Why Literacy Coaching? By Ruth Peddicord

RP
by Ruthie Peddicord1 view·Updated Dec 13, 2021
Create your own

Chapters

Audio TranscriptAuto-generated

  1. Hi all my name is Ruth peddicord and I am here today to introduce myself and tell you
  2. about a literacy coaches purpose and why I'm currently
  3. taking up some of your most valuable time.
  4. I think at some point in all of our careers, we've had to ask ourselves why are we here?
  5. We want to make a change, we want to make a difference.
  6. But at the end of the day, are we really meeting our goals?
  7. How are we going to help our students become successful when
  8. our district is huge and only growing bigger each year.
  9. Orange County public schools is the ninth largest school district
  10. in the nation and the fourth largest district in Florida.
  11. In 2021 we had an enrollment access of 200,000 students.
  12. We now have over 200 k to 12 schools,
  13. including 127 elementary schools, nine k to eight schools,
  14. 38 middle schools, 20 high schools and eight exceptional student centers,
  15. oh CPS official vision and mission teachers and staff are here to support
  16. a common vision and to set out objectives to complete our goals.
  17. We are here because we want to see
  18. our students and community flourish and be successful.
  19. I have my own literacy vision
  20. statement,
  21. my own personal goal
  22. as a literacy coach is to ensure that all my
  23. students love to read and learn that they are curious and
  24. excited about reading and writing and have the opportunity to reach
  25. their full potential by becoming a successful reader and thinker.
  26. Students will have a better access to more opportunities in life by
  27. becoming a better reader and I want that chance for my kids,
  28. we obtain these goals
  29. by having certain
  30. mission objectives and we can follow these steps.
  31. This sounds like a lot of work and it is,
  32. and we're going to do all this by going through collaboration and working together
  33. and to do that, we have to establish some team norms and to do
  34. this, we need to remember
  35. to keep our own commitments to be clearer
  36. with each other and to be flexible
  37. and always remember that each of us can be difficult at times.
  38. How will you become part of a high performing team?
  39. Your literacy coach can help you with reading planning,
  40. problem solving and so much more
  41. help me to help you
  42. many of those things you may already do,
  43. so that doesn't prove that you need me just yet,
  44. but have you ever felt at a complete loss on how to teach something in reading?
  45. Have you ever felt so run down and have no new writing ideas?
  46. Have you ever had a live reading lesson that just didn't work out and
  47. now your students are staring blankly at you at the end of the lesson?
  48. Well, that's what a coach is for, that's where I come in,
  49. there are a few types of coaches, a facilitated coach,
  50. assumes that the teachers already know everything.
  51. A directive coach assumes that teachers know absolutely nothing or die,
  52. a logical coach, there's somewhere in the middle
  53. geological coach is a guide for the teachers hopping along
  54. their path, that they want to go professionally.
  55. We are partners.
  56. We need to work together to build and maintain
  57. a good professional relationship based on trust and learning
  58. and a few other key principles.
  59. Remember we're
  60. equal partners in this coaching venture.
  61. You the teacher have a say in what you learn and what you do in your own classroom.
  62. I as a coach will expect to learn as much from you as you can expect to hear from me.
  63. Working with your literacy coach is vital for the
  64. success of artie and your students intervention journey.
  65. This is one of the key parts of my job reaching the
  66. students who are having difficulties reading
  67. with a systematic support using diagnosis,
  68. intervention and using progress monitoring together.
  69. We can make a difference
  70. when we begin the RT I process, we begin with diagnosis.
  71. Many teachers, especially newer teachers, including myself.
  72. When I was a brand new teacher may be confused on where to begin.
  73. This graphic is a wonderful layout on the key factors of
  74. assessment and where the county suggests you begin your assessments.
  75. Primary begins at the bottom of this graphic
  76. with assessing the
  77. phonological and anemic awareness skills while the intermediate grades begin at
  78. the top of the comprehension and they work their way down.
  79. Yeah.
  80. RT tears
  81. For intervention Tier one is for all students in the general classroom,
  82. working with their teacher like in all the tears,
  83. it has assessments that keep monitoring the students.
  84. These are the most general monitoring non specific and are given
  85. at a wider range to get the baselines for all students.
  86. These assessments are given a few times a year.
  87. We in this county typically used hieratic.
  88. We use it for both reading and math in reading. We use it for the
  89. for data for the students, reading levels for their phonological awareness,
  90. phonics, high frequency words,
  91. vocabulary and both their informational and literature comprehension.
  92. It gives us great placement as well as low medium or high in a number score.
  93. And in the case of the first three
  94. it tells us if they're tested out and what would be their highest level.
  95. Tier two is extra help for students who are
  96. not meeting the instructional level during regular classroom time.
  97. Typically 20% of the grade.
  98. Cool heart might require this additional level of support
  99. In Tier two.
  100. Progress is progress monitoring becomes more important and we
  101. need to collect more data as teachers are given extra
  102. giving students extra time working on the skills. They need extra help.
  103. Teachers need to be monitoring for
  104. improvement stagnation or slips.
  105. Tier three is going to be our most supported tier.
  106. It has the most
  107. data collection as well.
  108. Gathering as much data on these current or potential students is important to find
  109. out their base levels to help show what they need to know for future meetings
  110. and to help
  111. find out their base levels.
  112. It also helps to set them up in case of needing any further assistance
  113. To potentially set them up for an IEP or 504 meetings if necessary.
  114. By working together, we can reach many more students than we can working alone
  115. as a literacy literacy coach. I am an equal, I am here to share and to learn.
  116. I am not working with admin,
  117. I am not here to bore you or read from the power
  118. point and I am not here to judge you the classroom teacher.
  119. This is a brief outline of the OCP s coaching
  120. cycle that we will be using together this year.
  121. Thank you again for letting me explain the details of my job.
  122. I hope you have a better idea of what I believe in and what my job description truly is.
  123. What questions do you have for me at this time.