Florida Literacy Coach Endorsement Professional Development

 

Literacy Coach Endorsement Professional Development Florida Literacy Coach Endorsement​

The Florida Center for Reading Research, in collaboration with the Florida Department of Education, has developed coursework to meet the domains and standards of the Florida Literacy Coach Endorsement. The coursework provides an opportunity for coaches to improve their coaching knowledge and skills by engaging in reading, analyzing videos, participating in activities related to the standards with others in the course, and developing culminating projects for each module to demonstrate their growing knowledge and abilities. The Florida Literacy Coach Endorsement Professional Development is comprehensive and intended to be completed in its entirety to successfully earn the Florida Literacy Coach Endorsement. The content is designed to be delivered face-to-face by a trained facilitator. Contact the Just Read Florida! Office at the Florida Department of Education or The Florida Center for Reading Research at fcrr@fcrr.org to find out more information about how to participate in the program.

Module 1

Applying Principles and Practices that Foster a Positive Culture
Introductory Session
Introduction

 

Session 1
Relationship Building and Collaboration
  • Domain D – Standard 1   Identify and apply systems that foster an inclusive and collaborative culture (e.g., trust, confidentiality).
  • Domain D – Standard 2   Identify and apply strategies that build effective teams.
  • Domain D – Standard 3   Identify the strengths and needs of colleagues to engage in effective collaboration.
Session 2
Communication
  • Domain D – Standard 4   Identify and apply appropriate practices to communicate across lines of difference.
  • Domain D – Standard 5   Determine and use appropriate strategies for facilitating dialogue that ensures equitable participation in small and large group settings.
Session 3
Establishing Expectations
  • Domain D – Standard 6   Determine and apply strategies that promote collective responsibility for student and professional learning.
  • Domain D – Standard 7   Establish coach/teacher partnership.
  • Domain D – Standard 8   Establish principal/coach partnership.

Domain D: Knowledge of and ability to apply principles and practices that foster an inclusive and collaborative culture.

Culminating Project: Develop a principal/coach partnership agreement.

Module 2

Applying Effective Pedagogy and Andragogy
Session 4
Effective Practices in Teaching Students
  • Domain C – Standard 1   Identify and apply foundational principles of how students learn.
  • Domain C – Standard 6   Identify and apply scaffolding strategies that address the strengths and needs of individual students and small groups.
Session 5
Effective Practices in Teaching Adults
  • Domain C – Standard 2   Identify and apply foundational principles adult learning theory.
Session 6
Selecting and Applying Methods to Support Teacher Growth
  • Domain C – Standard 3   Select and apply appropriate methods to support effective teacher practice and growth in a variety of settings, including elementary self-contained and departmentalized classrooms, secondary classrooms, content area classrooms, prioritizing English Language Arts and reading.
  • Domain C – Standard 4   Identify and apply scaffolding strategies that address the strengths and needs of individual teachers.
  • Domain C – Standard 5   Identify and apply strategies and resources for planning, facilitating and evaluating professional learning aligned with school and district goals.

Domain C: Knowledge of and ability to apply effective pedagogy and andragogy.

Culminating Project: Develop a needs assessment for professional development on evidence-based instructional practices and complete an ADDIE model for planning this professional development.

Module 3

Collecting Data on Instructional Practices to Inform Professional Learning
Session 7
Data: Planning and Collecting
  • Domain B – Standard 1   Determine appropriate area of focus based on observational data aligned to goals (e.g., school goals, coaching goals, learning goals, teacher goals).
  • Domain B – Standard 2   Identify and apply appropriate student progress monitoring records and assist with data analysis after students are assessed.
  • Domain B – Standard 4   Identify and apply appropriate data collection methods that assist colleagues in developing action plans.
  • Domain B – Standard 5   Identify and apply appropriate data collection methods that measure the effectiveness of professional learning.
  • Domain B – Standard 6   Observe classroom instruction and active student engagement to collect data that informs the analysis of teaching and learning.
Session 8
Analyzing and Interpreting Data
  • Domain B – Standard 2   Identify and apply appropriate student progress monitoring records and assist with data analysis after students are assessed.
  • Domain B – Standard 3   Evaluate data in addressing specific goals.
  • Domain B – Standard 7   Identify and interpret data to identify trends and patterns
Session 9
Developing and Implementing a Professional Learning Action Plan and Evaluating School, Teacher, and Student Outcomes
  • Domain B – Standard 8   Collaborate with administration, instructional leaders, and teachers to develop a professional learning action plan that is informed by data analysis.
  • Domain B – Standard 9   Facilitate the implementation of an action plan based on data analysis.
  • Domain B – Standard 10   Analyze and evaluate school, teacher, and student outcomes to determine follow-up actions.

