How I Lost My Reading Specialist Position & What Makes a Good Literacy Coach?

Posted on August 1, 2010 by Julie Niles Petersen

this is a photo of a poster my students created

Thank You, Mrs. Petersen! (Note: Last names are hidden to protect the innocent.)



I taught first grade for five years in a school where the majority of students were second language learners who qualified for free and reduced lunch. After realizing I needed to know more about teaching reading more effectively, I took a leave of absence to pursue my master’s degree in reading/language arts. While finishing coursework for my degree, I tutored students (K-7) in a one-to-one setting. Personally, I believe that all the tutoring I did while getting my master’s was one of the best things I could have done. I think I learned more during that short time than I would have learned in many years in the general classroom.

Shortly after receiving my master’s degree and reading specialist credential, I worked as a reading specialist for four years in an affluent school district. I worked at two different schools. In the first school, the teachers had wanted a reading specialist for many years, but the opportunity never arose. When it finally did, they knew exactly what they wanted. They immediately flew the 50% contract position and began interviewing.

My first interview at that school only consisted of three educators (the principal and two teachers.) My second interview was made up of eight (the principal and one teacher from each grade level). Although it was slightly intimidating, I thoroughly enjoyed it because I could tell how passionate they were about finding the right person for their school and because they really made me TWRC (think, wonder, reflect, and connect). I was overjoyed when they chose me. I was also thankful that the principal had enough trust in me to design a program that I felt would be the most effective for their school. After a few months of working at the school, I was delighted when I was told that the upper grade teachers, who were infamous for complaining about everything, loved having me at their school.

After two years of working in this dream position, I realized I wanted more than a 50% contract. At a nearby school, one of my former university professors was teaching Read 180. When she was asked to work full-time at the district office, she found out that I was looking for another 50% position. She recommended me for the position. A short time later, I interviewed with the principal and she hired me. After my first year there, she retired and a first-year principal took her place. The new principal informed me that she was unfamiliar with the Read 180 program, but was eager to learn more.

Both schools used the Read 180 program. The first school also used the program I designed which consisted of using the QuickReads program in conjunction with a lot of work with Question-Answer-Relationships and the Nifty Thrifty Fifty. If you teach Read 180 with fidelity, students are pulled out of the classroom for 90 minutes, five days a week. In my program, students were pulled out of the classroom for 30 minutes, three days a week.

Although I am not a statistician, I did receive honors in the one statistics class I took for my master’s degree. After careful analysis, it seemed that the students in the QuickReads program consistently outperformed those in the Read 180 program at both schools. I think this is significant because the QuickReads students spent much less time with me per week than the Read 180 students did. More importantly, they were able to spend more time in their general education classes learning all about the content areas, which play a significant role in reading comprehension.

I mentioned this to the new principal at my second school several times and suggested ways I felt the Read 180 program could be improved. I even went so far as to print out spreadsheets so she could see the results herself. It seems that her position was that since I was hired to teach Read 180, I must teach it with fidelity. Keep in mind that I did not want to change everything about the Read 180 program, but I definitely wanted to incorporate the things I used at my first school that seemed so successful. One more thing to consider, is teaching a flawed program with fidelity always what is best for students?

This brand-new principal who admitted that she did not know anything about the Read 180 program observed me just once in the classroom when children were present. I chose to teach a complicated lesson for the Nifty Thrifty Fifty. On her evaluation, I met or exceeded expectations in most areas, but she gave me an unsatisfactory in one because I was not on a certain page in the program. In all my years in the education profession, I had never received an unsatisfactory mark before and it really bothered me.

I wrote a lengthy response to explain my rationale and asked that we meet in the spirit of professional learning. I also invited her to observe me again. She set up several meetings, but most of them were postponed and then canceled. Further, she never attempted to make another classroom observation. We finally met about two days before I was informed I would not receive a contract for the following school year. The reason given was that, “I was not a program match.” I can partly understand that, as I did not fully agree with the Read 180 program. However, I do not see how this decision should have affected my position at the first school, but it did and I lost that one as well.

After word spread around both schools, the teachers with whom I worked were so shocked they thought I was joking. I was shocked, too. I wrote a lengthy letter to the board explaining my thoughts about the Read 180 program, and about what had transpired between the principal and me. The teachers sent a petition to the board requesting that they reverse their decision. Both were to no avail. The decision stood. Ironically, the Read 180 program disappeared from the entire school district the following year. From my understanding, a rationale for this decision was not given to the teachers.

this is a photo of a poster my students created

We'll Miss You, Mrs. Petersen! (Note: Last names are hidden to protect the innocent.)



I have been looking for a reading specialist position ever since, especially one where the principal understands that that no program is guaranteed to help every student succeed. I am looking for a school where the educators are true thinkers who do a lot of wondering, reflecting, connecting, and refining–a true Professional Learning Community (PLC.)

I have a master’s degree in reading/language arts and a reading specialist credential. I have served on my local reading council as registrar, vice-president, president elect, and currently as the president. I love to keep up with research in the field of literacy and have been to six International Reading Association conventions (Reno, 2004; Chicago, 2006; Toronto, 2007; Atlanta, 2008, Minneapolis, 2009; and Chicago, 2010); a four day institute at the University of California, Berkeley in July 2006 (Developing Tomorrow’s Thinkers: Comprehension and Beyond); and just recently, the United States Department of Education’s Reading Institute in Anaheim (July 2010). In addition to these conferences, conventions, and institutes I attend many literacy-related webinars, local conferences, and subscribe to “The Reading Teacher” and “Reading Research Quarterly.” While looking for a new position this past year, I created a Personal Learning Network (PLN) on Twitter and Facebook. The educators in my network consistently amaze me by the quality of resources they share, and by the amount of reflection they do together. The value of this new community is immeasurable and I am truly thankful I found them.

Overall, I would consider myself very well read in the field of literacy. I believe I have excellent rapport with students and teachers. I also believe I have had a great rapport with four of the six principals with whom I have worked. (One was taken away in handcuffs.)

So there you have it. That’s my side of the story. Now, I will get to the point of this lengthy post. I just found an opening for a literacy coach position. I have not been a literacy coach before and I know that different schools define the position in many ways. I am not looking for a position where the literacy coach is mostly a program fidelity monitor. From what I can tell, this position is not like that. Here is what it says,”

Under the direction of the Director of the Title I school site administrator, to provide peer coaching (consultation, staff development, and instructional support) to K-6 teachers and school site teams to promote students’ academic literacy.



