Differentiated Coaching for Reading and Literacy in Schools

Introduction to Differentiated Coaching

One approach to professional development that is gaining widespread acceptance among reading leaders is differentiated coaching. This paper examines how reading leaders can better engage in differentiated coaching for teachers of reading to meet the learning and culturally diverse needs of reading students in an elementary school. Specifically, it addresses the existing degree of comfort with this tool, the readiness of the school's culture to implement it, and a recommended approach for carving out time to use differentiated coaching. Finally, a discussion concerning what type of data might be collected while using differentiated coaching concludes the paper.

Degree of Comfort with Differentiated Coaching

Although my school has used peer mentoring in the past, there has been no effort to employ the differentiated coaching model, so the degree of comfort is currently suboptimal. According to Yendol-Hoppey and Dana (2010), the three models for differentiated coaching are peer coaching, culturally responsive coaching, and content-focused coaching. From a personal perspective, I have less experience with the types of activities that could be regarded as peer coaching and content-focused coaching, but I have significant experience and expertise in coaching other teachers in cross-cultural competencies — a strength particularly well suited to the culturally responsive coaching model. In addition, because of the diverse student body in this school district, the majority of reading teachers are already culturally responsive out of necessity.

Notwithstanding this lack of overall experience with differentiated coaching, most of the teachers at my school possess the acumen, inquisitiveness, and recognition that it is important to avoid assumptions about other teachers — qualities that are required for applying these models in real-world classrooms. Therefore, it is reasonable to suggest that with some in-service training and practice, all of the reading teachers at my school could employ these models depending on their goals and individual circumstances, in ways that would help develop a degree of comfort with this strategy. It will be important, however, for all participating teachers to accept some level of risk in becoming transparent about their teaching abilities, thereby opening themselves up to critique by their peers. In this regard, Yendol-Hoppey and Dana (2010) emphasize that "each member of the coaching dyad must demonstrate a willingness to take calculated risks with their teaching as they move out of isolation to make their professional work public" (p. 114).

Because differentiated coaching remains untested in our school, it is unclear whether the strategy will receive support from the school's administration, especially given the amount of time required on the part of two teachers to achieve one coaching outcome. It will therefore be important for sponsoring teachers to present a solid case in support of the differentiated coaching model and its potential for improving academic outcomes in order to garner administrative approval and ongoing support (Hall & Simera, 2008). According to Robbins (2015), however, there is a growing body of evidence concerning the efficacy of differentiated coaching in helping teachers become better reading instructors, and this evidence can help bolster the argument for its implementation. Robbins advises that "the intended outcome of the formal coaching process [is] high-quality teaching that generates improved student learning" (2015, p. 52). It will also be important to emphasize that both the coach and the invited teacher can benefit from the collaboration that is the hallmark of differentiated coaching (Robbins, 2015).

School Culture Readiness and Coaching Approaches

Although there is a solid consensus at my school concerning the need to provide a diverse student body with the high-quality educational services they need and deserve to succeed academically and professionally, there is a general lack of willingness to collaborate that could potentially disrupt or even undermine a differentiated coaching initiative unless steps are taken to overcome this constraint. Yendol-Hoppey and Dana (2010) emphasize that "coaching thrives within a culture that is ready for collaboration and dedicated to learning" (p. 114). Consequently, selling the differentiated coaching strategy will require stressing the "what's-in-it-for-them" aspects of the approach, as well as the fact that this tool is not intended to be used for evaluation but rather as a collaborative learning tool that can benefit all participants. As Yendol-Hoppey and Dana (2010) point out, "coaching is a . . . learning tool rather than an evaluation tool. There must be a clear distinction within your school between coaching and evaluation" (p. 114). Fortunately, and notwithstanding the current lack of collaboration between teachers, there is a high degree of mutual trust that will facilitate the implementation and administration of a differentiated coaching initiative at my school (Yendol-Hoppey & Dana, 2010).

There are also some proven strategies for using the three different differentiated coaching approaches that can be readily adapted to my school's needs, as set forth in Table 1 below.

Table 1
Case Studies Concerning Engaging Reading Teachers with Peer Coaching, Culturally Responsive Coaching, or Content-Focused Coaching

Peer Coaching
A daybook can be regarded as a hard-copy equivalent of a blog — what Stover et al. (2011) describe as "the composition books that store snippets of writing" (p. 501). One experienced teacher, "Martha," who participated in peer coaching with "Brian," used the daybook approach for collaborative purposes during debriefing sessions focused on her reflections regarding her effectiveness in the classroom. This approach may be less appropriate for novice teachers but can be used to good effect with any teacher, provided the peer coach is knowledgeable and experienced. Stover et al. (2011) point out that "for all teachers, but particularly self-assured, knowledgeable veterans like Martha, a daybook can inspire deeper pedagogical reflection" (p. 501).

