Coaching Work: Curriculum & Assessment by @danamurphy68 #litleaders

In Chapter Six of Becoming a Literacy Leader, Jennifer Allen outlines the various ways she is able to support teachers with curriculum and assessment in her role as an instructional coach. As anyone in the field of education knows, curriculum and assessment are the backbone of the school system. Curriculum drives our teaching and assessment helps us fine-tune it. I’d go as far as to say supporting curriculum and assessment is one of my top three duties as an instructional coach.

Allen dedicates pages 114 – 116 to explaining how she helps prepare assessment materials during each assessment cycle. I nodded to myself as I read, remembering how I spent an entire morning last year in the windowless copy room making copies of our running record forms for the staff. It certainly wasn’t inspiring work, but I agree with Jennifer that preparing assessment materials is important work. When teachers are freed of the tedious jobs of copying or creating spreadsheets or organizing assessment materials, they are free to concentrate on the hard work of administering and analyzing assessments. If I can remove the ‘busywork’ part of assessment administration for them, I don’t mind spending a morning in a windowless copy room. In this way I can provide the time and space for teachers to think deeply about their assessments. If I can do the busywork, they can do the work that really matters.

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While reading Chapter Six, I thought about how I support curriculum and assessment in my school district. I do many of things Allen wrote about, but what seems most important to me is helping teachers look at student work as formative assessment. On page 110, Allen wrote:

Students should be at the heart of our conversations around curriculum and assessment, and it’s important that we don’t let them define who students are or might become. 

This quote summarizes my driving belief as an instructional coach. It is easy to fall into the trap of believing we (instructional coaches) exist to support the teachers, but the truth is we are ultimately there for the students. In order to keep students at the heart of my work as a coach, I work hard to have student work present during any coaching conversation. This holds true at the end of an assessment cycle as well. It benefits everyone to slow down and take the time to review the assessments (not the scores, the actual assessments). Teachers bring their completed writing prompts or math unit exams or running records, and we use a protocol to talk about the work. There are an abundant amount of protocols available at NSRF. I also highly recommend the Notice and Note protocol from The Practice of Authentic PLCs by Daniel R. Venables. This is my go-to protocol to look at student work with a group of teachers.

Teachers are in the classroom, doing the hard work of implementing curriculum and administering assessments. Our job as literacy leaders is to support them by giving them the time and space to reflect on their hard work.

Hosting Study-Groups for Teachers

“Thank you, Dana,” the fifth grade teacher said to me on the last day of our lunchtime study-group. “This has been really, really helpful.”

9780325043579.jpgWe had just finished our six-week long study-group centered around Christopher Lehman’s book Energize Research Reading and Writing. We had read, learned, talked and laughed our way through the book. The teachers were eagerly using the things we had read about in their classrooms already. By all accounts, our study-group was a success.

In Chapter 4 of the new edition of Becoming a Literacy Leader, Jennifer Allen explains how she uses study-groups to meet the professional learning needs of the teachers in her school district. Leading study groups has become one of my favorite parts of my job as an instructional coach since I get to be “hostess and party planner” (page 65) and participant.

Find a Core Resource

Of course, you will need a core resource to study. I usually choose a professional book that aligns with our district vision and curriculum, but you could also use videos or a collection of blog posts on a given topic as your core resource. On page 67 of her book, Jennifer Allen provides a sample of the study-group options she offered one school year. I really like the idea of offering a menu of possibilities for teachers at the beginning of the year. This would provide a lot of choice in topics and timing, so hopefully there would be something for everyone.

Determine a Predictable Structure

To me, this is the golden nugget in all of Jennifer Allen’s wisdom about facilitating study-groups for teachers. Find a predictable structure and stick with it. Just like the structure of a reading or writing workshop helps students learn, a predictable structure for your study-groups will help teachers learn. A predictable structure provides teachers the comfort of knowing what to expect each week, and it eases the planning process for you as well! The structure we used for our study-groups was:

  1. Discuss the real-life application of the day’s topic.
  2. Discuss text.
  3. Try it out!

This format worked really well for Energize Research Reading and Writing. For example, the day we studied Chapter Three on note-taking, our agenda looked like this:

  1. Discuss real-life application. (5 minutes)
    Are you a note-taker when you read? Why do we take notes?
  2. Discuss text. (15 minutes)
    The author presents four possible lessons for teaching your students to take notes. What were your reactions to these lessons?
  3. Try it out! (20 minutes)
    Try lesson titled, “Even Kindergarteners Are Taught, ‘Find the Main Idea'”.

This format allowed us to both discuss the text and give it a go ourselves each week. This format also provided an easy planning template for me. I would formulate two questions or prompts to guide our discussions, and then prepare the materials for the “Try It Out!” portion. Planning for a fifty-minute study group usually took me about twenty minutes.

In Chapter 4 of her book, Jennifer Allen describes the predictable structure she uses:

  • Discussion/Sharing
  • Video Clip
  • Reading Excerpt
  • Toolbox
  • Putting Ideas into Practice
  • Follow-Up Between Sessions

I appreciate that she provides a bit of time for teachers to dig into the reading a bit during the study-group. We always did all of our reading outside of school, and I did my best to send reminders ahead of time. Decide on a structure that fits you and your teachers, and use it consistently.

Facilitating study-groups is one of my favorite parts of my job as an instructional coach. The feedback I receive each time is overwhelmingly positive, and there is never a shortage of teachers signed up to attend. I recommend finding time in your schedule for at least one each quarter/trimester. Like Jennifer Allen wrote, study-groups are a “worthy investment.”