1st Edition

The Common Core Coaching Book Strategies to Help Teachers Address the K-5 ELA Standards

    This book provides essential coaching tools to support teachers in planning and implementing instruction aligned with the Common Core State Standards (CCSS). The authors explain the key instructional shifts brought about by the CCSS in K-5 English language arts classrooms. Eighteen specific strategies for coaching large groups, small groups, and individual teachers are presented, including clear-cut procedures, vivid illustrative examples, and 28 reproducible forms. Grounded in research on adult learning, the book addresses common coaching challenges and how to overcome them. The large-size format facilitates photocopying; purchasers also get access to a Web page where they can download and print the reproducible materials.

    I. Coaching toward the Common Core
    1. Getting Ready for Coaching
    2. Tools for Effective Coaching
    II. Large-Group Coaching toward the Common Core
    Strategy 1. Establishing a Climate for Literacy Coaching
    Strategy 2. Building Shared Understanding and Language
    Strategy 3. Conducting an Article Study Group
    Strategy 4. Providing Professional Development at Faculty Meetings
    Strategy 5. Unpacking the Common Core Standards
    Strategy 6. Examining the Vertical Alignment of the Common Core Standards
    Strategy 7. Presenting Powerful Professional Development
    III. Small-Group Coaching toward the Common Core
    Strategy 8. Developing Implementation Guides for the Common Core Standards
    Strategy 9. Reviewing Assessment Data to Plan Instruction
    Strategy 10. Examining Student Work
    Strategy 11. Reviewing Units of Study
    Strategy 12. Conducting a Lesson Study
    IV. Individual Coaching toward the Common Core
    Strategy 13. Setting Goals
    Strategy 14. Modeling
    Strategy 15. Co-Planning
    Strategy 16. Co-Teaching
    Strategy 17. Observing
    Strategy 18. Implementing the Coaching Cycle
    V. Putting It All Together: Profiles of Highly Effective Literacy Coaches
    Profile 1. Establishing and Maintaining Administrator Support
    Profile 2. Getting into Classrooms
    Profile 3. Working with Hesitant Teachers
    Profile 4. Staying the Course
    Profile 5. Embedding Coaching into Other Assigned Duties
    Profile 6. Organizing for Success
    Final Thoughts


    Laurie Elish-Piper, PhD, is Distinguished Teaching Professor, Presidential Engagement Professor, and Director of the Jerry L. Johns Literacy Clinic in the Department of Literacy Education at Northern Illinois University, where she also serves as Deputy Provost. Dr. Elish-Piper's research and teaching focus on literacy leadership and coaching. She has published and presented widely with Susan K. L'Allier on literacy coaching at the elementary level. She has worked extensively with school districts to develop and implement literacy coaching programs at the elementary and middle school levels, and she teaches graduate courses related to literacy coaching and leadership. Dr. Elish-Piper has coauthored seven books. Prior to joining the faculty at Northern Illinois University, she worked as an elementary teacher, a middle school reading teacher, and an educational therapist in a clinical setting.

    Susan K. L'Allier, EdD, is Associate Professor and Coordinator of the Reading Program in the Department of Literacy Education at Northern Illinois University. She and Laurie Elish-Piper have conducted multiple research studies to examine the relationship between literacy coaching and student literacy achievement. In addition to their journal articles, chapters, and presentations about literacy coaching, they also have published a video “workshop in a box” titled The Literacy Coaching Series, which enables viewers to see and analyze interactions between literacy coaches and teachers. Prior to joining the faculty at Northern Illinois University, Dr. L'Allier worked as an elementary teacher, a lead teacher, and a principal.

    "A unique, insightful addition to the literature on the Common Core. Coaches, teachers, reading specialists, and school curriculum leaders will all benefit from the authors' distinctive perspective. The authors are experts in literacy coaching, and their knowledge and practical experiences permeate each chapter. The book details what coaches need to know about the CCSS in very practical terms and provides numerous supportive tools."--Maureen McLaughlin, EdD, Reading Department, East Stroudsburg University of Pennsylvania; President (2013-2014), International Reading Association

    "Elish-Piper and L'Allier offer literacy coaches many practical suggestions for integrating the CCSS into their work with teachers. They have designed valuable tools that literacy professionals can use in different coaching situations. Clear examples show how real coaches have applied the book's strategies to help their own schools transition toward implementation of the CCSS. An important addition to any literacy coach's toolkit."--Joanna Lieberman, MEd, District Literacy Coach, Cambridge (Massachusetts) Public Schools

    "Based on research and peppered with common sense, this book is respectful, timely, and easy to follow. The authors have artfully incorporated seminal work on teaching adult learners throughout the book--information that literacy coaching books often lack. This is a wonderful addition to the field and a great resource for teacher leaders in the era of not-enough-time."--Enrique A. Puig, EdD, Director, Morgridge International Reading Center, College of Education and Human Performance, University of Central Florida

    "With pressure growing to implement the Common Core well, this book is a superb, hugely practical addition to the field. It offers insightful at-your-fingertips material that will jump-start beginning coaches who want to quickly be successful. Seasoned coaches also will benefit greatly from the book's specific coaching strategies--whole school, small group, and individual/m-/along with examples of how they are put into practice. I am very excited to engage in the discussions and efforts this book will spark. For those in coaching roles who care deeply about nurturing both teachers' and students' learning, I believe this book will quickly become a 'must-have' resource."--Nancy L. Shanklin, EdD, Literacy, Language and Culturally Responsive Teaching Program, University of Colorado Denver