What Are the Characteristics of Effective Literacy Coaching? [electronic resource] / Nancy L. Shanklin.
The Advisory Board of the Literacy Coaching Clearinghouse suggests six characteristics that define effective literacy coaching. These characteristics can guide districts and schools to think carefully about the qualifications of the literacy coaches they hire, the realistic roles for coaches to fill...
Saved in:
| Online Access: |
Full Text (via ERIC) |
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| Format: | Electronic eBook |
| Language: | English |
| Published: |
[S.l.] :
Distributed by ERIC Clearinghouse,
2006.
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| Subjects: |
MARC
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| 100 | 1 | |a Shanklin, Nancy L. | |
| 245 | 1 | 0 | |a What Are the Characteristics of Effective Literacy Coaching? |h [electronic resource] / |c Nancy L. Shanklin. |
| 260 | |a [S.l.] : |b Distributed by ERIC Clearinghouse, |c 2006. | ||
| 300 | |a 3 p. | ||
| 500 | |a Availability: Literacy Coaching Clearinghouse. National Council of Teachers of English 1111 West Kenyon Road, Urbana, IL 61801. Tel: 877-369-6283; Tel: 217-328-3870; Fax: 217-328-9645; Web site: http://www.literacycoachingonline.org. |5 ericd. | ||
| 500 | |a Abstractor: ERIC. |5 ericd. | ||
| 500 | |a Educational level discussed: Elementary Secondary Education. | ||
| 516 | |a Text (Reports, Descriptive) | ||
| 520 | |a The Advisory Board of the Literacy Coaching Clearinghouse suggests six characteristics that define effective literacy coaching. These characteristics can guide districts and schools to think carefully about the qualifications of the literacy coaches they hire, the realistic roles for coaches to fill, and the support systems that coaches need to be successful. Effective literacy coaching: (1) Involves collaborative dialogue for teachers at all levels of knowledge and experience; (2) Facilitates development of a school vision about literacy that is site-based and links to district goals; (3) Is characterized by data-oriented student and teacher learning; (4) Is a form of ongoing, job-embedded professional learning that increases teacher capacity to meet students' needs; (5) Involves classroom observations that are cyclical and that build knowledge over time; and (6) Is supportive rather than evaluative. (Contains 1 figure.) | ||
| 524 | |a Literacy Coaching Clearinghouse. |2 ericd. | ||
| 650 | 0 | 7 | |a Faculty Development. |2 ericd. |
| 650 | 0 | 7 | |a Teacher Qualifications. |2 ericd. |
| 650 | 0 | 7 | |a Teacher Role. |2 ericd. |
| 650 | 0 | 7 | |a Program Effectiveness. |2 ericd. |
| 650 | 0 | 7 | |a Performance Factors. |2 ericd. |
| 650 | 0 | 7 | |a Literacy. |2 ericd. |
| 650 | 0 | 7 | |a Coaching (Performance) |2 ericd. |
| 650 | 0 | 7 | |a Best Practices. |2 ericd. |
| 710 | 2 | |a Literacy Coaching Clearinghouse. | |
| 856 | 4 | 0 | |u http://files.eric.ed.gov/fulltext/ED530356.pdf |z Full Text (via ERIC) |
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