Literacy Coaches:
Roles, Functions, Qualifications, and Practice
Victor Shen (沈添鉦)
October 7, 8 2010
NCYU & NKNU
Why this topic?

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Previous workshops have mostly focused on
teaching and evaluation strategies in the
classroom.
Few have focused on the ET as a professional:
• Who am I? What’s my role? What am I supposed to do?
What kind of competence should I possess?

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Cultivating “reflective” teacher and teaching.
The literacy coach is closest in role and
functionality to Taiwan’s Chinese/English
language consulting team members.
Literacy Coach
2
Why Reading?

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Reading (or literacy) has been a less explored
topic in workshops, while listening and speaking
(oral communication) has received a lot more
attention.
However, reading and writing abilities are actually
more important in language testing and
assessment.
Developing students’ communicative competence
remains the most important goal of English
education in Taiwan, but such a goal should also
include written communication.
Reading facilitates writing, listening, and
speaking developments.
Literacy Coach
3
Literacy Coach
4
Why IRA?
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The largest professional organization in
the field of language and literacy research
and instruction.
Well-developed, active, and influential.
Is concerned with ESL/ELL research and
instruction.
L2 acquisition research and instruction
often draws its theories and inspirations
from L1 acquisition research and
instruction.
Stay alert: We’re English teachers in
Taiwan!
Literacy Coach
5
IRA 2010 Standards for Reading
Professionals: Seven Roles
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Education Support Personnel Candidate
Pre-K and Elementary Classroom Teacher
Candidate
Middle and High School Content Classroom
Teacher Candidate
Middle and High School Reading Classroom
Teacher Candidate
Reading Specialist/Literacy Coach Candidate
Teacher Educator Candidate
Administrator Candidate
The 2009 Objectives of the Tainan
ELT Consulting Team
輔導目的：

協助學校進行九年一貫課程教學，達成課程目標。

辦理英語科教學教材教法研習，提升英語教學效果。

落實英語科教學到校服務，蒐集資料協助教師教材編纂及探討教學疑難
問題。

推廣英語科輔導團網站，提供英語科教師教學新知及討論園地。

發行並推廣英語科教學電子報，提供優良英語教師發表及解決教學疑難
問題。

協助研究發展英語教學教材教具，提供教師教學之參考。

輔導學校教師進行行動研究，增進教學省思改進教學方法。

發展英語課程教材相關出版品、延伸課程及閱讀教材。

依年度計畫主題-海洋教育為經緯，規劃相關課程及進修活動。
Literacy Coach
7
臺北縣99學年度國民教育輔導團團員推薦甄選簡章
甄選條件及資格：
一、基本條件：
 未具雙重國籍或多重國籍之中華民國國民。
 無教師法第十四條各款之情事者。
 無教育人員任用條例第三十一條及第三十三條各款之情事者。
 男性已服完兵役或無兵役義務。
二、現職合格教師，國內外大學、師範院校畢業，具備三年以上（國小
鄉土語言含代理代課年資）該領域實際教學經驗者。
三、教學經驗豐富，具專業知能及服務熱忱，視教育為終身志業者。
甄選方式
 初審：資料審查
 複審：口試、試教
Literacy Coach
8
But . . .
what does it take to perform
those tasks and reach the goal?
Literacy Coach
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What is a literacy coach?

A literacy coach is a literacy leader who
works collaboratively with teachers,
administrators , school board and
department staff to improve student
achievement in literacy. The literacy coach
provides school-based, job-embedded
support for teachers as they implement
effective literacy instructional practices.
(from http://www.edu.pe.ca/esd/pdf/role_literacy_coach_0809.pdf )
What does a literacy coach do?
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Working with students who struggle with reading
and may provide intensive, supplemental
instruction to students who struggle with reading
at all levels in pre-K–12.
Supporting teacher learning.
Developing, leading, or evaluating the school or
district pre-K–12 reading and writing program.
(IRA 2010 Reading Professionals Standards )
IRA 2010 Standards for Reading
Professionals: Six Standards
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Foundational knowledge
Curriculum and instruction
Assessment and evaluation
Diversity
Literate environment
Professional learning and leadership
IRA 2010 Standards for Reading Specialists/ Literacy Coaches
Roles of the Literacy Coach
Serving as a resource in reading and
writing for educational support
personnel, administrators, teachers, and
the community;
 Providing professional development based
on historical and current literature and
research;
 Working collaboratively with other
professionals to build and implement
reading programs for individuals and
groups of students;
 Serving as advocates for students who
struggle with reading.

IRA 2010 Standards for Reading Specialists/ Literacy Coaches
Responsibilities
The literacy coaches’ responsibilities may
include teaching, coaching, and leading
school reading programs.
 They may also have a specific focus that
further defines their duties, such as serving
as a teacher for students experiencing
reading difficulties, as a reading or literacy
coach, as a coordinator of reading and
writing programs at the school or district
level, or in several combinations of these
roles.