Here are some of the requirements that I am not sure I meet:

Recent training and experience (minimum 2 years) in coaching/mentoring, such as Support Provider, Master Teacher, Program Specialist, or Resource Teacher.



I was the Title I Representative at my school for three of the four years, so I have a good understanding of how it runs and that should help. I was a master teacher and BTSA mentor when I taught first grade, but that is not recent. I also closely mentored a fabulous teaching assistant throughout my four years as a reading specialist at the first school. I am hopeful that together, they will meet the coaching/mentoring requirement.

Here are my questions for you:

  1. If you are a literacy coach, what are your primary responsibilities? What qualities do you think makes a good coach? If it were up to you, what would you do as a literacy coach?


  2. If you are a teacher, I would love to hear your experiences with literacy coaches (the good, the bad, and the ugly.) I would also love to hear what you think makes a good literacy coach. If it were up to you, what would they do?


  3. Finally, and most importantly, do you think I have the potential to be a good literacy coach? Why or why not? If you choose to answer this one, please be sure to explain how you know me. Generalities can be used (i.e. where you taught first grade, the first school, the second school, Facebook, Twitter, local reading council, etc.)


Thank you so much for your time. I really appreciate it. Literacy related job openings here in Southern California are rare these days and time is of the essence on this one.

Sincerely,

Julie

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Newer Comments →
  • http://twitter.com/Linda704 Linda704

    Julie, Julie, Julie!!!!! You would make an AWESOME literacy coach! You obviously have a VAST knowledge and understanding of reading instruction as evidenced by your blog. You have a passion for helping students succeed. You understand the importance of community and networking as crucial to learning and professional growth.

    As a literacy coach/Title I person, it might be easier to list what I don't do! lol I bring strategies and information to teachers. This might be through my blog, it might be through PD presentations, it might be through modeling (I prefer to call it co-teaching). I'll work with teachers to score student papers and plan next best instruction. I might do some additional assessments on a student if a child study is being held. I also oversee the literacy parapros in the buildings and support them in their work. That really only begins to scratch the surface. GO FOR IT!!!!!!!!!!

  • http://twitter.com/mindi_r Mindi Rench

    I am a seventh grade teacher and work in a school that has had a literacy coach for two years. In addition, we have a group of lab teachers that work with the literacy coach to provide professional development and support for the other teachers in the building. I have been a lab teacher for about 5 years.
    In our building, the literacy coach works with individual teachers or small groups in coaching cycles. The subject of the cycle is determined by the teacher and the coach works with that teacher in his/her classroom doing demo lessons, observing, and debriefing, depending on the needs of the teacher. Our lit coach also sets up and organizes our labs and conducts book studies. In addition, she plans and executes professional development for our whole building.
    Besides working with teachers, our lit coach is also an interventionist, providing small group interventions in both reading and writing to our tangled learners.
    If you have any questions, you can contact me on twitter!

  • Teacherreality

    Julie, I can tell you will do really well in any reading position you choose. I'm a Reading Interventions teacher and we have a Reading Coach at our Title I school. Unfortunately, our Reading Coach does very little modeling and it is often the very thing teachers want and need. They like being informed and guided by her, but are hungry to see an experienced teacher model lessons for them. In my previous school, we had a Reading Coach who did a fantastic job of modeling and made sure she was approachable and non-threatening (a true peer). Much luck to you. I hope it is a job that you will love.

  • http://twitter.com/joylowell Joy Lowell

    I'm a 7th grade lang arts teacher, fairly new to following you on Twitter.
    My experience with 3 literacy coaches in the past 6 years or so:
    One I avoided because of her “I know more than you” non-listening attitude.
    One helped me tremendously at my request.
    I don't remember the third.

    As much as you have control over it, help/coach at the teacher's request. Listen. Ask questions. Listen, just as you would if you were trying to help an intelligent student who wanted to learn.

    Best wishes. I think you will be excellent at whatever you do.

  • Donalyn M

    Julie, I only know you via Twitter, but I see you sharing resources, asking thought-provoking questions, and supporting peers. I think you will be an incredible literacy coach because you have not lost your curiosity and you are eager to continue learning.

    Our district does not have literacy coaches in most schools. What I have seem with some literacy coaches is that their primary function is to pull-out at-risk students and provide tutoring. Instructional support for teachers is limited. I have seem some coaching relationships work well, too. In these cases, coaches are given at least half of the day to work with teachers–through co-planning, co-teaching, modeling lessons, or observing.

  • Phyllis

    Julie,

    I read all of your information and it all looks great! I have not had experiences with literacy coaches since I have taught at Lutheran schools.

    I really hope you get this job. In my opinion, the most important element is having a passion for helping students achieve. You have that passion!

    Having worked with you on the executive board in our reading council, I know you are ambitious, up to date on technology, and have a desire to do what is right!

    It is my prayer that you will have a great interview and get this job!

