On-Site Coaching

Professional Development

Middle School – High School

On-Site Coaching

teachers engaged in discussion with one another

  • Follow-up support for schools and districts

What Options Do We Offer?

Schools and districts interested in support for teachers to further develop the instructional shifts that are key to implementing new standards often request site-based coaching and consulting to augment Reading Apprenticeship professional development.

Margot Kenaston ⋅ mkenast@wested.org ⋅ 415-615-3225



Schoolwide and District-Wide Planning

The site-based work we offer is customized from the menu below to promote deepening of classroom practice, and leadership development leading to more effective implementation.

Literacy leadership team consulting is available for mixed role leadership teams at the district and/or school level. Typical areas of work at this level might include:

  • Assisting the team in making strategic connections to other reforms
  • Strategizing to sustain and deepen Reading Apprenticeship work
  • Advising on documentation of growth for faculty and students
  • Planning for spreading Reading Apprenticeship campus-wide
  • Involving the community in learning about Reading Apprenticeship practices

Supporting Professional Learning Communities

On-site coaching and consultation takes place with small professional learning communities (6–12 members) to facilitate a group’s cycle of inquiry related to implementing Reading Apprenticeship.

Team/Professional Learning Community consulting is available for teachers and administrators who have attended Reading Apprenticeship professional development and want further support. Typical types of support are in the form of cycles of inquiry and include options such as:

  • Inquiry into Literacy Practices
    
Teams share and assess student work, design responsive instruction or lessons, practice instructional routines, implement planned instruction, reflect on implementation, set new goals
  • Inquiry into Literacy Practices, with Coaching
    
Same as above; in addition, teachers will be observed and observe cohort members’ classroom instruction; requires two or three cycles
  • Book Study with Reading for Understanding
    With consultant facilitation, teams read and discuss chapters of Reading for Understanding, apply to instruction, reflect on implementation, and set new goals
  • Exploration of Professional Research
    
Teams assess interest, select from consultant-recommended reading, read and discuss, apply to instruction, reflect on implementation, set new goals

Who Should Participate

Any Reading Apprenticeship-trained teachers or administrators:

  • Course-alike teams
  • Subject-alike teams
  • Grade-level teams
  • Literacy leadership teams
  • Administrator support teams

Margot Kenaston ⋅ mkenast@wested.org ⋅ 415-615-3225