEDULE started holding Staff Writing writing workshop, the book
Thursday, October 14: 2:45-3:45 in the ES MPR
FOR THE YEAR: examines the reasons for
Celebrations in grades 3-5 following Whatstudent
reading are thework
components
and of literacy for young learners? How
KG2-5 AND EARLY Wednesday: Oct. 13th
every unit. As part of our provides various methods for
CHILDHOOD do we address
studentsthese throughout the day in KG1, KG2, and G1.

Bounce Ideas Off Each Other AND THEY’RE OFF!

8:30-10:30 helping improve as
PAGE 4
implementation it was very valuable to
K-5 Word Study Meeting *Please
writers. see theassessment
Formative ERD plan attached for the whole-year picture
spend time talking as a grade
•No Excuse level
recap/review ofpresents teachers with
these sessions.
multiple opportunities to read
Whew! We’ve BOLTED out of the gate. •WTW Spelling
team about how the unit was going
Inventory- Analysis student work, with a clear
and then to move
stepsinto vertical teams to focus, thereby supporting

As school leaders, both the principal and

What a month! I am sensitive to how much you • Discussions around OUR kids rather than MY students in all stages of the
•Planning for our work
have been away from your kids and with kids are popping up and will have a discuss the different
long-range work within the writing process.” (Grades 2-8)
this year
assessments like DRA and MAP, how little you impact on student learning. spiral. This year we will be celebrating

coach are often “out in front”. Setting

11:00-1:00
in both the upper and the lower
might feel like you’ve been able to teach. As I can, I Now turn the page... K-2 Reading Team
elementary. (For grades K-2 this
Meeting “What’s Essential in Teaching
am going to try and consider this, moving forward Young Writers?...detailed units
meeting is part•Digging Deeper Into
of our collaborative

aside time in weekly meeting to share
ideas and strategies gives the coach and
with PD and other meetings in October. the DRA Hang On! of study on poetry, nonfiction,
goal work in •RUOS
writing 1this year.)
Revamp and fiction writing that provide
Our curriculum teams are making real headway demonstration of the writing
I will provide
•If some
time...thinking
RUOSsheets
videos
workshop process...ideas for
in discussing literacy curriculum while planning for from TCRWP
for you to use.
classroom organization and
implementations and next steps. ALL of the where to purchase materials,
suggestions for publishing
meetings are meant to make us collectively better For our meeting on Oct. 19th, each student work...”

principal a safe place to “think aloud” as at what we do. Here are some celebrations: (Grades KG2-2)
teacher needs to bring the following: [2]
• We are seeing the benefit of our hard work on • 1-2 samples of student writing
the spiraled curriculums! from Unit 1 (LC) and any Pam Allyn

well as a colleague to learn with. • We have and are beginning to use maps and
road plans for what to teach (UOS), what our kids
writing work if you have it. (You can
either bring final product work or work
... the inherent motivational
value in comics, explains the
many different graphic genres,
and shares thoughtful and
need (DRA, MAP, WTW) and how to teach (Look in progress.)
compelling ways to teach
Fors). • A chart you used in the unit and comprehension, vocabulary,

Coaching the Principal

and even fluency with
• We are learning collaboratively from each found particularly helpful.
graphica.
other. There is a sense of common cause. (Grades 3-5)
In addition, I will provide time for
you to talk about the RUOS you’ve
Often the principal is learning new
[1]
worked on so far with your vertical
teams. If there is something in

teaching strategies or best practice models particular you want to show from
reading, please bring it. :-) Please remember: Quarter 2 Report Card Correlations for Reading
Jen’s PROFESSIONAL BLOG and Writing are due to Jen on Oct. 14th.

right along side her teachers. A trusting

relationship along with set meeting times
[3]

helps the coach offer PD on topics for the

principal.