    Phyllis
    Retired reading specialist and resource teacher

  • http://www.recycleyourreads.com Reading Countess

    Julie,
    As someone who “knows” you from Twitter and your WELL-written and researched blog, I can honestly say that I am floored by your post. I am having a difficult time putting my thoughts down as I cannot, for the life of me, understand how this happened to the caliber of a person I KNOW you to be. To say that I am at a loss for words is a gross understandment, and that's saying a lot from a verbose person like me.
    First, let me reiterate what you so eloquently said in your own post with an “amen:” One more thing to consider, is teaching a flawed program with fidelity always what is best for students? I cannot agree with you more. Further, I applaud your wise decision in NOT keeping to the READ 180 program in such a scripted, and in my opinion, harmful, manner as it was originally penned. The research I have done on the program is precisely what you assert, and I would have pushed for the same method of instruction (less time in a scripted program, more time in content-driven classes). We do not have READ 180 in our school (though the program is rampant in our district at the junior high level), but I push to have my kids with me more than they are with a scripted program throughout the day/week for the same reason you state. Time with the content-specific teacher is worth gold. I have never regretted strong-arming my position in ARDs, and in fact, have had remarkable results with some rather challenging students because of it.
    With that said, I can NOT encourage you more to apply for this position. Any school (ANY school) would be blessed to have a warm, knowledgeable and reflective professional helping to steer the ship. Here are the answers to your questions:
    1. I am not a lit coach (nor, frankly, to I aspire to be one). In my district, they are glorified data analysis readers and bubblers. I would abhor the position as it is written now.
    2. As a classroom teacher, I have been blessed to work with two strong lit coaches at my school. One was my personal favorite…ever. One has real strengths and some weaknesses. The coach whom I LOVED moved forward to be an AP at another school. She was warm, non-threatening (and so was able to cajole the non-busriders…you know the ones…to get on board), VERY knowledgeable and highly respected by EVERYone. She led an after-school book study on the Fountas and Pinnell TOME with great success all year (and who can get teachers to come after school for a year?) She whipped our literacy library into shaped, bought some fabulous new titles, and whispered into the principal's ear. She actually is now the AP to our (old) principal, so close was their relationship. The other lit coach who stepped into gigantic shoes has great organizational skills and a good vision for where she wants to guide the school. In my opinion, she is not as forthright as the first coach was (and sometimes you need to be more bullish to get things done). While she is knowledgeable, I feel that she has a lot of holes in her knowledge when it comes to the upper grades (she is coming from a K-1 teaching background). She works hard, but I know for a fact that I burn the midnight oil more than she, and she depends on me more than any other teacher in the school. While I was at first flattered, my husband is pointing out that I am rolling my sleeves up to the detriment of a lot of family time, for no compensation (isn't that how a man thinks?) But you know, he is correct. She is the lit coach. She must do the heavy lifting. Again, she has wonderful skills, but perhaps it is that she walks in such a big shadow that I don't see her measuring up to the old coach.
    3. I think you would be an asset to any school. Your knowledge base is enormous, your spirit sings loudly even from the computer screen. Relationships are so important when coaching, and you are so warm and inclusive. Your tremendous work ethic combined with your vision for best practices is sure to land you in a wonderful place.
    I pray that good things come your way-either with this possible position, or another one. I just know you will bless many, many people.
    Please post your status as soon as you know!
    Tess aka The Reading Countess

  • http://twitter.com/cathycrea Cathy Crea

    Your story of how you lost your job is tragic. It is unfortunate your principal thought the program was more important than the person, and it is clear she did not know enough about teaching reading. Teaching reading is complicated, and no canned program can address all facets of it as well as a highly trained, knowledgeable teacher.

    I think you have done an excellent job outlining the ways that you are qualified to be a literacy coach. Having done this thinking will serve you well as you apply for this job.

    I'm not sure if this helps, but I think we need to fight the idea that there are quick fixes or easy answers to reading difficulties. If I were hiring someone, or were going to work with a new literacy coach, I would be looking for a person who demonstrates that he or she recognizes the complexity of the task of learning to be a good reader; that he or she does not have all the answers but is willing to keep searching and exploring. The hiring team may not see things that way, however.

    Best of luck to you–the school would be very fortunate to have you!

  • http://twitter.com/kellylou Kellylou

    I teach 4th grade and am working towards the position of instructional coach. The coaches I've enjoyed working with have provided resources, support, and more resources! Understanding the time crunch in the classroom and helping to problem solve is a big deal, also. You sound very well versed in literacy, and I can tell you would be a great advocate for students and teachers!

  • http://twitter.com/kmhmartin kmhmartin

    Good Morning! I just read your post, thanks to the retweet by @flourishingkids. First, I believe that the way the situation was handled was unprofessional on the part of the administrator. She should have at least met with you to discuss the observation and your rationale for teaching the lesson the way you did. If she was ever a teacher she would have understood that you may not always be on a precise page on an exact day–things happen and good teachers adjust their pace based on student need. Second, I have had the experience of working with 3 literacy coaches and each one has been different. The first, while blunt, I found to be very helpful with fine-tuning my small group instruction. She encouraged me to get my reading endorsement and she really helped me to understand how to analyze formative assessments in order to help my students. Many of the other teachers didn’t like her, resented her help, and were frankly exceedingly unprofessional in their treatment of her. When she left, due to family issues, we got the sweetest lady from Georgia, who was highly qualified, had a great desire to help all teachers, and who never set foot in my classroom to do any observing or coaching. She helped us assemble some centers and analyze data, but that was it. At my current school, we don’t have a literacy coach, however, we have run through 3 “academic coaches” who are only available to discuss at grade level meetings test results and how to get those scores up so that our students can pass the state tests. Those have been my limited experiences thus far. I believe that, based on your post only, you would be qualified to be a literacy coach. Your experience and your education are your qualifications. You are a life-long learner with a strong desire to help students succeed. If this is what you want to do, go get it!

  • http://twitter.com/NancyTeaches Nancy Ehrlich

    Hi Julie,
    It takes courage to share your story. As many others have stated, it is so unfair that you were mistreated. I had an experience similar to yours many years ago and the memory of it is still raw when I think of it. When I reflect back on it, even after more than 10 years, I can begin to see that a person involved was fearful and intimidated by my passion. It doesn’t make it easier to come to grips with being treated unfairly, but it is a bit more comforting. No one deserves to be mistreated and no one can take away your passion.

    As for literacy coach, I think the operative word is coach. I recently finished a course on this (although I am not perusing the job) as I thought it would help me with my incoming student teacher. I’m a talker by nature and my first goal is to listen more. (I wish I could send you my notes – an entire binder!) One of the most important things I learned was to define the role of coach: catalyst for change, classroom supporter, curriculum specialist, data coach, instructional specialist, learning facilitator, mentor, resource provider, and school leader. Another phrase I liked was, “produce positive change.”

    A final interesting part of the class was how coaches are hired. It stated that coaches should be disciplined, organized and professional as well as flexible, likeable, good listeners with great people skills and committed to learning. Most importantly, a good coach must be able to go into any classroom and a model lesson that responds to an individual’s needs.

    And, during interviews, be prepared for unconventional questions that help the interviewers learn more about your flexibility. They will want to know your philosophy, relationship-building skills and ability to think on your feet.

    Thank you again for sharing your story. I hope you feel all of us cheering for you and supporting you. Let me know if you need anything!

    Nancy

  • http://twitter.com/FaizaK FaizaK

    Julie, came to know you on Twitter when you were working on launching your website and I have followed your work ever since. I believe that what you have is passion and immense love for the work that you do. If you are concerned about the requirements that you do not meet, then you can always mention in your resume that you are a quick learner and are eager to pick up new things. The question is, is this the job you would really love? Is this what YOU really want to do? If so, then go ahead and apply for it :) Good luck!