Culturally Responsive Coaching
Videotapes of reading teachers provide a cost-effective method of helping them identify their strengths and weaknesses in culturally diverse classrooms (Stover et al., 2011). Stover et al. (2011) advise that "change occurs when teachers observe their own teaching practices. These observations lead to coaching conversations in which teachers reflect on their beliefs and attitudes. Through these conversations, their teaching transforms. This is the type of transformation coaches seek to foster with teachers" (p. 499). One coaching consultant, "Karen," used this approach to improve the acceptance and participation levels of teachers in a small-group differentiated teaching initiative. This approach involves five basic steps:

1. Watch the lesson once.
2. Review the script tape and notes of the teacher–coach discussion.
3. Watch the tape again and map each student's involvement, analyze the questions asked, and observe body language, depth of conversation, and use of reading strategies.
4. Meet with colleagues to discuss that initial assessment.
5. Reflect in writing before meeting with the coach again (Stover et al., 2010, p. 506).

The taping sessions of teachers in the classroom lasted 30 minutes, followed by a 30-minute discussion session to identify strengths and weaknesses and to set goals for subsequent sessions. Reasonable goal-setting, collaboration, and feedback were essential elements of this initiative's success (Stover et al., 2010).

Content-Focused Coaching
This approach is "designed to develop the knowledge, skills, and abilities that help a teacher become and remain well equipped to help all students succeed in the content area" (Yendol-Hoppey & Dana, 2010, p. 114). One elementary school teacher, "Rebecca," used surveys to establish common goals and identify the professional wants and needs of the 40 teachers in her school, including what they already knew, what they wanted to learn, and their preferred learning strategies. This approach was deemed highly appropriate and cost-effective because the survey was self-administered at the teachers' convenience, and online surveys further facilitated the process. By developing benchmarks around these issues, Rebecca was able to demonstrate subsequent staff development progress and gain insights into how these teachers viewed themselves as literacy instructors (Stover et al., 2010).

Within each of the foregoing examples, pre-conferencing, observation, post-conferencing, and reporting can be demonstrated as set forth in Table 2 below.

Table 2
Demonstration of Pre-Conferencing, Observation, Post-Conferencing, and Reporting

Pre-conferencing
This stage is demonstrated by the coach asking the reading teacher to explain the purpose of the lesson, the instructional strategies to be used, instruction preparatory to the lesson, what instruction will follow the lesson, strategies for engaging students, and corresponding measures of effectiveness. The coaches may also inquire about student attributes and classroom management techniques, as well as any issues concerning the observation or lesson. Other issues — such as the physical seating arrangement for the observation and data collection techniques — may also be discussed during this stage. The parameters for the post-conference can be established, along with any other concerns the reading teacher may have. Robbins advises that "the coach's role during the pre-conference is to facilitate the inviting teacher's thinking about and planning for the lesson — to afford a 'dress rehearsal' of the actual teaching performance" (p. 58). This can be achieved by asking clarifying questions about the teacher's goals and expectations, and providing the opportunity for the reading teacher to reflect on the imminent lesson. This stage concludes with the coach asking the reading teacher what was especially useful in preparing for the lesson and what could have been done differently — all with the overarching goal of establishing a trusting rapport.

Observation
The focus of this stage is determined by the reading teacher in order to maximize and sustain interest and critical analysis. Typical areas for focus during this stage include: (a) critical thinking skills, (b) teacher–student interaction, (c) student time on task, (d) transitions, (e) wait time, (f) verbal flow, (g) use of a particular instructional strategy and its effects, (h) student engagement using technology, (i) active participation, (j) a specific student's behavior, and (k) the effects of a curricular approach.

Post-conferencing
This stage is guided by the parameters established in the pre-conference. Although there is no standardized approach for this stage, the process is usually grouped into three types: (a) mirroring, (b) collaborative, and (c) expert (the latter requires an expert advisor, mentor, or resource provider). The type of post-conference format employed is also determined by the reading teacher; many reading teachers elect one format over another depending on their time constraints and the type of relationship and level of trust between the coach and reading teacher. This stage also concludes with the coach requesting feedback from the reading teacher concerning the effectiveness of the strategies that were used.

Reporting
Irrespective of the format used for the post-conference, the final stage is demonstrated by the coach providing the collected data to the reading teacher, who then determines how best to use it. This is an important stage that cannot be overlooked: "Symbolically, this action of handing over the data communicates and emphasizes the nonevaluative nature of coaching" (Robbins, 2015, p. 59).

Source: Adapted from Robbins, 2015, pp. 58–59, unless otherwise cited.