Schooling the Coach

If taking on a leadership role is new for a
coach, the principal can mentor the coach
on how to handle the pressure. If the
relationship is solid, a coach can glean
coping strategies and ideas from the
principal, without implicating teachers or
naming names.
Communicating in consistent ways allows the coach to
keep teachers (and the principal) up to date on the work
across the school. At ACS, Jen relies on monthly
newsletters and her blog: www.literacybytes.com to get
information out there.
4
A coach keeps the plates spinning...
(some examples from ACS)
One of the most important jobs of the coach is to
continually return to the tasks we are working on to
ask... Are we done? What else needs to happen? Where
do we go from here? And to remind teachers to use the
systems and procedures already in place.
Generally at ACS, the coach makes efforts to return
to these areas:

1. Assessments:
• Giving 4. Implementation:
• Analyzing • 3-Year Plan
• Using to Differentiate Instruction • Training, Trying, Revising, Maintaining
• Curriculum Reviews
2. Ordering Supplies: • Reporting Expectations
• What?/When?/Why? • Parent Education
• Keeping it all organized and accounted for. • Curriculum Calendars
• Unit Plans
3. Coaching In:
• Outside Professional Development
• Identifying Need
• Coaching/Following Up/Planning Next • Instructional Minute Guidelines
Steps Samples of some of our documents can be found on
• Surveys about the effectiveness of PD pages 6-10 and on Jen’s blog: www.literacybytes.com

Coaching Resources We’ve Found Useful

Books/DVDs:
The Literacy Coach’s Desk Reference and The Literacy Coach’s Survival Guide by Cathy A. Toll
Literacy Coaching: The Essentials by Katherine Casey
Responsive Literacy Coaching: Tools for Creating and Sustaining Purposeful Change by Cheryl
Dozier
A Principal’s Guide to Leadership in the Teaching of Writing by Lucy Calkins
Websites:
Choice Literacy: www.choiceliteracy.com
Literacy Coaching Clearinghouse: www.literacycoachingonline.org
National Staff Development Counsel: www.nsdc.org
Conferences/Workshops:
Teacher’s College Reading and Writing Summer Institutes
NESA Literacy Coaching Cohort with Carrie Ekey
University of Washington’s Center for Educational Leadership Summer Coaching Institute

5
 Assessment Administration Guidelines
Created by Jen Munnerlyn
Written April 22, 2009
Updated April 12, 2010 and April 21, 2010 (following the K-5 RT Meeting)
Updated Oct. 1, 2010 (following the Fall DRA Window)

American Community School of Abu Dhabi

KG1-5 DRA2 Guidelines FROM SAM
ACS. PLES
YOU CONT
ARE A
Rationale for this common assessment tool: INTE CT US IF
DRA2 is a school-wide systemic common assessment that is important not just for IN SE REST
EI E
classroom instructional purposes but also for school-wide data collection about student DOC NG FULL D
learning. That data helps the school determine the effectiveness of the reading program U ME
have y NTS
(RUOS) school-wide in a general way. Often there are trends reported that help grade levels our ow or
or even a school to know better where to focus instruction. It is used for both summative and n to sh
formative assessment. (From Carrie Ekey, Feb. 12, 2009) are.

KG2-5 Timeline for Administration: (See DRA Cycle for more detail)
KG2 Grades 1-5
Fall September- Word Analysis September- DRA
Mid-Year January- DRA N/A
Spring May-DRA May-DRA

1. The DRA test will be administered 2 times per year in September and May
Jen Munnerlyn, in21,grades
September 2010

1-5 and in January and May in KG2.

2. Students will be tested “where they are” according to DRA data from previous years
and classroom information. On-Demand
3. If a student is nearing the end of year benchmark prior to the final DRA date, follow
the directions for “breaking the cycle” on the DRA Cycle page. Writing Analysis REMEMBER!
We want this assessment become quick and easy to do.
DRA Word Analysis Timeline: (See Additional Documents attached.) Don’t spend days on the analysis.Your time is

KG1 May DRA Window • Tasks 1-4 (As an information gathering tool to pass to better spent working on writing workshop
What you will need...

1
KG2.) itself. This is just a snapshot of
• TCRWP Narrative Writing Assessment Tool.
KG2 Beginning in Sept. and • Tasks 1-4 (as needed based on KG1 results)• BCH Writing Continuum- 2010 version one day and one time. It’s value
continuing throughout the • Tasks 5-11 • Fall “On Demand” Writing from your class will come from comparing it to
• Class set of On-Demand Recording sheet
year as needed. • 1 whole-class On-Demand Data sheet
another day and another time.