  • Ann T

    Julie, I have known you since we were in elementary school together. I would just like to comment that reading and teaching is not what you DO, it is who you ARE. Even as a young child your nose was always in a book and you were assisting your fellow classmates with reading even back then. As someone else mentioned, this is your passion and any school district that had you would have a very valuable asset. Best of luck!

  • http://twitter.com/PaulWHankins Paul W. Hankins

    Those who have followed my conversations at Twitter and ECN know how I feel about pre-packaged reading programs. Julie’s share here is further evidence of the trust (perhaps dependency) given to these programs over the person who will be in that room with those students. What is particularly striking, not only in buildings like Julies, but in buildings across the country, is that the program itself is never held accountable. It doesn’t have to plan; it only has to produce. It doesn’t have to stay after hours; it’s responsibilities and advocacies end when the last student logs off. It doesn’t have to attend professional development (in it’s own origin, the only profession its creator had was the ability to program.

    Programs like Read 180, Accelerated Reader, and Reading Counts are like any other program, take weight lifting or weight loss for example. They work because someone around is a support to the program. They cannot support themselves. You don’t read this in the manuals that come with them. Yet, every year, more and more of these programs are purchased by districts. Last year, my school, alone, spent over 25,000 dollars in licensing fees to the reading programs it adopted. After an earnest conversation with my administrator, we stopped short of purchasing a reading program for “on-level” students and instead bought them the best tool they could use. . .books.

    I cannot fix or remedy Julie’s situation here. It is a sad account. I would think that a program should be a match for educators like Julie not the other way around. The comment from the administrator is ludicrous and is foggy speak for some other sentiment that might include, “I don’t like being challenged to think beyond the program for which I have spent a lot of money.”

    I will be watching this year as our school implements Read 180 for our students. The supervising teacher has been on leave for the last year and over the past six has had health concerns that make for many, many missed days of work (please don’t think me telling stories out of school, these are the facts for which I am making a point). I am predicting substitute teachers will have to man this reading lab at multiple points over the year. I am not trying to be pessimistic, but I have found that when I am I am right 50% of the time and the other 50% I am not let down by the results.

    I celebrate Julie for what she has created in the last year. She has been a great supporter of a site I have been working on for some time. Thank you, Julie for sharing your story here.

    • Trininaida7

      Hi, I came across this posting by chance. Just thought I would add my two cents:). I taught reading for 6 years using Read180. The teacher really has to take the bull by the horns when dealing with students who are reading below grade level. Did I teach reading with “fidelity” to the program? Absolutely, but I also incorporated other activities that broadened the scope of learning for my students. After either a semester or a full year in the program (block scheduling), most had improved their reading scores by a full grade level. I will say this, these were 9th graders who tested at 3rd-7th grade level for reading comprehension and they were also in regular Language Arts classes (simultaneously). Reading classes were not on a “pull out” basis. The program works. I’m now teaching 6th grade language arts here in Florida and I long to be back in a Read180 classroom. The structure, interactive software, student workbooks and reading activities really do engage the students.

      • http://www.twrctank.com/ Julie Niles Petersen

        Trininaida7,

        Thanks for adding your thoughts and experiences. I wonder how the students would have fared had you not incorporated other activities. By incorporating the other activities, it is difficult to know what helped students the most–Read 180, your supplemental activities, or the combination of the two.

        In my case, teaching the program with fidelity meant without incorporating other activities. In addition, due to the schedule, it was impossible to do. (The students were not with me for the 450 minutes per week that teaching the program with fidelity requires.)

        Engaging the students is important!

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  • http://twitter.com/flourishingkids Joan Young

    Julie,
    Wow, what a story! I think you definitely should go for this job, highlighting all of the experience you have mentioned here. I copied and pasted your questions so I could address them all!
    1. If you are a literacy coach, what are your primary responsibilities? What qualities do you think makes a good coach? If it were up to you, what would you do as a literacy coach?
    No, I am not a literacy coach but have worked with them in my first district. I had both positive and negative experiences. The “good” coach was supportive, asked what “I” needed, understood that I knew my students better than she could, and the “not so good” coach came in, was not so diplomatic with my struggling readers, and made me feel like she was the expert. She was technically the expert, but we had lots we could have learned from each other!

    2. If you are a teacher, I would love to hear your experiences with literacy coaches (the good, the bad, and the ugly.) I would also love to hear what you think makes a good literacy coach. If it were up to you, what would they do? I think I answered this above, but I would want them to work with students as much as possible, hopefully within the walls of my classroom so that the instruction wouldn't be such a “pull-out” separate type of experience.

    3. Finally, and most importantly, do you think I have the potential to be a good literacy coach? Yes, Julie!! You will make an amazing literacy coach. I know you from Twitter, and I have always admired your passion for literacy. This blog and your facebook page are testimonials to the dedication and willlingness to learn that will make you a success.
    I wish you all the luck in the world! I know times are tough, but you are a star and will get the position best for you.

  • http://www.twrctank.com/ Julie Niles Petersen

    Dear Julie,

    I’m so excited that there is an opening. They would be so lucky to have you!!

    I think the most important thing is to find out exactly how they want you to support them. Then you know how to please everyone…the Principal and the teachers…who may have different ideas!

    I have worked with two literacy coaches, you and the one currently at my school. You were great: you gave great feedback, worked with kids individually, taught the teachers as we went along, made a wonderful library. I think I would have enjoyed having a couple of hours to observe you teaching a reading group of my grade level students. I learned so much just seeing what you had up on your bulletin boards to help kids with reading.

    The principal and the teachers didn’t give the person at my school any clear cut job, so it appeared that she wandered around a lot. There was a lot of stifled whispering among the teachers, “What does she do? What is she supposed to be doing?” We had not started RTI, but she was supposed to help us get started with RTI.

    She ended up working with 2nd and 3rd grade. For third grade we had her make us a book of lessons for each “level” for each story, that we could pull out and use. That was helpful and she did a good job. Eventually we got our groups going and she took our ESL group 4 days a week focusing on vocabulary and comprehension using support materials. She was in my friend’s room and my friend said she did a great job.

    What the teachers especially appreciated was that the TOSA planned all of the lessons she did, and let her know ahead of time if she was unable to be there.