Domain B: Ability to effectively collect and use data on instructional practices to inform and implement professional learning opportunities.

Culminating Project: Develop and describe planned implementation of a professional learning action plan.

Module 4

Planning, Implementing, and Analyzing Standards-based Literacy Instruction
Session 10
Helping Teachers Plan and Implement Engaging, Effective, Standards-aligned Lessons
  • Domain A – Standard 1   Instructional design and planning strategies that support teachers in developing engaging, effective, standards-aligned lessons (e.g., stacking benchmarks, curriculum mapping, vertical progression of the standards).
  • Domain A – Standard 3   The strategic use of evidence-based instructional practices grounded in the science of reading.
  • Domain A – Standard 5   The strategic use of evidence-based instructional practices grounded in the science of reading.
  • Domain A – Standard 9   The strategic use of evidence-based instructional practices grounded in the science of reading.
Session 11
Using Data for Instruction
  • Domain A – Standard 8   How to use student data to make instructional decisions.
  • Domain A – Standard 10   How to analyze the effectiveness of lessons, instructional materials and assessments using a variety of techniques (e.g., lesson plans, formative/summative assessments, and student work samples).
Session 12
Addressing the Needs of All Students
  • Domain A – Standard 2   Identify and apply appropriate student progress monitoring records and assist with data analysis after students are assessed.
  • Domain A – Standard 3   Evaluate data in addressing specific goals.
  • Domain A – Standard 4   Evaluate data in addressing specific goals.
  • Domain A – Standard 6   Evaluate data in addressing specific goals.
  • Domain A – Standard 7   Identify and interpret data to identify trends and patterns
Session 13
Analyzing Implementation of Lessons With Teachers
  • Domain A – Standard 11   How to observe and analyze the implementation of instructional practices and determine the effectiveness of teaching and learning in order to provide instructional support.
  • Domain A – Standard 12   Developing a plan for effective coaching conversations informed by observations, data analysis and classroom artifacts.

Domain A: Knowledge of and ability to apply effective methods for planning, implementing and analyzing standards-based literacy instruction based on the science of reading and evidence-based practices.

Culminating Project: Create a video that reflects coaching to help teachers plan, implement, and analyze standards-based literacy instruction.

Module 5

Growing Professionally
Session 14
Analyzing Data to Grow as a Coach
  • Domain E – Standard 1   Analyze individual performance data to determine and engage in professional learning to broaden personal coaching and instructional knowledge.
Session 15
Growing in Professional Knowledge and Practice
  • Domain E – Standard 2   Demonstrate understanding of current trends in evidence-based instructional practices.
  • Domain E – Standard 3   Determine and utilize appropriate collaborative partnerships with professional learning groups to expand knowledge and improve coaching practices.

Domain E: Ability to grow professionally.

Culminating Project: Complete a reflection on the course including plans for continued professional growth.

Access to the materials and resources for the Florida Literacy Coach Endorsement Professional Development is available only with permission from the Florida Department of Education or the Florida Center for Reading Research. If permission is granted, users may only access and use the materials as long as modifications are not made, the materials will only be used for non-profit educational purposes, and the copyright belong jointly to the Florida Department of Education and the Florida Center for Reading Research. These materials may not be used for any commercial purposes. These materials on our site may be linked to but not reposted, reproduced, modified, or copied to other sites. For questions about the use of these materials, please contact The Florida Center for Reading Research at fcrr@fcrr.org.