Literacy Coaching with Video

Course description

Recording and watching yourself on video can be uncomfortable, and sharing that video with other professionals can be intimidating. However, research has shown over and over again that using video is a proven method of supporting teacher growth and development, and improving student achievement (see Edutopia’s annotated bibliography and the Learning Policy Institute’s Research Brief entitled Effective Teacher Professional Development, for more information on supporting studies).

The goal of this coaching cohort is to support educators’ implementation of best practices for teaching foundational reading skills, i.e., Structured Literacy practices that align with what we know about how the brain learns to read, or “the Science of Reading.”

This coaching cohort is appropriate for any educator (e.g., classroom teacher, teaching assistant or paraprofessional, special educator, interventionist or readings specialist) who works with children in Pre-K through 2nd grade and/or with older students in need of support for foundational reading skills. Participants in this coaching cohort should also have, at a minimum, a working knowledge of the principles of Structured Literacy and major findings from the Science of Reading. However, if you are new to the Science of Reading and/or Structured Literacy, and would like to participate in a coaching cohort as you build your knowledge of the topics, please see our Foundations of Reading Interactive Webinar Series or reach out for recommendations for other trainings that may better fit your needs.

Signing up for this video-focused coaching cohort will require a commitment to:

• Recording, uploading, and sharing with cohort participants and coach a minimum of five literacy-focused instructional videos over the course of the school year;
• Setting your own goals related to your literacy instruction, and working towards meeting those goals by incorporating your self-reflection take-aways and the feedback from others;
• Watching 2-3 instructional videos between each meeting (see sample schedule below), and providing timely written and verbal feedback (using a template and meeting protocols) to cohort members;
• Adhering to group agreements established collectively during the first meeting, which will include guidelines around confidentiality, giving and receiving feedback, and other forms of participation;
• Supporting fellow educators as we work together to maximize instructional time, refine literacy practices, and respond to data in order to improve student literacy outcomes.

A working knowledge of the Science of Reading (SoR) and Structured Literacy (SL) will be assumed, and little time will be spent during the meetings explicitly covering the basics of how the brain learns to read and spell. Instead, the focus of discussion will be on how we can use what we already know about the SoR and SL to support our implementation of best practices for literacy instruction.

There will be six live, virtual meetings on Wednesdays from 3:00-4:30 PM EST. Between meetings, you’ll record videos, complete self-reflections, watch some of your colleagues’ videos, and provide some feedback for them using a template.

PREREQUISITES: Evidence of participation in previous courses, workshops, or professional development sessions focused on SoR/SL.

NUMBER OF PROFESSIONAL DEVELOPMENT HOURS:
30 hours