    I think you worked so hard on collecting all of the test data and reporting it back to the teachers, but I didn’t feel like I needed that much feedback. Also, I don’t really care about the results of the whole school, or every grade level. I only want feedback on my grade level. Teachers learn more from your comments on what struggling readers need to learn to read. If you get to work in the classroom with the teachers, they will learn so much from you by watching and listening.

    At our school we do not have a library collection, but like many schools, there are just books stashed in cupboards. Making a library only works if you get buy in from teachers that it is something they think they need and want…or could be motivated to see how they could use it to help kids. We are using PTA money to build a library this year.

    It seems like RTI is becoming a required model of intervention. If you are a Reading specialist, they may want you to head up the RTI, in which case you will probably want to look into the nuts and bolts of how RTI works.

    Julie you are such an inspiration to teachers and students that you deserve a wonderful job that you love. I was heart broken over your dismissal. They made a HUGE mistake.

    If you do become involved with RTI, I’m sure there are better people than me to get you through the nuts and bolts of it. I just got trained and haven’t done it “right,” but you are welcome to ask me anything.

    Good luck!!
    Kathy

  • Bonnielytle

    Hi Julie, I don't know if this helps but there is a book, I think called “Literacy Coaching” that you may want to look at. I have a copy at my office, but I'm on vacation right now, if you need it I could run up to get it.
    Bonnie

  • Karyn Keenan

    Julie-
    You're incredible. It's takes a lot to look at a program and think about how it will best serve your students.

    In my first year of teaching, we had a Reading Specialist who both saw students for small groups and served as a coach in the classroom. This person never once judged any of us. She would listen to problems we felt we had (disorganized libraries, students who were struggling, wanting to incorporate a drama center) and then she would provide the man hours to get the library organized, come observe the student or lend us a book on drama centers. It was never about what she wanted us to do, but rather about what we wanted to improve in our classrooms. I think that this led to mutual respect and then she was able to suggest things we might not have know we needed!

    Best of luck!
    -Karyn (2ndgradetchr)

  • Gary Brannigan

    Those of us who are involved in children's education know that programs don't teach, teachers do. There is no one-size-fits-all in education! As a teacher who follows a research oriented teaching model you effectively evaluate programs and monitor children's progress. Your educational background, experience, expertise, and dedication make you a dream candidate for the literacy coach position
    Good luck!

  • Adams32914

    Julie,
    As someone who worked with you, i can honestly say that what you did for teachers and kids was amazing. As a teacher these days, funding is nonexistent and getting any literacy support for our students, no matter how little, is a god send. When you came along, you went above and beyond what was asked of you and gave us the support we had always been wanting. You tested and analyzed, then implemented and worked with our kids based on their needs. I loved that you didn't teach Read 180 with fidelity and incoorporated other strategies because it showed that you were looking at each student individually and giving them what they needed! No program can meet the needs of every child and it is our job as educators to use what works and tweak it as needed. You did that beautifully and we appreciated it! Your dedication to our kids was wonderful and much appreciated. Any educational institution would be lucky to have you as a part of their team!

  • Diana

    First, you would make an awesome coach. You are more current than most teachers so I think your expertise is really current. Second, I have worked with two types of coaches, one type gave me lots of info and no follow up or support and the other coach was helpful and sweet and would help with all kinds of classroom needs from posters to lesson demos. At first I was a bit shy about asking for help, but later I learned more working with her.

    Some other teachers in my school felt they didn't need her (either coach) and therefore the staff was not supportive of a coach. I think if the staff sees you as support then you can work well with them.

    Again, I think you work well with others and that is a very important personality trait for a coach.

    Good luck,
    The district would be lucky to get you!
    Diana

  • Jodi

    Hi Julie,

    Ok I have never been a literary coach, but in these times I am thinking they want you to somehow lead or work within an RTI model. Maybe set up an RTI program??? What district? Are they already doing RTI?

    As a classroom teacher I want the literary coach to take my low performing kids and work with them in whatever way you feel would be best. Much like you did at the first school (as you call us in your post.) I would like the coach to speak to me about the kids they see on a regular basis and I would want to talk about how we could incorporate what they are doing in pull-out to what they are doing in class, perhaps even in other subjects. A complete collaboration between pull-out and classroom. This sounds like what we are doing in RTI with the intensive group…I wonder if that's what they are looking for?

    Anyway, GOOD LUCK today. There are few as qualified and special as you! We still miss you! Let me know what happens!!!

    Talk soon
    Jodi

  • Kathy

    Dear Julie,

    I'm so excited that there is an opening. They would be so lucky to have you!!

    I think the most important thing is to find out exactly how they want you to support them. Then you know how to please everyone…the Principal and the teachers…who may have different ideas!

    I have worked with two literacy coaches, you and the one currently at my school. You were great: you gave great feedback, worked with kids individually, taught the teachers as we went along, made a wonderful library. I think I would have enjoyed having a couple of hours to observe you teaching a reading group of my grade level students. I learned so much just seeing what you had up on your bulletin boards to help kids with reading.

    The principal and the teachers didn't give the person at my school any clear cut job, so it appeared that she wandered around a lot. There was a lot of stifled whispering among the teachers, “What does she do? What is she supposed to be doing?” We had not started RTI, but she was supposed to help us get started with RTI.

    She ended up working with 2nd and 3rd grade. For third grade we had her make us a book of lessons for each “level” for each story, that we could pull out and use. That was helpful and she did a good job. Eventually we got our groups going and she took our ESL group 4 days a week focusing on vocabulary and comprehension using support materials. She was in my friend's room and my friend said she did a great job.

    What the teachers especially appreciated was that the TOSA planned all of the lessons she did, and let her know ahead of time if she was unable to be there.

    I think you worked so hard on collecting all of the test data and reporting it back to the teachers, but I didn't feel like I needed that much feedback. Also, I don't really care about the results of the whole school, or every grade level. I only want feedback on my grade level. Teachers learn more from your comments on what struggling readers need to learn to read. If you get to work in the classroom with the teachers, they will learn so much from you by watching and listening.

    At our school we do not have a library collection, but like many schools, there are just books stashed in cupboards. Making a library only works if you get buy in from teachers that it is something they think they need and want…or could be motivated to see how they could use it to help kids. We are using PTA money to build a library this year.

    It seems like RTI is becoming a required model of intervention. If you are a Reading specialist, they may want you to head up the RTI, in which case you will probably want to look into the nuts and bolts of how RTI works.

