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| Literacy Coaching in a Learning Community | |
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| Models and Characteristics | |
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| The Learning Community | |
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| Literacy Coaches in the Learning Community | |
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| Knowledge about literacy and literacy instruction | |
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| Knowledge and Use of Collaboration | |
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| Supporting Teachers Practice | |
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| Teachers in the Learning Community | |
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| Multiplicity of Experiences | |
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| Reflection | |
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| Practical Reasoning | |
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| Interrelationships of Classroom Interactions | |
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| Literacy Coaches and Teachers in the Classroom | |
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| Students in the Classroom | |
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| Summary | |
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| Coaching and Collaboration | |
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| Attributes of Collaboration | |
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| Trust | |
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| Active Listening | |
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| Shared Goals | |
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| Collaboration Adds Value | |
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| Perspective Sharing | |
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| Situations for Collaboration | |
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| Collaboration in the learning community | |
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| Collaboration in classroom interactions | |
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| Collaboration in small groups | |
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| Reflective Discussion Groups | |
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| Study Groups | |
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| Teacher-Research Groups | |
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| Summary | |
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| The Cycle of Literacy Coaching | |
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| Getting Started | |
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| Getting to Know Each Other | |
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| Initial Perceptions of Teachers | |
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| Setting the tone of collaboration | |
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| Coaching Conversations | |
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| Conversations about instructional practices | |
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| Conversations about student learning | |
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| The Literacy Coaching Cycle | |
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| Preconference | |
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| Selecting Target Students | |
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| Selecting instructional procedures | |
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| Selecting coaching procedures | |
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| Demonstrations | |
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| Collaborative teaching | |
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| Ongoing Support | |
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| Observation | |
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| Workshops | |
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| Selecting What to Observe | |
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| Student actions | |
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| Teacher Actions | |
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| Selecting Student Work | |
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| Instructional Event | |
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| Conversations with students | |
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| The literacy coaches' observation process | |
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| The teachers' observation process | |
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| Personal Refection | |
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| Post Conference | |
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| Reflecting on instructional adjustments | |
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| Describing reasoning in a one-on-one conversation | |
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| After the Coaching Process | |
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| Small group reflection | |
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| Reflecting on practical reasoning | |
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| Reflecting on formal theories | |
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| Continuing the reflective cycle | |
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| A New Cycle of Literacy Coaching | |
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| Summary | |
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| Gradual Release Model for Literacy Coaching | |
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| Coaching through modeling | |
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| Coaching in the zone | |
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| Collaboratively Teaching | |
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| Supporting by asking questions | |
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| Supporting by prompting | |
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| Support for modifying instruction | |
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| Coaching for Independence | |
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| Selecting examples to support teachers' learning | |
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| Collaboratively Reflecting Teacher and Coach Reflecting Together | |
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| Practical Reasoning | |
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| Collaborative Reflective Groups | |
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| Summary | |
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| Observations, Analysis, and Interpretation | |
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| Observation | |
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| Conducting Observations | |
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| Narrative descriptions | |
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| Checklists | |
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| Observing Teachers | |
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| Observing Students | |
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| Observing Teacher-students interactions | |
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| Observing and Collecting Student Work | |
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| Analysis | |
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| Analyzing Teacher's Actions | |
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| Using questions to analyze teacher actions | |
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| Analyzing teacher actions using rubrics | |
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| Analyzing Student Learning | |
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| Are students actively engaged? | |
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| Do students talk within the classroom context? | |
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| Are students constructing meaning connecting and their background knowledge? | |
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| Are students verifying and checking their understanding? | |
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| Are students elaborating what and how they read? | |
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| Analyzing student-teacher interactions | |
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| Analyzing Student Work | |
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| Searching for Patterns | |
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| Using a Rubric | |
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| Interpretation | |
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| Interpretation of classroom interactions | |
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| Interpreting teachers' actions | |
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| Interpreting students' actions | |
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| Interpreting Conversations | |
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| Conversational Interviews with teachers | |
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| Conversational Interview with students | |
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| Student conversations about their work | |
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| Instructional Techniques Section | |
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| Directed Reading Thinking Activity | |
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| Graphic Organizers | |
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| Interactive Writing | |
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| Retelling | |
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| Semantic Mapping | |
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| Story Mapping | |
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| Summary Experience Approach | |
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| Think-aloud Approach | |
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| References | |