The institute gives you the overview you need to see the broad picture, the latest research so you can stay ahead of the curve, and relevant strategies you can apply the next day. Welcome to a rich and intensive learning experience!
Participants receive relevant reading materials and resources.
During our live online presentations, we go through the topic and open to questions.
Our institutes facilitate active participation through activities such as online forum discussions.
Thinking and working like a coach
This two-day institute is designed to support instructional coaches in reviewing and collaboratively developing models for guiding teams of content-area educators as they learn about, design, and implement literacy instruction.
Participants will collaboratively explore the challenges and possibilities inherent in coaching literacy work. Specifically, participants will review: technical and adaptive aspects of literacy professional learning initiatives; a continuum of coaching moves designed to support teachers at different stages of their careers and with different degrees of comfort with literacy work; a continuum of discussion-based protocols for guiding teacher learning; and models of coaching individuals and groups to foster inquiry and collaboration.
- What are the roles of the instructional coach and teacher leader in supporting literacy instructional change?
- What do we already know, and what do we need to learn, about supporting literacy professional learning initiatives?
- How can we leverage a variety of professional learning tools (e.g., discussion-based protocols, video, readings, inquiry cycles, classroom visits, etc.) to best support teams of content-area teachers in doing their best work?
- Explain why coaching within literacy professional learning initiatives can be so challenging, thus requiring a slightly more complex set of coaching tools and processes.
- Describe the differences between technical and adaptive aspects of literacy professional learning initiatives, and how coaches/teacher leaders might support both.
- Select appropriate discussion-based protocols and adult learning routines to support teachers when facing instructional dilemmas, looking at student work, and deepening their own understanding of their roles as teachers.
- Describe the relationship between cycles of collaborative inquiry, teacher leadership, and professional learning communities as engines that drive literacy instructional change.