    Julie you are such an inspiration to teachers and students that you deserve a wonderful job that you love. I was heart broken over your dismissal. They made a HUGE mistake.

    If you do become involved with RTI, I'm sure there are better people than me to get you through the nuts and bolts of it. I just got trained and haven't done it “right,” but you are welcome to ask me anything.

    Good luck!!
    Kathy

  • http://twitter.com/#!/heyleeann LeeAnn

    Julie,
    I don't have lots of time for a long drawn out comment. Maybe one day soon I will do my own blog post about my job description as literacy coach as it is really a description that I wrote for myself; and it evolves and changes some every year. I am lucky to have a supportive admin and teachers that are incredible to work with and for.

    As far as whether you are qualified to be a literacy coach, I'd have to simply echo the sentiments left by so many others about your post and just say resoundingly: YES!

  • http://twitter.com/tenteacher Kathy Greene

    Julie,
    I think that you would make a wonderful literacy coach. I think that this job would play to your strengths. The best literacy coach that I've ever seen have a three step approach. First, she coached “in front of teachers”. This included modeling strategies with real students. This was usually done with a small group during the teacher's reading group rotation. During this step, she would also meet with teachers during their planning time to help with any problems which the teacher was having with literacy.
    The second step was “beside teachers”. This once again involved working with students. This time she would pull a small group of students to work on troublesome skills. It was a team teaching approach. She also met with teachers at this step but the discussion was more of a discussion concerning different approaches which the teacher might use in literacy instruction. It was a meeting of peers.
    The third step was “behind the teacher”. This step continued the activities in step two but less frequently. Teachers knew that she was there for them whenever needed but she was also starting on step one with new teachers.
    I know from Twitter that literacy is your passion. I hope that you find a job which is the right fit for you. Any school would be lucky to have you on their staff.

  • Carrie

    Julie:

    If only YOU could interview programs and not the other way around! I still use the Quickreads program you introduced me to with my struggling fifth graders and am very pleased with their success. I have taught this program to several other people and it is now used throughout the entire fifth grade at our school. Your impact is still at our school even if you can't be.

    It was devastating to see you leave our school. Together, you and I have gone over the data of students you worked with in fifth grade, and then their reading progress in sixth grade, after you were gone from our school (without the same program). To me the sad results are devastating.

    You have a gift and a passion and are definitely the RIGHT person to continue to pave the way for reading teachers everywhere–which to me sounds like what a “literacy coach” should be! In addition to teaching READ 180 at our school, you took the time to work in our PLC's to show us the Quickreads program, as well as other useful reading tools–you were already our literacy coach! Before you we had not had a READ 180 teacher who met weekly in all grade level PLC's to discuss the classroom reading program and individual students. You take the time and care about the growth of the students. These are other KEY qualities of a good literacy coach.

    Any students, program, school, and teachers would be very lucky to work with you in a reading specialist position. I only wish it could still be our school. :-( Good luck!

  • Dion

    First of all, I think of YOU as a literacy coach. You coached us on what materials/programs to use, how to use them; what works best with what types of problems the kids have. You compiled statistics so we could see growth. If anyone had asked me what a literacy coach was, I would say YOU!

  • Donna

    As part of the interview team who hired you at your first school, I can say that you far exceeded all others not only in your knowledge of literacy training theory and techniques but in your passion as well. Even with this as a first impression, you continued to surprise us with your willingness to share your knowledge with other teachers. I have been a successful teacher for 23 years, yet you taught me a great deal about how to improve how I teach reading. Then you created an excell sheet to document and analyze Title I student's data. Not satisfied with just starting with current info, you seached and included all available data from the students' first experience at our school. That information and your ability to make it both accessable and understandable were instrumental in matching students with appropriate intervention. As if this were not enough, you were able to make a connection with each and every student. They loved coming to see you, because you made them feel important and helped them experience success. You have a gift.

  • Bev S

    As an education consultant, I worked with a teacher-turned-literacy coach for two years. One thing I admired about her was her passion which seems to pale in comparison to yours. However, she constantly modeled how to teach reading, as well as good classroom management skills, to . . . hum . . . shall we say, less than capable teachers. In her tool chest were many “programs”. She chose what she knew and best fit them to her students with no one program taught with fidelity. If we always keep our students front and center and do what is best for them–not what is best for an administrator or district–our students benefit. Unfortunately, that's probably not politically correct; but we teach children not programs. And, as an additional note, I think it's time we also begin to teach administrators and politicians!

  • Ula

    Hi Julie – As chair of the Reading department at Cal State Fullerton, I can attest to your qualification as a literacy coach at any level. You were an excellent student in our Masters degree program, and have pursued your professional interests in subsequent years by participating in our alumni association events and national professional conferences, and holding leadership positions in the Orange County Reading Association. In my opinion, the most important quality in a literacy coach is a thorough understanding of the developmental processes of literacy acquisition, from emergent literacy levels through beginning reading and intermediate reading to mature, flexible and self directed reading. Educators who understand the developmental processes of the “ideal reader” are able to identify barriers to progress and to plan and monitor appropriate interventions. They also are well equipped to evaluate instructional programs and approaches in terms of identifying those that best align with natural learning processes. Alongside professional knowledge, and of near-equal importance, a literacy coach needs well-developed interpersonal skills. A literacy coach should coach teachers, more so than students. This requires a willingness to listen and collaborate, and the ability to enlist teachers' participation in a vision and goals for their students' progress in literacy development. You are well prepared to serve as a literacy coach, and I wish you all the best!

  • Ebowers

    Julie,
    As someone who knows you through the Orange County Reading Association, I can attest to your passion for literacy learning. You have not stopped your quest for learning since you graduated with your Masters Degree. We need more specialists that are as devoted and passionate as you are. I'm now wondering if the first year principal was maybe a little intimidated by your relentlessness:)
    You are a good friend and someone who will drop everything if needed to help out- who else would stay up until 2 am helping me prepare for a presentation at IRA?! It was greatly appreciated.
    I think one of your greatest strenghts is not only your thirst for knowledge, but also your ability to organize information and present it in a way that all can understand. This would be such an important skill for a school district that is just implementing a literacy coach. You would be able to analyze their previous data and present them with a solid plan of action.
    In addition, as a professor at CSUF, in the department where you received your degree- I echo all that Ula said about how prepared you are for any position of leadership in literacy.