IRA 2010 Standards for Reading Specialists/ Literacy Coaches
Basic Requirements
For certification, a Reading Specialist/Literacy Coach
Candidate must have the following:
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A valid teaching certificate;
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Previous teaching experience;
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A master’s degree with a concentration in reading and writing
education;
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Program experiences that build knowledge, skills, and
dispositions related to working with students, supporting or
coaching teachers, and leading the school reading program;
Typically, the equivalent of 21–27 graduate semester hours in
reading, language arts, and related courses, including a
supervised practicum experience (at least 6 semester hours).
California’s literacy coach job description
1/4
Provides support and assistance to all
classroom teachers in the full and skillful
implementation of the district’s adopted
reading/language arts program.
Conducts demonstration lessons to insure
that all teachers have been trained to an
advanced level of delivery and are using the
instructional materials as; designed.
Provides on-site staff development to
ensure that teachers are knowledgeable
about program components and understand
the instructional design of how the program
meets the standards.

California’s literacy coach job description
2/4
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Assists teachers in building an interactive
classroom environment focused on the content and
learning strategies embedded in the program.
Conducts classroom observations and provides
“next-step” support for all teachers.
Serves as a resource in identifying appropriate
instructional strategies and interventions to
improve student achievement for all students
including English learners, standard English
learners, Spanish learners, students enrolled in
Special Education Programs, and students with
diverse learning needs.
California’s literacy coach job description
3/4
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Assists teachers in preparation and
pacing for instruction.
Participates in collaborative grade
level meetings to assist in the analysis
and utilization of assessment data to
improve student achievement.
Assists grade level teams in setting
goals for improved instruction.
California’s literacy coach job description
4/4
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Meets regularly with the principal to
review 6 week skill assessment data
and to assess the outcomes of goals
established by grade level teams.
Prepares forms, records, and reports
as directed.
Attends meetings and trainings as
directed.
IRA 2010 Standard 1
Foundational Knowledge

Candidates understand the theoretical
and evidence-based foundations of
reading and writing processes and
instruction.
IRA 2010 Standard 1.1
Foundational Knowledge

Candidates understand major theories
and empirical research that describe
the cognitive, linguistic, motivational,
and sociocultural foundations of
reading and writing development,
processes, and components, including
word recognition, language
comprehension, strategic knowledge,
and reading–writing connections
IRA 2010 Standard 1.2
Foundational Knowledge

Candidates understand the historically
shared knowledge of the profession
and changes over time in the
perceptions of reading and writing
development, processes, and
components.
IRA 2010 Standard 1.3
Foundational Knowledge

Candidates understand the role of
professional judgment and practical
knowledge for improving all students’
reading development and
achievement.
The Five Pillars of Reading
Instruction
(National Reading Panel, 2000)
The NRP report determined that there were five
areas related to reading instruction which had
sufficient research to warrant some conclusions:
phonemic awareness
phonics
fluency
vocabulary
comprehension

Literacy Coach
24
IRA 2010 Standard 2
Curriculum and Instruction
Candidates use instructional
approaches, materials, and an
integrated, comprehensive,
balanced curriculum to support
student learning in reading and
writing.

IRA 2010 Standard 2.1
Curriculum and Instruction

Candidates use foundational
knowledge to design or implement an
integrated, comprehensive, and
balanced curriculum.
IRA 2010 Standard 2.2
Curriculum and Instruction

Candidates use appropriate and
varied instructional approaches,
including those that develop word
recognition, language comprehension,
strategic knowledge, and reading–
writing connections.
IRA 2010 Standard 2.3
Curriculum and Instruction

Candidates use a wide range of texts
(e.g., narrative, expository, and
poetry) from traditional print, digital,
and online resources.
Standard 2.1 Competence
Indicators (C&I)
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Demonstrate an understanding of the research
and literature that undergirds the reading and
writing curriculum instruction for all pre-K–12
students.
Develop and implement the curriculum to meet
the specific needs of students who struggle with
reading.
Support teachers and other personnel in the
design, implementation, and evaluation of the
reading and writing curriculum for all students.
Work with teachers and other personnel in
developing a literacy curriculum that has vertical
and horizontal alignment across pre-K–12.
Literacy Coach
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Standard 2.2 Competence
Indicators (C&I)
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Use instructional approaches supported by literature and
research for the following areas: concepts of print,
phonemic awareness, phonics, vocabulary, comprehension,
fluency, critical thinking, motivation, and writing.
Provide appropriate in-depth instruction for all readers and
writers, especially those who struggle with reading and
writing.
Support classroom teachers and education support
personnel to implement instructional approaches for all
students.
As needed, adapt instructional materials and approaches to
meet the language-proficiency needs of English learners
and students who struggle to learn to read and write.
Literacy Coach
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Standard 2.3 Competence
Indicators (C&I)
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Demonstrate knowledge of and a critical stance toward a
wide variety of quality traditional print, digital, and online
resources.
Support classroom teachers in building and using a quality,
accessible classroom library and materials collection that
meets the specific needs and abilities of all learners.
[Reading specialists may provide support through modeling,
coteaching, observing, planning, and providing resources.]
Lead collaborative school efforts to evaluate, select, and
use a variety of instructional materials to meet the specific
needs and abilities of all learners.
Literacy Coach
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IRA 2010 Standard 3
Assessment and Evaluation