Grade 1 Beginning in Sept. and • Tasks 5-11 (re-administered/coupled with direct teaching
continuing throughout the to any who still need support from KG2) Beginning Fall
2011.
year as needed.

2
• Other tasks as directed by the DRA2 Tests in Sept.
and May. Process
for individual
Grades As needed throughout the Teachers will administer the corresponding WAstudent analysis...
2-3 year. tasks, according to the DRA2 results in Sept. 1. Read over the “On Demand”
piece.
and May. 2. Turn to the TCRWP tool and flip
until you SEE a sample that looks
IMPORTANT! similar to the one you have.
3. Read the description provided and
verify your sample fits this “level”.
Prior to testing- be sure to thoroughly read the DRA “Administration Guidelines” found
4. Repeat 1-3 until you find a level
where the sample fits.
in the DRA2 Teacher’s Guide . 5. Record the level on the recording
sheet.
6. Find the TCRWP level on the BCH
The information found in this document is in addition to the information found in the continuum stages.
7. Write 1-2 celebrations about what
Teacher’s Guide. It is important that you are familiar with ALL of this information this student is doing well based
prior to testing students at ACS. on the “level” and the continuum
stage.
8. Write 1 area where this child could
benefit from targeted teaching in
DRA K-3 tests will now only be copied on Pale WW.
9. Record the level/stage/ and check
Yellow paper to ensure use of the correct version areas for celebration/future work
on the On-Demand Class Data
sheet for that student.
10. Move on to another student.

3 Analysis:
! Review your celebrations. Pat yourself on the back. :-)
! Review areas where you need to target teach. Plan for individual/small
group/large group work.
! Communicate with your team; realizing you might have different needs
based on what your individual students show you.
! Return to teaching the WW units with a clearer picture of who your students
are as writers.

6
 Professional Development Plan

ELEMENTARY 3-YEAR LITERACY PROFESSIONAL

DEVELOPMENT PLAN
Updated March 25, 2010 by Jen Munnerlyn
Year Lower ES Upper ES
KG2-2 G3-5
2008-09 Honest Inquiry- Where are we and where can we got to improve student learning? Beginning work with groups- WW 3-5 weekly
meeting with team reps. K-3 DRA group, and KG2- WS/Phonics team to establish relationships, goals, and to make enough initial
plans to begin the year.
2009-10 Reading (K-3) Writing 3-5
*Regie Lydia, Laura, Maryke, Shachon Ken, Alison, Marisa
Routman PD
focus K-3 Collaborative Reading Goal 3-5 Collaborative Writing Goal
LA Review Work: Aug-Nov. 2009
**Summer
PD TCRWP 5
Lydia, Laura, Maryke, Ken/Shachon, Alison, Marisa
ACS teachers Writing KG-2 Reading (4-5)
to NYC for Heather, Betsy, Kim Stan, Jared
Writing
Institute Including G. 4-5 DRA2 Work
Beginning Stages of Word Study
Curriculum work + Structured Word Inquiry= Carrie Ekey to help
Josie, Emily, Farah, Nandita, Scott, Chris (Karen)
2010-2011
*Transferable
Skills ERD Writing (KG2-2) Reading (3-5)
PD focus

