Standards for middle and high school literacy coaches
By: International Reading Association in collaboration with National Council of Teachers of English ... [et al.].
Contributors: International Reading Association.; National Council of Teachers of English.
Publisher: International Reading Association
Published: 2005
Place of publication: Newark, Del
Language: eng
Number of pages: 52
Subjects: Content area reading -- United States.; Reading (Middle school) -- United States -- Standards.; Reading (Secondary) -- United States -- Standards.
Description: Adolescents today require high degrees of literacy in order to understand complex texts in a variety of media, covering a range of topics and subject areas. In recognition of this need, middle and high schools in the United States are turning increasingly to "literacy coaches" to lend their expertise and support to content area teachers who may not be confident in their knowledge of effective reading instruction. Literacy coaching -- form of highly targeted professional development -- can be a potent vehicle for improving reading skills. When well delivered, it includes features identified as part of effective professional development: Grounded in inquiry and reflection; Participant driven and collaborative, involving knowledge sharing among teachers within communities of practice; Sustained, ongoing, and intensive. This booklet outlines the ideal of what a literacy coach should know and be able to do -- in delivering both leadership and support in individual content areas. It is offered as a blueprint not only for literacy coaches themselves, but for policymakers, school and district administrators, and teacher educators, in the hope that it will help support and develop coaching in ways that will most benefit adolescent learners.
Notes: Includes bibliographical references.