    I wish you all the best!
    Erica

  • Lucinda

    Julie, I looked up the definition of a literacy coach and understand now what one does. My answer is below:

    1. If you are a literacy coach, what are your primary responsibilities? What qualities do you think makes a good coach? If it were up to you, what would you do as a literacy coach?

    2. If you are a teacher, I would love to hear your experiences with literacy coaches (the good, the bad, and the ugly.) I would also love to hear what you think makes a good literacy coach. If it were up to you, what would they do?

    My experiences with a literacy coach includes my interaction with you, Julie. Although your job was to primarily work with our school's struggling readers, you also worked with myself and my colleagues giving us strategies to use in the classroom with the readers in general. You taught us about the leveling of books and how important it is to have the right level for our students. We just could not rely upon the Reading Counts program to give our students a lexile score, we had to look at the alphabetic guide ( name escapes me) and you organized books that we could check out for our students according to this guide.

    I think a good literacy coach has to walk the walk. They have to be much more knowledgeable about helping teachers reach struggling readers, than the teachers themselves. So, in other words, the coach has to be a true specialist with a passion for research and an extensive background implementing strategies that work. The coach must be able to convince the teachers in an amicable manner that they do know more than the teachers, and that they can help the teacher improve their strategies, all without alienating the teacher.

    When I first met you, I was impressed by how much you knew. Man, you knew your stuff. I do not know if I ever told you this, but I was considering applying for the 50 percent position to make my current share a 100 percent position. I had spoken to the principal, and she did not necessarily discourage me, but I got the feeling that I was not exactly what the staff would be looking for.

    When you were hired, and I met you for the very first time, I was convinced without a doubt that I would not have been the right person. The extent of your knowledge just blew me away. I is what I meant by having to convince the teachers that you are truly an expert without alienating them. Your personality was so welcoming and you conveyed that you really wanted to help us. You brought with you your knowledge and your passion and you listened to us…to our needs and implemented a program that reflected those needs. You scheduled your testing of the kids after first getting consensus from us. You presented a logical way to organize the readers and sought our approval before you implemented it.

    3. Finally, and most importantly, do you think I have the potential to be a good literacy coach? Why or why not? If you choose to answer this one, please be sure to explain how you know me. Generalities can be used (i.e. where you taught first grade, the first school, the second school, Facebook, Twitter, local reading council, etc.)

    I think I have answered this above. Good luck…I truly believe you have the skills to be a fabulous coach. You are down to earth but so “up there” in your knowledge. How often do you find people like that?

  • Letty A.

    Hi Julie!

    I read your post on FB about why you lost your job. That is incredible and I can't believe it happened. I wish you the best in getting a reading coach position (I've never done it so I'm sorry I have no tips on it) and I know that any school would be very lucky to have you, I really do.

    I am so impressed with all the work you've done (as per your posting) in literacy and how well versed you are in the subject and I absolutely admire you for it. I still recall often going to you the last year you taught first grade. You helped me a lot with leveling books and gave me a lot of tips and ideas in reading. So I say these things from experience in working with you. We lost a great teacher when you left.

    It's such a shame that some principals do not allow teachers who really know what they're doing (unfortunately there are a lot out there who don't) to develop their programs as they know will get results especially when as you pointed out, had statistical proof that something is working.

    Anyway, I wanted to let you know I absolutely support you and keep up the good work because I can't believe that such a good teacher would not be welcomed as a reading coach or specialist at any school she applied at.

    Take care, Julie and I look forward to reading that you got something soon.

  • Smelton

    As the person who has evaluated you as student, student teacher and then as classroom teacher, I think I'm qualified to answer the third question! My belief that you had much to share with your future students never changed. As your first administrator, you remember my highest compliment ~ lifelong learner! That hasn't changed and I know that you will continue to be an asset to any school that is fortunate enough to hire you!

  • Swhisler

    Julie,

    First, let me apologize for the tardiness of my reply. My intent was to reply to your post earlier this week. I've read through your replies and it is very evident that you have the support of many educational leaders. How wonderful!

    Certainly, your credentials, experience and knowledge speak for themselves. I believe the role of a literacy coach has many facets. Ensuring there is fidelity when implementing an intervention is one aspect of the job. However, I think what teachers really want are research-based instructional strategies that they can implement in their classroom to support all readers. Teachers want specific strategies that support the Big 5 areas of reading. Their goal is to improve student achievement in reading with the support and cooperation of a literacy coach. They depend on a literacy coach to provide them with those research-based strategies. It is essential that a literacy coach provide ongoing professional development for teachers and honor effective practices that are already in place.

    Best of luck in your new adventure. I truly believe things happen for a reason and that you will land solidly on your feet ready to support teachers with your skills and knowledge.

  • http://www.twrctank.com/ Julie Niles Petersen

    Linda,

    Thank you so much for your words of encouragement! Should I get this position, I will look to you for support. I know you are very passionate about what you do and I consider you a valued member of my Personal Learning Network (PLN).

    Thank you for sharing a bit about what you do. I love that you use your blog to help bring strategies and information to your teachers. I have been TWRCing all week about how I could do that, too. Oh, the possibilities!

  • http://www.twrctank.com/ Julie Niles Petersen

    Thank you for for taking the time to share what your literacy coach and lab teachers do. It sounds like a well oiled machine. I also want to thank you for your offer of assistance. That is very kind of you. Thank you for being a part of my PLN!

  • http://www.twrctank.com/ Julie Niles Petersen

    Teacherreality,

    Thank you for your words of encouragement and taking the time to share what you think teachers want. I have read all the comments on this post and you are not the only one to mention that teachers are hungry to see lesson modeling. I will definitely keep that in mind should I be offered the position and if I have any control over what I do.

    Thank you for your well wishes and being part of my PLN!

  • http://www.twrctank.com/ Julie Niles Petersen

    Joy,

    Thank you for taking the time to share your thoughts. It is always good to hear what people like and don't like.

    I really loved this part of your reply, “Listen. Ask questions. Listen, just as you would if you were trying to help an intelligent student who wanted to learn.” It reminds me of this great quote from @jeffpulver on Twitter, “Engage. Listen. Connect. Share. These simple words mean a lot here.” I think both comments are important advice for any literacy coach. Thank you!

    I look forward to sharing and learning with you!

