Kimberly Yoakem's Profile

Member since May 03, 2009, follows 0 people, 20 public groups, 5 public bookmarks (6 total).

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USA Today-Consumer Health News, Information and Resources Updated Daily-Digestive-Clinical Trials Saving Kids on 2009-05-04
literacy.coach on 2009-05-03
- I approached Teacher X about coming in to his classroom to observe the
  students performing below grade level in order to get a sense of how I
  can help to move them forward. Not him--them. I didn't
  just ask if I could come in and help him (Why? I don't need
  help!) like I've tried in the past. And he said yes! And I went
  in. And we talked later about what the kids were doing and what
  he might adjust to support them more productively (!). And he
  was excited and open and didn't give me the hand! And he's going to
  let me come back...
- So what goes on in the life of a marathoning Literacy Coach during the first 2
  months of school? Between data analysis, assessments, starting up
  intervention programs, meeting with teams of teachers in PLCs and supporting
  teachers in classrooms with our ever-evolving curriculum, life is very
  busy. Lately, I'm seeing a parallel between the beginning of the school
  year and being a first time mother. Those first days are a
  whirlwind--murky and soupy and messy. And then you fall into a routine one
  day, and you realize that you can finally look up and see the rest of the world
  again.
- 3 more annotations...
- - the goals and plans I had for this year. I've had that meeting with my
    principal about setting her priorities for coaching, I've got a schedule set up
    that balances coaching and intervention needs, and, most importantly, I've made
    great strides in keeping family my number one priority.
  - For the moment, I'm dedicated to my extra commitment in the one classroom I
    spoke about last time, and I'm loving the relationship I'm building
    with that teacher's kids.
  - Blurry
    
    I mentioned recently that I felt that a good deal of my time last year was
    spent telling teachers what my job wasn't (read: no, I won't take over
    your reading workshop so that you can correct papers), as opposed to what it
    actually is. The reality that there is no perfect description of what a
    literacy coach does became very clear, very quickly. But at the heart of
    it all, the relationships, rapport and trust that you build with teachers can be
    grown in many different ways. Sometimes, I think that means doing a few
    things to make teachers lives a little easier, even if they don't feel like the
    things that you're supposed to be doing.
http://www.coe.uga.edu/jolle/2007_1/coaches.pdf on 2009-05-03
Literacy Coaching Clearinghouse on 2009-05-03
Literacy Coaching Clearinghouse on 2009-05-03
- The International Reading Association (IRA) defines a reading coach or a
  literacy coach as a reading specialist who focuses on providing professional
  development for teachers by providing them with the additional support needed to
  implement various instructional programs and practices. They provide essential
  leadership for a school’s entire literacy program by helping create and
  supervise long-term staff development processes that supports both the
  development and implementation of the literacy programs over months and years.
  These individuals need to have experiences that enable them to provide effective
  professional development for the teachers in their schools.
- Becoming a Literacy Leader: Supporting Learning and Change
  
  by Jennifer Allen
- 2 more annotations...
- - "Moving Forward: The Reading Specialist as Literacy Coach"
    
    by Michael L. Shaw, William E. Smith, Barbara J. Chessler, and Lynn
    Romero
    
    Today’s reading coaches and literacy coaches must have more specialized
    training than ever before. They need to be able to effectively address student
    reading difficulties, skillfully provide instructional guidance to teachers, and
    execute professional development experiences for teachers. This article
    discusses the changes required of reading specialists as they assume the roles
    of reading coaches and literacy coaches. In Reading Today (2005, June),
    22(6), 6.
  - "What am I Supposed to Do All Day? Three Big Ideas for the Reading Coach"
    
    by Janice A. Dole and Rebecca Donaldson
    
    In this article, Dole provides clear responsibilities and roles for the
    reading coach and emphasizes that the reading coach work directly with teachers
    in the classroom to improve student achievement. Dole offers three big ideas for
    reading coaches struggling to maintain focus. A reading coach's first duty is to
    teachers, students, and reading instruction. The second is to be in the
    classroom, collaborate with teachers, offer assistance as needed, and model new
    skills for teachers. Third, the reading coach needs to establish him or herself
    as someone who can effectively support reading instruction in order to be viewed
    by teachers as a valuable asset. In The Reading Teacher (2006), 59,
    486-488.

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