Candidates use a variety of
assessment tools and practices to
plan and evaluate effective reading
and writing instruction.
IRA 2010 Standard 3.1
Assessment and Evaluation

Candidates understand types of
assessments and their purposes,
strengths, and limitations.
IRA 2010 Standard 3.2
Assessment and Evaluation

Candidates select, develop,
administer, and interpret assessments,
both traditional print and electronic,
for specific purposes.
IRA 2010 Standard 3.3
Assessment and Evaluation

Candidates use assessment
information to plan and evaluate
instruction.
IRA 2010 Standard 3.4
Assessment and Evaluation

Candidates communicate assessment
results and implications to a variety of
audiences.
IRA 2010 Standard 4
Diversity
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Candidates create and engage their
students in literacy practices that
develop awareness, understanding,
respect, and a valuing of differences
in our society.
IRA 2010 Standard 4.1
Diversity

Candidates recognize, understand,
and value the forms of diversity that
exist in society and their importance
in learning to read and write.
IRA 2010 Standard 4.2
Diversity

Candidates use a literacy curriculum
and engage in instructional practices
that positively impact students’
knowledge, beliefs, and engagement
with the features of diversity.
IRA 2010 Standard 4.3
Diversity

Candidates develop and implement
strategies to advocate for equity.
IRA 2010 Standard 5
Literate Environment

Candidates create a literate
environment that fosters reading and
writing by integrating foundational
knowledge, instructional practices,
approaches and methods, curriculum
materials, and the appropriate use of
assessments.
IRA 2010 Standard 5.1
Literate Environment

Candidates design the physical
environment to optimize students’ use
of traditional print, digital, and online
resources in reading and writing
instruction.
IRA 2010 Standard 5.2
Literate Environment

Candidates design a social
environment that is low risk and
includes choice, motivation, and
scaffolded support to optimize
students’ opportunities for learning to
read and write.
IRA 2010 Standard 5.3
Literate Environment

Candidates use routines to support
reading and writing instruction (e.g.,
time allocation, transitions from one
activity to another, discussions, and
peer feedback).
IRA 2010 Standard 5.4
Literate Environment

Candidates use a variety of classroom
configurations (i.e., whole class, small
group, and individual) to differentiate
instruction.
IRA 2010 Standard 6
Professional Learning and Leadership

Candidates recognize the importance
of, demonstrate, and facilitate
professional learning and leadership
as a career-long effort and
responsibility.
IRA 2010 Standard 6.1
Professional Learning and Leadership

Candidates demonstrate foundational
knowledge of adult learning theories
and related research about
organizational change, professional
development, and school culture.
IRA 2010 Standard 6.2
Professional Learning and Leadership

Candidates display positive
dispositions related to their own
reading and writing and the teaching
of reading and writing, and pursue the
development of individual professional
knowledge and behaviors.
IRA 2010 Standard 6.3
Professional Learning and Leadership

Candidates participate in, design,
facilitate, lead, and evaluate effective
and differentiated professional
development programs.
IRA 2010 Standard 6.4
Professional Learning and Leadership

Candidates understand and influence
local, state, or national policy
decisions.
Effective Coaching
1/3
Coaching is most effective when the following
practices are in place:
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Coaches have regular and sustained time to work
with teachers; specific time for planning,
observation and reflection should be allocated.
Professional Learning Teams of teachers are
utilised to enhance coaching. Professional Learning
Teams play an integral role in supporting sustained
improvement in teacher practice. Teams of
teachers may be formed across a single learning
area, across a year level, or made up of all the
teachers who work with a specific class.
Effective Coaching
2/3
Coaching is most effective when . . .
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Coaches and participating teachers develop
professional relationships based on trust,
integrity and personal professional
excellence.
Coaching is strongly connected to and
derived from teachers’ work with their
students.
Coaching is connected to other aspects of
school change.
Resources
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Dept. of Education and Early Childhood Development, Victoria
State, Australia (2009). Literacy Improvement Teams
Initiative Literacy & Koorie Literacy Coaches Guidelines
2010: .Improving Outcomes in Literacy P-10.
Eastern School District, Prince Edward Island, Canada (2008).
The role of literacy coach.
International Reading Association. (2010). Standards 2010
for Reading Professionals: Reading Specialist/Literacy Coach
National Reading Technical Assistance Center. (2010). A Study
of the Effectiveness of K–3 Literacy Coaches.
Walpole, S. (n.d.). Literacy coaches: Practice in search of
research.
Walpole & Blamey. (2008). Elementary Literacy Coaches: The
Reality of Dual Roles.