Our coaching methodology centers on the principles of action research, and job-embedded best practices to provide the most personalized and differentiated approach to meet the needs of our participants. This professional learning is designed to support each participant with what they need, not a one-size-fit all approach. In curriculum implementation, the needs of educators vary greatly based on their experience, implementation level, and mindsets. Our Student-Centered Literacy coaches use the “Try, Measure, Learn” approach to encourage narrow, actionable shifts as they refine their knowledge of the curriculum, make formative decisions around student learning progress, and build their own student-centered literacy skills.
This coaching model and support was developed for teachers, instructional coaches, and leaders implementing student-centered literacy practices.
While workshops introduce participants to ideas to build their awareness, and give them time to explore and reflect collaboratively to develop understanding, coaching is an ongoing learning experience that supports educators as they apply key ideas and helps them move closer to ownership of the curriculum and the principles it represents. Coaches and participants work towards different outcomes together, depending on the grade levels taught by the participant.
Foundational Literacy Instruction: I plan high-quality lessons for all research-based components of foundational literacy instruction that maintain high expectations for student performance.
Language Domain Instruction: I plan high-quality learning experiences that continue to develop students’ ability to elicit meaning from oral and written language by consistently providing all students access to the necessary exposure and practice with language domains* covering grade-level content.
Data-Driven Decision Making: I monitor student learning on a continuous basis by analyzing both quantitative (i.e. Screeners, student work samples) and qualitative (i.e. Student conferencing) assessment measures that identify students’ strengths and needs.
Inclusive Literacy Instruction: I cultivate an inclusive learning environment that leverages the individuality of my students’ cultural and linguistic identities through informed selection and/or development of instructional practices, materials, and resources for literacy.
Engagement and Motivation: I develop engaging learning experiences for all my students by consistently incorporating student voice and opportunities for choice in my planning and daily literacy instruction.
Differentiated Literacy Instruction: I focus on the grade level expectation when planning differentiated learning experiences that target students strengths and needs.
Comprehensive Literacy Instruction: I plan high-quality lessons for all research-based components of foundational literacy instruction (PA, Phonics, Vocabulary, Fluency, and Comprehension) that maintain high expectations for student performance.
Language Domain Instruction: I plan high-quality learning experiences that continue to develop students’ ability to elicit meaning from oral and written language by consistently providing all students access to the necessary exposure and practice with language domains* covering grade-level content.
Data-Driven Decision Making: I monitor student learning on a continuous basis by analyzing both quantitative (i.e. Screeners, student work samples) and qualitative (i.e. Student conferencing) assessment measures that identify students’ strengths and needs.
Inclusive Literacy Instruction: I cultivate an inclusive learning environment that leverages the individuality of my students’ cultural and linguistic identities through informed selection and/or development of instructional practices, materials, and resources for literacy.
Engagement and Motivation: I develop engaging learning experiences for all my students by consistently incorporating student voice and opportunities for choice in my planning and daily literacy instruction.
Differentiated Literacy Instruction: I focus on the grade level expectation when planning differentiated learning experiences that target students strengths and needs.
Comprehensive Literacy Instruction: I plan high-quality lessons for all research-based components of foundational literacy instruction (PA, Phonics, Vocabulary, Fluency, and Comprehension) that maintain high expectations for student performance.
Language Domain Instruction: I plan high-quality learning experiences that continue to develop students’ ability to elicit meaning from oral and written language by consistently providing all students access to the necessary exposure and practice with language domains* covering grade-level content.
Data-Driven Decision Making: I monitor student learning on a continuous basis by analyzing both quantitative (i.e. Screeners, student work samples) and qualitative (i.e. Student conferencing) assessment measures that identify students’ strengths and needs.
Inclusive Literacy Instruction: I cultivate an inclusive learning environment that leverages the individuality of my students’ cultural and linguistic identities through informed selection and/or development of instructional practices, materials, and resources for literacy.
Engagement and Motivation: I develop engaging learning experiences for all my students by consistently incorporating student voice and opportunities for choice in my planning and daily literacy instruction.
Differentiated Literacy Instruction: I focus on the grade level expectation when planning differentiated learning experiences that target students strengths and needs.