  • http://www.twrctank.com/ Julie Niles Petersen

    Donalyn,

    Thank you so much for taking the time to comment. You are correct. I have not lost my curiosity and am very eager to learn. Some might even say my quest for knowledge is insatiable. :)

    I find it interesting that some schools have literacy coaches and some do not. Further, it is interesting that the primary role of some coaches is more of a reading specialist than a literacy coach. I know there is great interest on the impact of literacy coaches. I wonder if job descriptions are checked before being included in these studies. If both types are included, the results would be confounded.

    Thanks again. I am amazed at the support you lend teachers on Twitter. We are so lucky to have you in our PLNs!

  • http://www.twrctank.com/ Julie Niles Petersen

    Thank you so much for your words of encouragement and support, Phyllis. It has been wonderful working with you and the rest of the board. I love being surrounded by so many passionate literacy advocates!

  • http://www.twrctank.com/ Julie Niles Petersen

    Tess,

    Thank you very much for your kind words about my blog and your strong words of encouragement and support. I cannot tell you how much it means to me coming from someone who is so passionate about literacy. I hope you know how much I treasure the fact that you are a part of my PLN.

    Although I love useful data analysis, I agree that it should not be the primary focus of a literacy coach.

    It sounds like your first literacy coach was phenomenal. Getting teachers to stay after school for a year is impressive. I imagine that you played a big part in keeping up the enthusiasm!

    I am thankful I worked with K-7 students as a tutor and as a reading specialist for many years because there are different challenges at each grade level. Further, working with older struggling readers, helped me see what happens when they have holes in their knowledge base from the primary years. I agree that a good literacy coach should have experience teaching students in all the grade levels they coach.

    Thanks again for your comment. I *really* appreciate it!

  • http://www.twrctank.com/ Julie Niles Petersen

    Cathy,

    I agree. Teaching reading is extremely complicated and that is part of why I love it so much. I think the majority of my passion for teaching reading comes from experiencing illiteracy second-hand. I had an illiterate uncle and I saw at a young age how limiting it is to be unable to read. I do not wish that on anyone.

    Unfortunately, there aren't any quick fixes or easy answers to reading difficulties as you say and every child is different. That is what makes the knowledge of the teacher so important in my mind. It is ironic that reading researchers always say there isn't a program out there that will teach all students how to read, yet many school administrations are rigid in their requirement of teaching their adopted program with fidelity. All programs have their strengths and weaknesses.

    One weakness I think most canned programs have is that they just tell teachers what to do, rather than explaining why they should do it. I hope a primary focus of most literacy coaches is coaching teachers on “the why” part of teaching reading.

    Thank you so much for your input and words of encouragement. I really appreciate it, just like I really appreciate having you in my PLN!

  • http://www.twrctank.com/ Julie Niles Petersen

    Kellylou,

    Thank you so much for sharing your thoughts and words of encouragement. I love sharing resources and I find new ones all the time on Twitter, so that should not be a problem. I also like to support others because I really appreciate receiving support myself!

    Thanks again and good luck to you on your pursuit of an instructional coach position. :)

  • http://www.twrctank.com/ Julie Niles Petersen

    Thank you, Faiza! I think I am a quick learner and I am definitely eager to pick up new things. Your questions about whether it is the job for me is a very important one to ask. It is also important to make sure that I am the right person for the position. Since the job description online is pretty vague, I hope the interview process (should I have the opportunity) is well thought out on both ends and that we are both able to clearly express what we want. Thank you so much for your words of encouragement and support. I really appreciate it!

  • http://www.twrctank.com/ Julie Niles Petersen

    kmhmartin,

    Good communication is so important, especially when there are disagreements. I really wish things at this school had been handled in the spirit of professional learning, but they were not.

    I am still unclear why the decision was made. Not knowing still unsettles me to this very day. Unfortunately, the district does not have to share their rationale for letting temporary teachers go. (I was hired on as a temporary teacher.) If they had a valid reason, I would really love to know. I am a firm believer in learning from my mistakes. If it was simply because of a personality conflict or budgetary reasons, that would be helpful to know, too. Actually, that would ease the unsettled feelings I now associate with this position. I get along with the majority of people, but I know it is unrealistic to believe anyone can get along with everyone.

    Thank you for sharing your experiences with your literacy coaches. They were very interesting to read and gave me food for thought. I am glad the first one encouraged you to get your reading endorsement. I think it is so important for teachers to learn all they can about teaching reading because it is just so complex. May it serve you and your students well.

    P.S. I really appreciate your words of encouragement. :)

  • http://www.twrctank.com/ Julie Niles Petersen

    Hi Nancy,

    Thank you for taking the time to write such a thoughtful response. I agree it was risky to share my story with the world, but after reading everything everyone has written, I am so thankful I did.

    I am sad to read you had a similar story. You brought up the word “intimidation” and I will tell you that several teachers at the schools where I worked mentioned that intimidation of my knowledge may have played a role in the decision. Although I find it strange that someone would be let go for that reason, the thought *is* a little comforting as you say. I just wish I knew for sure.

    I really like your definition of a literacy coach and appreciate the interview advice.

    I definitely feel you cheering for me and supporting me. I am *so* glad you are part of my PLN, Nancy! I really enjoy TWRCing with you!

  • http://www.twrctank.com/ Julie Niles Petersen

    Ann, you are so sweet! Thank you for taking the time to leave this lovely comment. I *really* appreciate it. :)

  • http://www.twrctank.com/ Julie Niles Petersen

    Paul,

    You are right to say I am a great supporter of what you do. The work you and your students do on RAW INK Online is amazing! I wish all teachers and students were as passionate about literacy as you and your students are. I have learned much from you since I first “met” you on Twitter and am so thankful you are part of my PLN.

    I hope everything works out for the students at your school enrolled in Read 180. Have you listened to any of their audiobooks? I consider them a major strength of the program and I think you would really like them. In the Read 180 audiobooks, “reading coaches” interrupt the narration of the book to model reading comprehension strategies. This modeling is so important for struggling readers and I really think they learned a lot by listening to them. More importantly, they loved the books! Do check one out and let me know what you think. I used to listen to them on the drive to and from work so I could talk about them with the students. I really enjoyed them, too.

    Thank you for reading my story, taking the time to leave such a thoughtful comment, and most importantly for all the support you have given me. I *really* appreciate it, Paul!

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