**Summer Reading Workshop- KG2-2 Writing Workshop- 3-5

PD TCRWP 5 *Teachers vet and secure new ESLA Curriculum performance indicators in Reading (KG-2) and Writing (3-5) by 6/2011
ACS teachers
to NYC for Learning/Planning Stages of Word Study
Reading NESA Winter Institute in Doha for Structured Word Inquiry workshop with Pete
Institute
Bowers- WS Team to attend/begin working with SWI Semester 2
2011-12
Word Study Reading Workshop- Refining Instructional Practice Writer’s Workshop- Refining Instructional
and Practice
Structured
Writing Workshop- KG2-2 Reading Workshop- 3-5
Word Inquiry
*Teachers vet and secure new ESLA Curriculum performance indicators in Reading (KG-2) and Writing (3-5) by 6/2012
ERD PD
focus
Word Study YEAR
** Summer • Pete Bower’s presents 2-hour virtual “kick off” and Skypes with WS members to
PD 3-5 “coach in” on SWI: Structured Word Inquiry
Teachers • WS Curriculum Team leads out on using SWI with other teachers and plans for
work with parent education.
Pete Bowers
in Canada
over a
weekend.
ACS K-12 Professional Learning Focus: Designing units using UbD, Focus on Stage 3-Learning Activities (Instructional
tools such as Differentiation), Assessment for and of Learning, Data Collection and Analysis, Grading and Reporting,
Curriculum Reviews and Implementation
American Community School of Abu Dhabi, UAE 2010-11

7
SCHOOL-WIDE AGREEMENTS

8
COACHING DOCUMENTS

9
 SAMPLE POLLS/SURVEYS

WINTER
2010

FALL 2010

Jen uses www.polldaddy.com to quickly and easily create polls and surveys.

10
 How have the 2009-2010 ERD sessions supported your ability to
Question implement our literacy initiatives? (Workshop approach, K-2 Reading; 3-5 Answers Skips

20 0
01 Writing Units of study implementations, developmental teaching,
responding to student's needs,authentic and ongoing assessment, etc.) 100% 0%
(Mandatory)

Enter a search term... WINTER 2010

Better insight of the big picture of what our school goals are. SAMPLE RESULTS
Sunday, Feb 7th
10:57PM
4,784,694

Monday, Feb 1st

They have provided ideas on conferencing with students regarding their reading.
2:51AM
4,709,595

They have helped me get more familiar with the school's philosophy and approach towards the literacy initiatives. Monday, Feb 1st
They have also provided me with the resources to implement these initiatives. 6:18AM
4,709,567

I have been able to better implement my individual student writing conferences, thanks at least in part to the ERD Sunday, Jan 31st
reading conference suggestions. 6:39AM
4,702,270

The RR sessions have made it practical for me so that I can start applying what I've learned the next day in the Sunday, Jan 31st
classroom. 6:43AM
4,702,192

Sunday, Jan 31st

these workshops have given me the opportunity to discuss different ways of presenting the lessons
1:36AM
4,700,771

I am pleased with Reader's Workshop and the support that I have received to really implement the workshop Sunday, Jan 31st
approach in my class. ERD mainly focussed on Reader's Workshop 1:04AM
4,700,601

The ERD sessions have given a forum to discuss progress that we are making in all of our classes. We have a place
to discuss areas that are still developing or successes that take place in our classes, then come up with Saturday, Jan 30th
suggestions to make the successes greater or to improve the developing areas. These suggestions can easily be 6:24AM
4,694,916
transitioned into the classroom.

Having the PD information as a point of reference has been helpful in how I've been able to use the workshop
approach in reading. It has kept me more accountable to the structure, while at the same time building my Saturday, Jan 30th
confidence in an area that I don't feel is my strongest. I also think it has kept me more in tune with the individual 6:18AM
4,694,906
reading needs of my kids.

The PD connects directly to my classroom/students which is extremely beneficial. I have enjoyed talking with Saturday, Jan 30th
vertical teams and trying the reading approaches Regie talks about. 2:55AM
4,691,669

I have found the Reggie Routman sessions to be very useful. She is sharing and demonstrating ways to help
students improve as readers that are practical in my classroom.
FALL 2010 Friday, Jan 29th
4:30AM
4,682,039

2 10/17/10 9:00 AM

11
NOTES FROM THE WORKSHOP:

CONTACT INFORMATION:

NAME- TITLE- SCHOOL EMAIL CONTACT SCHOOL WEBSITE AND/OR

BLOG ADDRESS

Jane Shartzer- Principal, jane-shartzer@acs.sch.ae www.acs.sch.ae

AM.COM SCL OF ABU DHABI

Jen Munnerlyn- Coach, jen-munnerlyn@acs.sch.ae www.literacybytes.com

AM COM SCHL OF ABU DHABI

12