Acquiring Coaching and Teacher Leadership Expertise
Learn how to develop your facilitation skills and use of language to support the literacy instruction of colleagues.
In this 8-week online course, you will learn to define your role as a literacy coach and engage effectively with teachers, administrators and other stakeholders.
- Literacy Coaches & Teacher Leaders
- Course: EEDUC 6403.80
- Fees are subject to change
This online course will help you develop communication and facilitation skills to work with teachers to strengthen professional capacity. You will investigate ways to promote inquiry and reflection in your work with adult learners.
Course Outcomes
- Identify ways in which a healthy, professional learning community for adult learners supports an effective culture for coaching and teacher leadership
- Examine the coach’s/teacher leader’s partnership with school administrators to support teacher development
- Support teachers as they reflect on their teaching and student learning
- Plan for effective coaching sessions with teachers: pre-lesson conference, classroom visit, post-conference/coaching session
- Develop a system for notetaking and recording that documents teacher development
- Use language that opens conversation and promotes the analysis of teaching and its effects on learning.
- Develop collaborative and trusting relationships with colleagues
- Use professional resources effectively in professional learning conversations
Linda Murphy, Associate Director, Literacy Programs
Linda has worked in school districts in New York in a variety of roles and settings. Prior to her joining the center at Lesley University, Linda held positions as a principal of an intermediate school, a Director of English Language Arts, Social Studies and Reading, a district trainer for Literacy Collaborative Intermediate, a Reading Recovery Teacher Leader and a classroom teacher. Linda holds licenses in Elementary Education and School District Administration.
You must have access to a school environment to participate and complete the assignments.
Required Texts
- Brown, E.& L’Allier, S.K. (2020). No more random acts of literacy coaching. Heinemann.
- Fountas, I.C. & Pinnell, G.S. (2022). The Fountas and Pinnell literacy continuum: A tool for assessment, planning, and teaching, second edition. Heinemann.
- Johnston, P. (2024). Choice words: How our language affects children’s learning, second edition. Stenhouse.
This option must be taken for 3 graduate credits. Take the course individually or as a required course in our 12-credit Online Graduate Certificate in Literacy Coaching and Teacher Leadership.
Interested in professional learning at your school or district? Schedule a meeting with one of our faculty trainers
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